Sunday, October 14, 2018

Will the Fennec Fox Freeze or Thrive?

During this second unit in my Population class for STEAM, we dove into some math that would be useful to figure out the differences in species, subspecies, adaptations, and more. We looked into box and whisker plots, bell curve graphs, standard deviation, permutations and combinations in order to look into the meaning and the evolution of the animals on this Earth. For this AP, we had been asked to either choose a new organism or continue with our same organism that you may have seen in Unit 1 AP, I chose the Fennec Fox.  We were asked to develop a scenario which meant that we would have to change the habitat in which our organism usually lives in. By changing the habitat, this meant our animal would also have to adapt to this new climate. We were told to chose up to 20 representations of our animals, and take a sample of 3 that would end up surviving. We found our data for these samples,  so take a further look into my AP to see what I found.
           
            

Presentations of the three surviving Fennec Foxes:

                   

To conclude, this AP was by far one of my favorites. Being able to dive into the future and think about how an animal can change within five hundred years. Because I now have a connection to the Fennec Fox from my previous project, I can now deep into the hypothetic part of this animal and think about where and how this species could end up.

Citations:
User:Jrockley, File:Distribution of the Fennec Fox.png, 23 January 2007

Kitty Terwolbeck, File:Artis Fennec fox (11114753056).jpg, 26 November 2013, 15:28

Ramirez, Daniel, File:Fennec Fox sleeping (9163012515).jpg, 1 June 2013, 13:17

ERRIHANI,Anass, File:Fennec Fox, 23 December 2012, 16:36:57

(NB, Photo of Fennec Fox, 2018)

NB Hand Drawn Picture of Fennec Fox(2018)

Drew, Avery, File:Fennec Fox Vulpes zerda.jpg, 28 January 2010, 13:07:16

Parkison, Tim, File:Fennec Fox @ Africa Alive, Lowestoft 3 V2.jpg, 23 January 2011, 21:10

Massone, Mario, Vulpes_vulpes_arabica_001.jpg, 3 December 2008, 6 October 2018,

Thursday, October 11, 2018

The Tale of Zara the Bunny & Neema the Naughty Fox

In our second unit, Fables, we learned about the cultural morals and background of stories told around the world. This term started off with looking for our own moral stories that have been passed down by our family. Finding out the morals and how they differentiate in between cultures made it interesting to understand what different cultures value and hold. For this AP, we had to create our own fable. A fable uses animals and gives them human characteristics in order to portray a certain moral at the end of the story. I created my own fable with some background to my life. Coming from an Islamic background in the U.S. could be a little difficult at times. My value in life is self control. The moral in my story is not to be influenced by others actions. I used the bunny as the protagonist in my story, Zara. She is kind, gentle, and adventurous; while the antagonist, Neