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Claire Byrnes Public Feed

Claire Byrnes Capstone

Posted by Claire Byrnes in Capstone · Giorgio/Shagin · Wed on Thursday, May 10, 2018 at 3:36 pm
For my Capstone, I wanted to create a resource for teens interested in museums, a place to hear about other volunteers' experiences and learn about volunteering opportunities. To complete my CTE Digital Video requirement, I interviewed students sharing stories and their passion for museums. Since it was difficult to get in touch with a variety of teen volunteers, I decided to expand my research. My final product is a collection of information about museums around the city, organized into a website.

My website housing all of my videos and information is here below:
https://claire-byrnes.wixsite.com/teens-in-museums


Annotated Bibliography


Bay, Ann. “Museum Programs for Young People: Case Studies.” eric.ed.gov/?id=ED090116.

This is a set of 14 case studies of young people in twenty-four American museums. Since it’s case studies, their source provides more specific information about these programs. The author writes about programs for young children and high school students, allowing me to understand a variety of programs. I found this source useful because it has information about the museums’ exhibits, staff, funding, and its coordination with schools. This source will be difficult to utilize though because it is a long document (almost 300 words) and since it was originally published in a book, not online, the font is difficult to read.


Bormann, Sarah Beth. “Teen programs : engaging adolescents in the museum setting.” San

Francisco State University Digital Repository, 2016, hdl.handle.net/10211.3/172971.

This source focuses on how and why museums interact with teenagers specifically. This source includes four case studies of museums in America with long-term teen programs and the themes that connect them. While this source is very long, there is a Table of Contents that will allow me to read the specific parts that I know will be helpful. This source will be very helpful in not only understanding long-term teen museum programs, but also their impact on the museum itself. This source also has interview questions that I can adapt to use when interviewing the teens involved in museums.


Dahl, Mette Irene. “Finding a new voice: lifelong learning experiences in museum

volunteering.” International Journal of Lifelong Education, 10 Jan. 2018, pp. 1–13., doi:10.1080/02601370.2017.1406546.

This article focuses on the aftermath of a volunteer’s time at a museum. These volunteers aren’t teenagers so it may not be applicable to my own Capstone, but this source provides me with information about how volunteering at a museum may affect their identity. By describing the experiences of different volunteers, this source is able to analyze their effect on the museum as a whole. I will use this source to better understand a volunteer’s impact on a museum which will develop into a conclusion for my Capstone. This source is an article by an independent researcher and has many references and data to reference.


Hoven, Kristy Van, and Loni Wellman. Recruiting and managing volunteers in museums a

handbook for volunteer management. Rowman & Littlefield, 2016, books.google.com/books?id=GQQsCwAAQBAJ&dq=teenage museum volunteers&lr=&source=gbs_navlinks_s.

This is a digital copy of a book written by museum studies alumni of Johns Hopkins University, an institution known for their research opportunities. This book, published recently in 2016, focuses on the process of volunteer recruitment, communication, and retention. Focused on non-profit volunteers, I will use this source to understand the culture behind volunteering through a business lens. Since this is just a preview of the book, which costs $16.50 and is not available at a free library, I can’t access all of its pages which will limit its usefulness. There is a Table of Contents which will allow me to pick and choose the sections to read.


Janes, Jennifer Elizabeth. “High school volunteerism, student docents, and the Sacramento

History Museum.” 14 Feb. 2012, hdl.handle.net/10211.9/1468.

This is a project exploring high school volunteer programs in history museums. This will be helpful because its focus mirrors mine - high school students and history museums. This source analyzes the best way to institute a high school volunteer program in a museum by using the Student Docent Program at the Sacramento History Museum as a case study. By using this project’s information backed up by the case study, I can agree with it that high school volunteer programs in museums focused on history are worthwhile and the museum’s staff should put forth time and energy towards developing these types of volunteer programs.


March, Kristina Marie. “Igniting the spark : the use of teenage volunteers in museums.” San

Francisco State University Digital Repository, 2013, sfsu-dspace.calstate.edu/handle/10211.3/130200.

This thesis examples the idea that teenagers can increase the value of a museum’s volunteer program. This source has case studies at 3 different science-based museums in the San Francisco Bay area and an informal survey of teenage volunteers. This source will be helpful to me because I will interview high school students at a few science focused museums and may adopt the survey questions to use in the interviews. The main reason this source will be helpful is its conclusion. This source ends with a set of guidelines for developing a successful volunteer program for teenagers in a museum.


Musick, Marc A., and John Wilson. Volunteers: A Social Profile. Indiana University Press,

2008, books.google.com/books?id=u8Tabf5HcRcC&source=gbs_navlinks_s.

This book is about volunteers themselves. By using information about volunteers at various museums (their race, gender, class, relationships, etc.) gained through a survey, this source will help me understand volunteers’ motivation for volunteering at museums. Since this is just a preview of the book, which costs $15.52, I can’t access all of its pages which will limit the amount of information I can access. There is a Table of Contents and a strong introduction which will introduce me to the book and allow me to pick and choose the exact sections I know will be useful for my Capstone.


Schwartz, Deborah F. “Dude, Where's My Museum? Inviting Teens to Transform Museums .”

www.mercermuseum.org/wp-content/uploads/2014/10/Dude-Wheres-My-Museum..pdf.

This is an article written by the president of the Brooklyn Historical Society and is reliable because of the author’s experience with museums and her use of footnotes and a bibliography. The author references many well-known museums in her article (the Museum of Modern Art, the Andy Warhol Museum, the Brooklyn Museum…) showing her expertise. This source is an opinionated piece, giving me the opportunity to understand someone’s actual opinion, rather than just information to cite. This article concludes with a set of guidelines for the museum community to engage teenagers. I can also use this source for its bibliography, to have more resources about youth programs in museums.


Szekely, Ilona. “Multiple Perspectives on Teen-Centric Art Museum Programs.” The

International Journal of the Inclusive Museum, vol. 5, no. 4, 2013, pp. 25–36., doi:10.18848/1835-2014/cgp/v05i04/44412.

This source focuses on how the involvement of teenagers in art museums has transformed their connection to the public. By exploring the historical context of teenagers’ relationship with museums, I will be able to understand the museums’ shift of focus from children to teenagers. This paper also discusses the implementation of technology in art museums which attracts teenagers to then stay and volunteer. This work is in the series “The Inclusive Museum” and was written by a professor at Eastern Kentucky University, a comprehensive institution. The author helped to establish several community arts organizations so I know she is experienced with the art community.


Verbanszky, Stephanie J. “Winning Over Tweens: Museum Programming for the Middle School

Audience.” 18 July 2006, pp. 1–111., library2.jfku.edu/Museum_Studies/Winning_Over_Tweens.pdf.

Divided into 13 sections, this study contains data from 8 focus groups of tweens to discover how their needs can be met in museums. This project’s research focuses on museums in California and uses psychology and neuroscience to understand tweens’ needs. The purpose of this study is to inform museum educators how to address the needs of tweens. The article’s main point is that through effective programming for tweens, museums can engage a large audience that will benefit the museums in the end. This project ends with an analysis of the important parts of successful tween programs and recommendations for museum educators.

Tags: capstone, Giorgio, 2018
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Labyrinth of the Mind

Posted by Claire Byrnes in English 3 · Pahomov · A Band on Monday, June 5, 2017 at 9:00 pm
Here!
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Cat Videos On The Internet Are Purr-fect

Posted by Claire Byrnes in English 3 · Pahomov · A Band on Monday, May 1, 2017 at 8:17 am

Claire Byrnes

Pahomov

English 3

May 1, 2017

Cat Videos On The Internet Are Purr-fect

4,000 years ago, the first cats were domesticated by the Ancient Egyptians who used domesticated cats to catch vermin. Now, cats have transcended this simple task by becoming internet sensations such as: Lil Bub, Grumpy Cat, Nyan Cat, Maru, and Lolcats. Domestic cats are some of the most viewed content on the web and have attracted the attention of scholars who strive to analyze why this form of art becomes iconic and psychologists who research the positive effects of cat videos. Research has shown that watching cat videos not only helps viewers regulate their emotions, but it also allows the viewers to imagine a world where they are not constantly surveillanced.

Grumpy_Cat_by_Gage_Skidmore.jpg

Cat videos are associated with procrastination and are cited as a guilty pleasure but those derogatory titles may not hold true. Jessica Gall Myrick, media scholar at Indiana University, surveyed nearly 7,000 internet users to explore how emotions are affected by the viewing of internet cats. Her results, shown in the bar chart below, support the idea that “happiness gained from viewing Internet cats can moderate the relationship between procrastination motives, guilt, and enjoyment.”

cat-video-emotions-study.png

Cat videos have been proven to cause positive feelings but their effect on behavior has not been fully researched, until now. A Japanese study led by four scientists examined the effect of cute images on various tasks such as “fine motor dexterity” tasks. University students were asked to perform various tasks after viewing cute images. For all trials, viewing cute images narrowed the focus of the participants, allowing their performance on the tasks to improve.

Cat videos have been proven multiple times to be a rewarding experience for the viewers’ brains that increases effectiveness for tasks. Another topic of research is cats’ indifference to filming, since from the FBI to the Department of Homeland Security to the Defense Department, various surveillance programs have been implemented by the government to watch what citizens do online. For example, the Department of Homeland Security tracks approximately 380 keywords organized into categories such as cyber security or emergencies and weather or terrorism. There are many psychological risks of mass surveillance – under certain conditions, constant surveillance can encourage social conformity, promote distrust and increase mental strain and stress. The positive effects of cat videos (providing a dopamine boost and keeping negative emotions in check) can combat the negative effects of constant surveillance.

A researcher at Massey University in New Zealand analyzed cat videos and found that the cat videos popular on the internet tend to have a few key characteristics. “They are generated by users, shot on a mobile device such as a phone, and set in a domestic environment.” These characteristics set up the viewers as “observers” to the cat’s actions with the cats being indifferent to the filming. The cats are oblivious to the camera which contrasts against other online videos. When dogs are filmed, they make eye contact with the camera and understand, to some extent, that they are being watched. “The cats’ apparent uninhibited behavior gives the viewer the illusion of voyeuristically catching a glimpse of a self-sufficient world. This lack of self-consciousness and sense of authenticity are key to their reception as ‘cute’ videos.”

When asked, internet users might say that cat videos are merely for entertainment, but on closer inspection, they not only regulate viewers negative emotions, but also combat the stress of constant surveillance. Surveillance programs sponsored by the government to watch citizens’ internet usage places strain on them. Cat videos are the purr-fect combatant for whenever a dopamine rush is wanted.

This is my best possible 2fer because I edited my thesis statement throughout my writing process. A few times, I found a very interesting study that I knew I had to include after tweaking my thesis. In other 2fers, I researched information that would just prove my existent thesis which didn't allow me to use other arguments that were still applicable to my topic. My flexibility during this 2fer allowed my argument to be changed depending on my research and made my essay more well-rounded.


Works Cited

Baer, Drake. "Here's the surprising psychological reason the Internet loves cat videos."
Business Insider. Business Insider, 17 June 2015. Web. 30 April 2017.
<http://www.businessinsider.com/psychology-of-cat-videos-study-2015-6>.

"Cats’ indifference a crowd-pleaser." Cats' indifference a crowd-pleaser - Massey University.
Massey University New Zealand, n.d. Web. 30 Apr. 2017. <http://www.massey.ac.nz
/masseyabout-massey/news/article.cfm?mnarticle_uuid=E50983B4-920A-0C58-CB7B
-0DCD96B677DB>.

Chambers, Chris. "NSA and GCHQ: the flawed psychology of government mass surveillance |
Chris Chambers." The Guardian. Guardian News and Media, 26 Aug. 2013. Web. 30 Apr.
2017. <https://www.theguardian.com/science/head-quarters/2013/aug/26/nsa-gchq-
psychology-government-mass-surveillance>.

Kounang, Nadia. "Watching cute cat videos is instinctual and good for you." CNN. Cable
News Network, 20 Jan. 2016. Web. 30 Apr. 2017. <http://www.cnn.com/2016/01
/20/health/your-brain-on-cute/>.

Myrick, Jessica Gall. "Emotion regulation, procrastination, and watching cat videos online:
Who watches Internet cats, why, and to what effect?" Science Direct. Elsevier Ltd, n.d.
Web. 30 April 2017. <http://www.sciencedirect.com/science/article/pii
/S0747563215004343#>.

Nittono, Hiroshi, Michiko Fukushima, Akihiro Yano, and Hiroki Moriya. "The Power of Kawaii:
Viewing Cute Images Promotes a Careful Behavior and Narrows Attentional Focus."
PLOS ONE. Public Library of Science, 26 Sept. 2012. Web. 30 Apr. 2017.
<http://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0046362>.

O'Meara, Radha. "Do Cats Know They Rule YouTube? Surveillance and the Pleasures of Cat Videos." M/C Journal. N.p., n.d. Web. 30 Apr. 2017. <http://journal.media-culture.org.au/ index.php/mcjournal/article/viewArticle/794>.

Rosen / AlterNet, David. "6 Government Surveillance Programs Designed to Watch What You Do
Online." Alternet. N.p., 06 June 2012. Web. 30 Apr. 2017. <http://www.alternet.org/story/
155764/6_government_surveillance_programs_designed_to_watch_
what_you_do_online>.
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Amélie’s Fabulous Shrew

Posted by Claire Byrnes in English 3 · Pahomov · A Band on Sunday, April 23, 2017 at 8:31 pm

Amélie’s Fabulous Shrew

Comparing “Amélie” and “Taming of the Shrew”


In “Taming of the Shrew”, deception in a relationship is used to woo a love interest when Lucentio disguises himself as a teacher to have access to the love of his life - Bianca. In Amélie (2001), the main character uses stratagems to hide her identity while moving her crush around like a chess piece.

Although Lucentio and Amélie both trick their love interests to win them over, Lucentio reveals his identity to Bianca right away while Amélie keeps her identity hidden from Nino. In the end, Lucentio and Amélie’s deceit pay off for the partners since Bianca and Nino are gifted with their heart’s desire. These pieces of media show that deception in relationships continue to provide the opportunity for one person to have power over the other in any relationship. The deception can seem wrong at first, but as long as the power is being used for working towards the betterment of the relationship, all turns out well.


“… this young scholar Гpresenting Lucentio, disguised as Cambioㄱ that hath been long studying at Rheims, as cunning in Greek, Latin, and other languages as the other in music and mathematics. His name is Cambio. Pray accept his service.”

(Act 2, Scene 1, 83-88)


Lucentio disguises himself as Cambio, a teacher, to be able to get close to Bianca, since her father, Baptista, is not allowing her to get married until her older sister, Katherine, does. Gremio, another of Bianca’s suitors, introduces him to Bianca and her family. This deception sets Lucentio up to interact with Bianca without her knowing his true identity. Lucentio has control over Bianca’s interpretation of him, giving him power. Instead of harming Bianca, Lucentio reveals his true identity to her, strengthening their blooming relationship.

Amélie is reluctant to reveal her true identity since she is not as confident as Lucentio.


Screenshot 2017-04-23 at 8.28.53 PM.png

In “Amélie”, Nino is positive that he has found the mysterious woman that led him to this cafe. Amélie denies her identity and retreats, leaving Nino disappointed but still intrigued. In this scene, Amélie has lost her mystery and her power, leaving her face to face to the man that she wants to impress. Unlike Lucentio, Amélie is shy and not confident that she will be able to win Nino’s affection right away. In an attempt to regain power, Amélie continues her deception to keep herself hidden away from the possibility of a rejection. Nino could have forced Amélie to reveal herself, making her uncomfortable, but he allowed her to stay in the dark. While Amélie’s denial is disappointing to Nino, it pushes him to become more passionate in his search for her, keeping their relationship playful.

Enter Katherine and Bianca Гwith her hands tied.ㄱ

“Good sister, wrong me not, nor wrong yourself, to make a bondmaid and a slave of me…. Unbind my hands…”

(Act 2, Scene 1, 1-4)

This quote shows that Katherine and Bianca are struggling to stay civil with each other since Bianca cannot be married until her sister does. This tension between siblings most likely results in her not enjoying being forced to stay at home. Her haste to get married supports the idea that she wishes to be freed and move on with her life before she is considered to be an “unmarriageable age”. Lucentio uses his disguise as an opportunity to win Bianca’s love and therefore, provide her with a way to get married.

While Amélie’s identity is still a secret to Nino, they play a game of cat-and-mouse, with her leading Nino to specific locations. The first location is to binoculars (shown in the first image below) and the second location is a photo booth (the second image below).

Screenshot 2017-04-23 at 8.29.17 PM.png

Screenshot 2017-04-23 at 8.29.35 PM.png

Amélie uses arrows to guide Nino through the city to return his prized album back to him. He is guided to binoculars so that when he looks in them, he can see Amélie returning the album to his bike… and then running away. Amélie also shows Nino the secret of the photo booth repairman that causes him to be dumbstruck, since he believed the man to be a ghost. Amélie still does not reveal herself, which is different from “Taming of the Shrew”. If Amélie revealed herself after returning the album or amazing Nino with the repairman, the moment would have been equivalent to Lucentio revealing himself and gifting Bianca with the chance for her freedom. All of these gifts were given to the love interests through deception, but that dishonesty did not stop the amazement that Nino felt and Bianca’s amusement at Lucentio revealing his true identity.

In “Amélie” and “Taming of the Shrew”, both suitors use deception to gain power. Lucentio and Amélie’s dishonesty with their partners is glossed over because in the end, their relationships have improved. This proves that society places focus on the result of the relationship, not the developing process. Lucentio went around Bianca’s back to arrange their marriage, but they make a fine couple in the end. Amélie manipulated Nino but in the end, they are riding on a bicycle and smiling.


Works Cited

Amélie. Dir. Jean-Pierre Jeunet. Perf. Audrey Tautou and Mathieu Kassovitz. Twentieth

Century Fox Home Entertainment, 2001. DVD.

Shakespeare, William. The taming of the shrew. Ed. G. R. Hibbard and Margaret Jane

Kidnie. UK: Penguin , 2015. Print.
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Q3 Benchmark: Literary Lens Video

Posted by Claire Byrnes in English 3 · Pahomov · A Band on Tuesday, March 7, 2017 at 8:42 pm
(full rights go to the owners)
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Best Personal Essay Ever

Posted by Claire Byrnes in English 3 · Pahomov · A Band on Sunday, January 8, 2017 at 9:31 pm

The Sound of Growth

Freshman Year

The wind whips my hair, stinging my eyes that are rolling at my lack of sleep. My viola hangs haphazardly on my shoulder weighing my body down and bringing an ominous soreness to my back. I glide through the glass door after a cellist whose instrument is decorated with cool bumper stickers. One of the stickers is Olaf from Let It Go and I could swear that he winks at me.

The woman at the front desk smiles at me and I try to smile back but I imagine it looks more like a wince. The turnstile bangs against my legs and shuts as I try, and fail, to follow the cellist’s movements into the building. Right ahead of me, a wooden panelled room is packed with lingering teenagers and instruments. I assume this room is my destination. In a few minutes, my viola is in my hands and I am nervously plucking a mindless tune, eyes searching for a friendly face. I sigh, longing for my bed and a few more hours of warm sleep.

We are herded upstairs and before me, a room opens up, stuffed with young musicians banging away on their instruments. Everyone is in their own little world, their eyebrows bunched together in focus, bodies creating spheres of musical colors. I am amazed and intimidated. I can feel the intense passion these people have for their craft and know that, while I do find music enjoyable, I rarely feel so enthusiastic.

When I reach my section, I am self-preservative about choosing my seat, making sure that I’m not right next to the booming horns. My seat is in the middle of the section, close enough to the front so that someone could hear my mishaps, but far enough away so that I have trouble hearing the conductor who looms before us on a platform. He is unrecognizable to me, as are most of the musicians in the room. I will eventually spend tedious and thrilling hours of rehearsal with these strangers.

My standmate is abrupt. He wants to focus on the music entirely and I am a distraction. He looks older than me, everyone does, but I can’t tell if he is in college or high school. I can see that he is sizing me up, hoping that I won’t elbow him in the face or knock over the stand. I soften him up with some pretty impressive small talk for someone who didn’t have any caffeine. My skilled page turning is appreciated, but I don’t dare ask questions, knowing that I am expected to know what col legno means. This rehearsal is a mess of contradictory expectations: I am supposed to play fluidly right away but I have never played a piece this complicated. What does the instruction col legno mean, anyways? (Col legno battuto is Italian for “hit with the wood” of your bow.)

The music notes are a scribble of marks on the paper, a language whose words I can understand separately but can’t string together into paragraphs. Only halfway through the first piece and I am a mess - hands shaking, tears pricking my eyes, heart beating as fast as a stallion’s gallop. This music is like nothing I've seen before; it's Philadelphia Orchestra worthy, can I learn to play this?


Sophomore Year

We are crammed in the room, giving us just enough bow room and just enough heat for us to want to yank off our jackets. It’s impressive that the cavernous room could be filled with people and sound. The banging of the percussion and tooting of the winds pounds on my ears, blocking me from hearing my own instrument. I'm used to trusting my fingers so it doesn't startle me as much as it did last year.

The music notes are a scribbling mess, a language whose words I can understand but can’t pronounce. I take deep breaths to calm my sweaty palms and remind myself how far I had come in a year. And I perfected that Stamitz concerto, didn't I?

The music coaches stand around the perimeter of the room, providing feedback when needed but mainly observing. I can feel their undying support and know we are expected to love music half as much as they do. The symphony finishes and all the string-players flourish their ending notes, with the bows raised in the hand. I laugh to myself - such drama queens. Did you know that when we’re rehearsing and someone plays their solo beautifully, all of the string players stop to wag their bows in the air? Can you imagine how ridiculous we all look? 100 students, shaking their bows in unison to “applaud” someone’s success? I admire the relatively new conductor, whose easy smiles and laughter ease my nerves, and I manage to not get lost in the symphony music or my nervousness.


Junior Year

Even though my feet are enveloped by socks, they are numb from the cold seeping from the wooden floor. I wiggle my toes as my teacher flies her fingers across her instrument, playing our next passage in Symphonie Fantastique. I nod and set my jaw, allowing my eyes to transcribe the music notes in movements for my hands.

My teacher lifts up her viola to cue me and we play the measure in a loop, over and over. After the fifth round, I could feel myself tiring and overthinking my fingers. After pausing, I put a star next to the measure, signifying it as a spot I would have to practice at home. My teacher nods and wishes me good luck for my first rehearsal. I thank her, thinking to myself: I’ll need it.

Truthfully, I was more prepared for this rehearsal than my two other experiences. I had looked over the music for starters, had listened to the complicated rhythms and eyed the syncopated sections, highlighting them with yellow sticky notes. I knew the entire viola section vaguely and had friends that I could laugh and relax with. The coaches were friendly with me the only difficulty was coping with their oppressive expectations.

In “The Yellow Birds”, the main character, Bartle, returns home after serving in the Iraq War. He returns to his family and friends who expect him to be unchanged and mentally sound. Bartle cannot meet either of these expectations and feels a disconnect between himself and the people he loved before the war. In my music community, I am expected to become a musician. In classical music, it is normal for successful musicians to dedicate their entire lives to music, especially since most musicians begin their careers young.

The idea that I had been playing an instrument since second grade, was involved in different orchestras and took private lessons, was the minimum for most of my friends. The Philadelphia All City Orchestra is considered prestigious - the finest student musicians in Philadelphia. The majority of the students arrived early, took pride in their seating and were involved in musical competitions that earned them scholarships, but also popularity.

My music teachers held me to the popular expectation of a professional music career path. Some teachers don’t fully understand that I am included in multiple extra curriculars and have not committed to one activity that prepares me for a career. Rather than one passionate hobby, I am spread across multiple pastimes not intensively.

Like Bartle in “The Yellow Birds”, I have to face my mentors’ expectations and be clear on what I want for my life. Interestingly, I have found that most of my teachers understand or at least accept my decision, as long as I stay diligent in my practicing. Not fulfilling other’s expectations and not conforming to my friends’ paths can be difficult, but I remind myself of the joy my varied interests bring me. Bartle and I fight internal and external battles that may make us feel lonely or different, but staying true to our complex selves provides a satisfactory reward.

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The Extrovert Ideal

Posted by Claire Byrnes in English 3 · Pahomov · A Band on Wednesday, November 2, 2016 at 11:25 am

The Extrovert Ideal


Albert Einstein, Rosa Parks, Steven Spielberg, Sir Isaac Newton, and Eleanor Roosevelt have been some of the most influential people in society. They are also all documented introverts. Sadly, these people are seen as the exception, as being among a few introverts who have become successful. According to societal stereotypes, a leader must be confident, not reserved; commanding, not quiet. In most cases, the world revolves around the extrovert, which in turn forces introverts to either conform or to cope in their own ways.

The main difference between introverts and extroverts is how they relax and recharge after a long day. There are many stereotypes surrounding introverts and extroverts; the main assumptions here are that all introverts are shy and all extroverts are outgoing. According to Saul McLeod, a psychology lecturer, the psychiatrist Carl Jung decided that extroverts have an “outward flowing of personal energy” while introverts have an “inward flowing of personal energy”. Jung also bluntly points out that “Our Western attitude is extroverted; value is put on being outgoing which we consider being well adjusted.” During the Industrial Revolution, Americans started to not only sell their product, but also themselves. An important part of business and eventually success, was to put on a confident, extroverted persona. Powerful leaders in business and other work fields had to be sure of themselves and forthright with their ideas - being reserved and reflective are considered weak attributes. Extroverts are seen as ideal in the workplace possibly because introverts can get overlooked, tend to be less driven by monetary gain and find self-promoting ‘distasteful’. Extroverts are also more likely to take on higher paying management roles resulting in the extroverted personality types earning more money, as shown in the “Average Household Income by Type” graph (Share):

average-household-income-3.jpg

The Extrovert Ideal is a phrase that describes the way that society rewards those with extroverted tendencies and leadership. In Susan Cain’s words from her book Quiet: The Power of Introverts in a World That Can't Stop Talking, “We live with a value system that I call the Extrovert Ideal—the omnipresent belief that the ideal self is gregarious, alpha, and comfortable in the spotlight...” The Extrovert Ideal is supported by many scenarios, one of which is the way that office spaces are organized. Many office spaces are open spaces, allowing collaboration and the sharing of ideas. For some work fields, such as education or small businesses, collaboration is extremely useful; instead of one mind there could be five people pouring over one problem. Many people think this way of working is essential, but it is wrong to assume that everyone holds it to that same standard. Introvert blogger, Matt Blodgett said, “By forcing your whole team into an open plan, you are effectively telling your introverts, act like an extrovert! All the time! If you don’t like this, there’s something wrong with you!” While extraversion is an attractive personality to most people, modern workplace culture made it into an oppressive lifestyle so that many introverts feel they need to conform. Society is built in favor of the extroverted. Introverts should not be forced to change their lifestyle based off of their office space and coworkers and should not be shunned because they work a different way.

Introverts may not be able to change the way that they recharge, but they can adapt and find ways to cope with the Extrovert Ideal. Laura Vanderkam has developed strategies to be confident while giving speeches to large groups of people. As an introvert, Vanderkam has had to cope with the expectation of being instantly skilled with public speaking. Vanderkam has not become an extrovert - she still struggles with her speeches and needs time to herself to recharge - but she has found ways to make the lecturing process easier for her through strategies to make public speaking more comfortable for her. For example, Vanderkam says that she has “the organizers [of where I am lecturing] put me in touch with a few audience members beforehand... When I say hello before the talk, they become friendly faces, nodding and smiling in seats near the front [of the audience].” By practicing and tweaking her public speaking technique, Vanderkam has found ways to make her more comfortable with something that an extrovert could attempt without hours of preparation. A stereotype is that all introverts, being shy, are terrible at public speaking. Vanderkam proves this stereotype wrong and defends introverts’ personalities, but since the world expects the ideal person to be an extrovert, introverts must find ways to cope.

Although the Extrovert Ideal may only seem important to introverts, it should in fact concern anyone who cares about how the world treats those who function differently. Society should accept introverts and extroverts for who they are. As attractive of a trait that extroversion is, it should not be an oppressive standard. If no space is made for introverts, then society will lose people who crave solitude that gives them time to formulate ideas without distraction, people who rely on their inner compasses, not external affirmation, and realistic listeners would can shape the world with the passion and strength.


Works Cited:

  1. Jung, Carl. "Jung's Theory of Temperaments." Philosophy Lander. Philosophy Lander, Web. 15 Oct. 2016. <http://philosophy.lander.edu/ethics/jung.html>.

  2. Blodgett, Matt. "The Open Plan Office and the Extrovert Ideal." Blodgett, Matt. Matt Blodgett, 2016. Web. 15 Oct. 2016. <http://www.mattblodgett.com/2015/02/the-open-plan-office-and-extrovert-ideal.html>.

  3. Vanderkam, Laura. "The Introvert on the Podium." The New York Times. The New York Times. Web. 15 Oct. 2016. <http://www.nytimes.com/2014/11/23/business/the-introvert-on-the-podium.html?_r=1>.

  4. Cain, Susan. Quiet: The Power of Introverts in a World That Can't Stop Talking. New York: Broadway Paperbacks, 2012, 2013. Print.

  5. Share, Jacob. "Do You Have This Moneymaking Personality Trait?" JobMob. JobMob, n.d. Web. 01 Nov. 2016. <https://jobmob.co.il/blog/personality-trait-making-money/>.

  6. Lebowitz, Shana. "Why Extroverts Earn More Money than Introverts." Business Insider. Business Insider, Inc, 12 May 2015. Web. 01 Nov. 2016. <http://www.businessinsider.com/susan-cain-on-why-extroverts-earn-more-2015-5>.

  7. Bernstein, Elizabeth. "Why Introverts Make Great Entrepreneurs." The Wall Street Journal. WSJ, 23 Aug. 2015. Web. 01 Nov. 2016. <http://www.wsj.com/articles/why-introverts-make-great-entrepreneurs-1440381699>.

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Reader Profile: Tito Mazzucchi

Posted by Claire Byrnes in English 3 · Pahomov · A Band on Wednesday, September 28, 2016 at 11:39 am

Tito is currently reading “The Essential Rumi”. This book as a human, in his opinion, would be a teenager with the mind of the philosopher Socrates. When Tito goes to the library or a bookstore, he decides which book to read based off the font of the books’ covers. If he could live with any book character, it would have to be Percy Jackson as a roommate in a college dorm. Tito would be Percy’s “smart sidekick” and would bring modern weapons on quests to help Percy save the world. Tito’s second choice of a book character to live with would be Merlin, because Merlin would make a great tutor.

If Tito could change the ending of any book he read, it would have to be the ending of “A Series of Unfortunate Events”. He would want it to be an epic ending, with the same magnitude as the books before it, but still be sad and unfortunate. Finally, a book that affected Tito’s mood drastically was “My Side of the Mountain”. Before reading this book, Tito was uninspired. After he finished reading this book, he felt motivated and was able to do some critical thinking.

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La Barbacoa Muy Diferente (Rosario, Ana, Cristina y Julio)

Posted by Claire Byrnes in Spanish 2 - Bey - X on Friday, June 10, 2016 at 8:25 am
https://www.wevideo.com/view/688965951
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Los Taínos (Paloma Ndaw, Angelíca Velazquez-Rivera, Ana Byrnes, y Elena Linder)

Posted by Claire Byrnes in Spanish 2 - Bey - X on Friday, March 11, 2016 at 10:50 am
https://docs.google.com/a/scienceleadership.org/presentation/d/15BXEK9HsLpgeQPSB5mAu91MEp5P9SqjMubI92OrnTrU/edit?usp=sharing
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ILP Update

Posted by Claire Byrnes in Ilp - 10Th Grade - Giorgio - Wed on Thursday, March 10, 2016 at 2:36 pm
My internship with Project 440 has been productive. I have been working on a list of All-City Orchestra alumni and have contacted a variety of people to learn about their experiences. I have helped organize the seminars for this year's All-City students and have created reports reflecting on the seminar survey results. Overall, my experience with Project 440 has been interesting and inspiring to see these people devoting themselves to their work for music.
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La Entrevista - Anita, Ana y Teresa

Posted by Claire Byrnes in Spanish 2 - Bey - X on Thursday, January 21, 2016 at 7:39 pm
https://www.wevideo.com/hub/#media/ci/568570179
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Un Día En La Vida de Ana

Posted by Claire Byrnes in Spanish 2 - Bey - X on Thursday, December 10, 2015 at 6:37 pm
Link for video: https://www.wevideo.com/hub#view/536720377
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ILP November Update

Posted by Claire Byrnes in Ilp - 10Th Grade - Giorgio - Wed on Monday, November 2, 2015 at 2:42 pm
Over the past few weeks I have sent emails, helped to plan a college information session and am still working on a directory. Through the emails lists I’ve informed the All City Orchestra and Band about various opportunities such as free concerts and workshops. One of these opportunities was a College Workshop. I helped bring the food to the Kimmel Center and set everything up. I also worked on a directory of the musicians in the International Conference of Symphony and Opera Musicians (ICSOM). Project 440 and I will send out emails to ask these professional musicians if they were involved with the All City Philadelphia and whether or not they’d like to share their experience or donate money.
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ILP Launch!

Posted by Claire Byrnes in Ilp - 10Th Grade - Giorgio - Wed on Thursday, October 15, 2015 at 8:32 pm
        I am interning with Project 440's managing director. Project ​440 is an organization focused on strengthening the music community. I was interested in this association because of a project last year in English where I focused on music and researched Project 440 and other associations focused on music.
        I first contacted the director in hopes of starting a conversation about an internship. I had known him from the All City High School Orchestra and was excited to learn more about what I could do to create this connection. It turns out he was extremely busy and had to forward me to the managing director. After a good amount of more communication, it was decided that we'd meet on Wednesday, October 7, to meet and discuss some projects I could work on. This meeting had to be postponed to the following Wednesday, October 14, because of an emergency on her side.
        We met in a shared office space and finalized email lists for the All City Orchestra on mailchimp. These will be used for events such as concerts. After sending two emails with our lists (yay!), we talked about two other projects- redesigning their website and creating more email lists for All City alumni which might lead to fundraising and feedback.
        Overall I was proud that I could connect with my host and felt that I was being helpful and productive. I’m looking forward to our next meeting and possibly working with the Academy of Music!
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The Finale

Posted by Claire Byrnes in English 1 - Giknis - X on Monday, June 8, 2015 at 10:22 pm

During my research I discovered three different organizations throughout this whole project- Project 440, LiveConnections and Astral Artists. Before this project, I had heard of LiveConnections because our class went to World Cafe Live and saw a few Bridge Sessions (a wonderful experience!). I was delighted that there were these successful organizations improving the classical music community, especially in Philadelphia! I am very interested in reaching out to them and learning more about what they do and how I could become involved.

For my Original Research, I was very proud of my interview, especially since I had a failed survey. I would've wanted to of had another interview with possibly a student musician in one of my orchestras. Or an adult connected to of one of the organizations I found.

And finally, for my Agent of Change, I wanted Zach to have his presentation shown to my class but in the end, the logistics did not work out. So I reached out to Project 440, LiveConnections and a few of my instrumental teachers, looking for a presentation that could be shown to my class. After lots of correspondence, both organizations had to decline. Instead, I did a presentation to my advisory which, even though rushed, worked out in the end. Unfortunately, this part was very challenging for me. I had to completely turn around from expecting a presentation from an outside organization, to planning one myself and figuring out when and to whom I would present it to. I would have wanted to take this to the next level by asking more people to draw their reactions to pop and classical music, not just my classmates or my advisory. I could’ve asked teachers or even musicians. I think it would’ve been interesting to see other reactions to pop vs. classical and more artwork! Also, I wish I researched musical therapy more because I found it extremely fascinating and was disappointed I only touched on it a bit in my last blog post.

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The Music Showdown

Posted by Claire Byrnes in English 1 - Giknis - X on Monday, June 8, 2015 at 9:59 pm

My first blog post was about the benefits of classical music. I found a few organizations such as Project 440. They are one of the many organizations that empower students to turn their passion for playing music into a passion for giving back to their community. My second blog post discusses LiveConnections and their three different types of programs- Bridge Sessions, ClassicAlive and LiveStudio. They “... inspire learning and build communities through collaborative music-making.” Another organization is Astral Artists, who want “To discover the most promising classical musicians residing in the United States, assist their early professional career development, and present their world-class artistry to the community through concerts and engagement programs.”

I emailed Project 440, LiveConnections and a few of my instrumental teachers, looking for a presentation that could be shown to my class. After lots of correspondence, both organizations had to decline. It turned out the Mr. Conyers, of Project 440, was on a European Tour with The Philadelphia Orchestra (their calendar can be seen here). For LiveConnections, there just was not enough time for them to put something together.

So I did a presentation to my advisory! You can see the slideshow here. A video clip of my presentation can be seen here. Unfortunately, my phone did not have enough storage so only half of it can be seen in the video.

I had them listen to two pieces, one pop music and the other classical. The first was “Roar” by Katy Perry and the second, the Allegro of “Eine Kleine Nachtmusik” (A Little Night Music) composed by Mozart. These are two pretty different pieces! As they listened, I asked them to draw and/or write their reactions/thoughts/feelings. After listening to each song, a few shared their experiences and art. I was pleasantly surprised that a few of my classmates started snapping while listening to Mozart because I was all prepared for groaning and complaining.

The main purpose of this presentation was to open my advisory’s minds to new musical experiences. I told them, “If you enjoyed the classical music I played today, maybe try some more!” A few of my classmates said they felt relaxed listening to the classical piece. My advice to them was to listen to classical when you’re tense. And to those who felt that pop energized them- listen to pop music when you are tired.

According to Healthline, “Scientists at the University of Missouri have found that people can boost their mood simply by listening to upbeat music.” “Music therapy has been used for centuries as a way to restore energy, improve mood, and even help the body heal more naturally.” and is ‘the clinical and evidence-based use of music interventions to accomplish individualized goals.’ ” according to the American Music Therapy Association.

Here is a picture of my classmate’s drawing:

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They said, “The classical music made me happy so that's why I drew so many happy faces. And for Roar it made me feel more agitated and aggressive. That's why there's ‘Grrr...’.”



And another classmate said, “I don't really like pop music, so when I first heard it I knew that I was not for a happy ride. I drew more jagged because the beat was all the over the place. However when listening to the classical piece I felt more in peace. I drew smoother waves and wrote the words relaxed and serene. Overall, I would say the classical piece is much better for focusing and using as background music. Compared to the edginess of the pop, you get hung on the words.”


Here’s their art:

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Overall, I am proud of my Agent Of Change. I worked hard to connect with outside resources and even though in the end it didn’t work out, I stayed strong and created something on my own. I really enjoyed this emotional artwork, as I will call it. To take this to the next level, I wish I had more time to ask other people, not just my classmates or my advisory. I could’ve asked teachers or even musicians. I would’ve wanted to see others’ reactions to pop vs. classical and see their creativity shine.


Annotated Bibliography
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Bridging the Gap

Posted by Claire Byrnes in English 1 - Giknis - X on Monday, May 11, 2015 at 10:33 pm
My first blog post was about the benefits of classical music. Research proved that listening to Mozart during a test gives you better results on that test. This shows that the music you listen to correlates to your school smarts. Looking to boost your grades? Try classical! Project 440 is one of the many organizations that empowers students to turn their passion for playing music into a passion for giving back to their community.

LiveConnections “... inspires learning and builds community through collaborative music-making.” “... LiveConnections has re-imagined the landscape of live music and music education through unique collaborations that join artists from different genres to highlight how music crosses cultures and creates bridges of understanding.” Their programs consist of three types: Bridge Sessions, ClassicAlive and LiveStudio. Recorded and performed at World Cafe Live, they are quite an experience. Here is a ClassicAlive concert featuring violinist, Kristin Lee, “... she is commissioning composer/performers to write music for the violin and steelpan, guitar, theremin, and carnatic South Indian singing.”
Lee partnered with Astral Artists, who want “To discover the most promising classical musicians residing in the United States, assist their early professional career development, and present their world-class artistry to the community through concerts and engagement programs.” They believe “... that the future of classical music belongs to today’s emerging musicians, and that empowering their talent and ingenuity ensures a cultural legacy for generations to come.”

LiveConnections’ bridge sessions “bridge gaps between different genres of music to bring together communities. So they’ll take someone like Joseph Conyers… associate principal of the Philly Orchestra, and pair him with a jazz musician or a DJ or a drummer. And they’ll put them together and see what they can come up with… All music can come together…” says Zach, who I interviewed for my original research.

bridge-session2013-4.jpg

Here is a picture of a Bridge Session. This musician is teaching about tempo. From largo to presto, it’s important to stick to the beat! (Source)

A graduate student at Temple University, Zach is pursuing a Master’s degree in Music Performance. He was inspired by LiveConnections and created a program for an independent study. “It comes from my love of pop music and classical music.” Zach is working with Joseph Conyers, Associate Principal Bassist of the Philadelphia Orchestra and Executive Director at "Project 440". Zach’s program “... touches on the basic fundamentals of music and how they are present in both today's Popular hits and Classical music such as Mozart or Bach…”.

Through his program, he “... strive[s] to make the connection between these two genres, [classical and pop,] through engaging performance and audience participation.” For my Agent of Change, I want this program to be performed to my class and I. It is new, so we would be the test run and give feedback to improve it. Then, Zach could iron out the program and it could be presented to more kids.

Here is the video of the whole interview.

I actually found a whole new organization, Astral Artists, who support the future of classical music and emerging musicians. I was pleasantly surprised especially since I notice that they were connected. For example, I found LiveConnections through Project 440 and Astral Artists through LiveConnections. Zach spoke about his connections with LiveConnections and Project 440 which lead me to researching them both.

I created a survey which you can see here, and wanted to send it out to Musicopia String Orchestra and the All-City Philadelphia High School Orchestra. Unfortunately, it could not be sent out to All-City because the emails of the students were confidential. After realizing this, I sent out my survey to Musicopia too late, and it is a small group so I received only five responses. For this survey, I wanted to see if musical tastes related to (P)SAT scores.

I did not expect my interview to go this well. I am extremely grateful to Zach for letting me interview him and hope he can come perform for us!


Annotated Bibliography
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You are what you listen to

Posted by Claire Byrnes in English 1 - Giknis - X on Friday, April 24, 2015 at 11:21 pm
What is your favorite type of music? Can I assume pop? Possibly rap? Or are you a classic rock or classical music fan being overwhelmed by the popularity of pop music?
Well… I am one of those classic rock and classical music fans in the minority. Yes, I listen to classical music for fun. No, not just for music class. It isn’t boring! I find it diverse, dramatic, energetic, relaxing and more. Like a human being, there are so many different moods, personalities and styles. And what of pop music?

“Pop” or popular music is simple. The most popular pop songs are based on the same four chords. That’s right! The same four chords over and over and over. Don’t believe me? Watch “The Four Chord Song” by Axis of Powers here:

​And what of the lyrics? The melodies are rudimentary at best and these songs are all about sex, drugs and our material culture. See Nicki Minaj's “Anaconda” written as a poem.

The first program to be cut from our schools is music. Music and art. Musical training helps increase coordination, emotional development, builds imagination, teach disciplines and much more! Here’s “20 Important Benefits of Music In Our Schools”. Oh, did I mention better SAT scores?

The music you listen to correlates to your smarts! Click here to see where your musical tastes fall in this chart of SAT scores. Are you in the thousands? Or, gasp, 800s? Did this inspire you to listen to Mozart right now? This chart dates back to 2009 but the graphic is new. It maps the musical tastes of college students and their SAT scores.

Listening to Mozart during a test makes you get better results as proven by the University of California at Irvine. “... they conducted a study to improve your IQ with specific kinds of music. The study psychologists observed that participants who listened to 10 minutes of a Mozart piano sonata achieved higher scores on a test of spatial intelligence than the participants who took the test without having listened to the music.” Psychologists found that if they listened to a different type of music, for example, a dance piece with lots of rhythms, there is no improvement. This suggests that composition such as Mozart’s sonatas stimulate pathways in your brain that have a connection with mental skills. This “... asserts that music has a direct effect on human intelligence and can improve your IQ.” So how can you stimulate your brain with music and eventually improve your IQ? Take advantage of wonderful opportunities such as...

Project 440, created by Joseph Conyers, a bassist currently a part of the Philadelphia Orchestra, is an organization “designed to encourage, educate and empower communities through the unifying power of music.” They want “...to establish music as a central tool for education, leadership, and community building.” Through training young musicians to serve their community with sharing their gift of music, they have increased appreciation of classical music in young people. Project 440 strives to ignite young people’s excitement about sharing their music with the world. With help during the college audition process, Project 440 empowers students to turn their passion for playing into a passion for giving.

Bottom-of-Page-e1267923158372.jpg

These children are getting to see Joseph Conyers, a bassist, up close and in action. Learning a new instrument, like a new language, only gets more challenging as you grow older. It’s easier to start at a young age! (Source)

In conclusion, music can improve your IQ and test scores and is an invaluable opportunity for all. wonder what classically trained musicians listen to in their free time? How do most teenagers actually feel about classical music? About learning a classical instrument?

Annotated Bibliography

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Q3 Art Reflection

Posted by Claire Byrnes in Art - Freshman - Hull - b2 on Friday, April 10, 2015 at 8:53 am
  • What do you feel like you accomplished with your final drawing?  (keeping the rubric in mind. 20pts. - back wall, 20pts. side wall, 20pts. ceiling, 20pts. floor, 20pts. table/chair = 100pts.
I feel like I accomplished most of the requirements but am unsatisfied with my chair and back windows. Also, I didn't draw a door which I feel is essential in a room.
  • What would you change or do differently if you could do this project again?
I would have wanted to use my time more efficiently so I would have the opportunity to fulfill all of the requirements to my satisfaction. Maybe I could have created a schedule for me to organize my time because we were given a good amount of time, there was just a lot to do.
  • Find a drawing on the wall that you think is successful. Describe it. Why is it successful?
I thought a drawing on the far left side of the room is successful. The artist's stool is well defined but crooked. The artist justifies them-self by saying, "The stool I was modeling my drawing after was crooked." I appreciate the artist's dedication to draw what they see, even if it looks odd.
  • What did you learn about one point perspective?
I learned that the diagonal lines from your vantage point to the edge of your shape are called orthogonals. I learned how to create a 3D shape in 1 point perspective! I enjoyed drawing my initials and then making them 3D with orthogonals and vertical lines.
IMG_2754
IMG_2754
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Nuestra Escuela

Posted by Claire Byrnes in Spanish 1 - Manuel - C on Monday, February 2, 2015 at 12:44 pm

Nuestra Escuela


Nuestros nombres son Ethan, Shawn, Kay, y Claire. Nosotros somos estudiantes en SLA, una escuela muy divertido. Es una buena escuela para matemáticas y ciencias. Los estudiantes y los profesores son muy simpaticos. Esta en Filadelfia, en el centro de la ciudad. Hay cincos pisos todos en la escuela, pero usamos cuatro. Hay muchos equipos de deportes, y alguien puede jugar. Aprendi mucho y quiero aprender mas. Si prestas atencion, vas a sacar buenas notas. Mis amigos y yo participamos en muchas clases que son muy chévere. Vamos muchas lugares con nuestra clase. La semana pasada vamos la Wilma. Es un bien teatre. Tenemos muchas cosas que hacer, y siempre tenemos divertido.


Tenemos bioquímica, español, historia, geometría, inglés, tecnología, y ingeniería en SLA. Inglés es mi clase favorita. En esta clase leemos Shakespeare y participamos activamente. Me gusta clase de español también. En español, aprendemos y cantamos chévere canciones en español. Es bien divertida y a veces difícil. En historia necesito una carpeta, una pluma, y una computadora. En almuerzo necesito un almuerzo y tenemos muy divertida. Y como si fuera poco, hablamos con amigos. Para tener éxito en bioquímica necesitamos prestar atención. En geometría necesitamos hacemos toda la tarea y trabajamos duro.

Mi profesoras favorita son la Señorita Sessa y la Señorita Manuel en mi escuela, SLA. La Señorita Sessa enseña bioquímica y la Señorita Manuel enseña español. Me gusta la clase bioquímica con la Señorita Sessa. Es facil, ella enseña súper bien. Sin embargo en español clase, nunca hablamos en inglés. Encantamos la Señorita Manuel, ella es amable, y cómica. En SLA, nosotros son más o menos cómico pero bien en todo las clases. Trabajamos duro, prestamos atención más, leemos tremendamente, estudiamos, escribamos un poco, pasamos un rato con amigos, inteligentemos más, y escuchamos todo profesoros.


Nos gusta SLA. Nos gusta mucho SLA porque es diferente. Los profesores son simpáticos y nos ayudan. ¡Qué chévere! Las clases son dificiles pero sacamos buenas notas. Y los estudiantes son buenos. Para más información, aquí está nuestro contacto: www.scienceleadership.org

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Los Seres Queridos en Mi Vida

Posted by Claire Byrnes in Spanish 1 - Manuel - C on Sunday, January 4, 2015 at 8:55 am
Gijon:
Intro: ¡Hola y bienvenidos!

Yo: Me llamo es Claire. Tengo catorce años. Soy de Filadelfia, y vivo en Filadelfia. Los fines de semana me gusta estar de vago.


Él: Este es mi gato. Su nombre es Shadow. Él tiene los ojos amarillo, y el pelo negro. Él es muy adorable y súper divertido. ¡Es un amor de gente!


Ella: Su nombre es Zoë. Ella es de Carolina del Norte pero vive en Filadelfia. Le fascina leer. Es mi mejor amiga. Ella nunca le gusta ir de compras.


Ellos: Este es mis padres. Ella es mi madre. Su nombre es Carol. Ella no le gusta nada ver la tele. A ella le gusta cantar. Depende del día ella gusta caminar con ella familia.


Nosotros: Este es mi padre y yo. Mi padre es de Yonkers, pero vive Filadelfia. Cuando tiene tiempo libre nadar, y escuchar música. Él es bastante listo y simpático.


Fin: Eso es todo. Gracias por tu atención.
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Net Neutrality

Posted by Claire Byrnes in Technology- Freshmen - Hull - b1 on Tuesday, December 23, 2014 at 6:56 pm

This is what your internet will be without net neutrality:

InternetSlowdown_Day.gif

Net neutrality is when all data on the internet is treated equally. This means that all Internet Service Providers (ISP) and the government treat everything on the internet the same by not discriminating or charging differently by user, content, site, etc. This is important for everyone to have the same access to knowledge. Some people see net neutrality as an important part of an open internet.  A “closed internet” is the opposite situation, when there is restricted access to different resources in the Internet.

I argue in favor of net neutrality. If we did not have net neutrality then we will have to pay more to have faster internet. This means that those who have fewer financial resources will not be able to access the internet if net neutrality does not exist. An open internet increases creativity and allows people to share their ideas with the world. In other words, “diffusion of innovation” will decrease with no net neutrality. Discrimination on the internet might increase inequality in the physical world.

I feel confused and disappointed that the Federal Communications Commission (FCC) cannot stop digital discrimination and ensure network neutrality.  Therefore, those who have more money will receive more benefits and have access to resources that the overall public cannot. Equal data does not hurt anyone because everyone will have the same access for the internet. When equal internet service providers do not want net neutrality it will hurt others by having to pay more. We say this because if the all internet service providers that suddenly started to be equal they will lose money.

Sources:

  1. "Net Neutrality." A Guide to Net Neutrality for Google Users. Google, n.d. Web. 15 Dec. 2014. <http://web.archive.org/web/20080901084929/http://www.google.com/help/netneutrality.html>.

  2. "What Is Net Neutrality?." American Civil Liberties Union. american civil liberties union, n.d. Web. 15 Dec. 2014. <https://www.aclu.org/net-neutrality>.

  3. "Net Neutrality FAQ | SaveOurNet." OpenMedia.ca. n.p., n.d. Web. 15 Dec. 2014. <https://openmedia.ca/saveournet/faq>.

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Media Fluency 2

Posted by Claire Byrnes in Technology- Freshmen - Hull - b1 on Monday, December 22, 2014 at 9:22 am
Media Fluency
I changed my font’s size, typeface and orientation. I decided to change these because some people told me to make my text different so that my slide’s appearance would be more outstanding.

I made all of my text in sans-serif because I found that sans-serif looks better on the web while serif is easier to read in printed works. Keeping that in mind, I made the quote marks and coma more curved to contrast against the quote which is still in sans-serif, but seems sharper. I also changed the typeface of “Hans Christian Andersen” so that it was not the same typeface as the quote.

When discussing different fonts such as sans-serif and serif I used this website:

http://www.webdesignerdepot.com/2013/03/serif-vs-sans-the-final-battle/

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Media Fluency

Posted by Claire Byrnes in Technology- Freshmen - Hull - b1 on Wednesday, November 26, 2014 at 11:41 am
Tech Media Fluency
​I made this slide look the way it does because I wanted it to be simple. I made my text large and white against a black background so it has contrast. In “Slide Design for Developers” by Zach Holman, it says to “worry about it” and I really to this to heart. I ended up completely changing my slide around because I decided it had too much text. As said in “Presentation Zen”, in the picture, the viola bleeds off the page so you only see half of it.

The main struggle for me was to keep it simple. I had a sentence quote and then a picture with a few sentences on it. In “Top Ten Slide Skills” by Garr Reynolds, it says to “keep it simple” and the slides were not meant to be the “star of the show”.

Picture from: http://8dio.com/wp-content/uploads/2012/11/viola_video_right1.jpg

Sources: http://www.garrreynolds.com/preso-tips/design/

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Home Network, Byrnes

Posted by Claire Byrnes in Technology- Freshmen - Hull - b1 on Wednesday, October 15, 2014 at 4:50 pm
mind mapping software
This is my Home Network.  My Internet Service Provider (I.S.P.) is Verizon and internet comes into my house through a fiber-optic wire to my router which creates a wi-fi signal.  Then, my Roku box, cell phones, laptops and printer are connected to the wi-fi.  I have never had an OMG moment and hope that I can avoid them in the future.  People should mast sure that their Home Network is fast and strong enough to support all of their electronics.
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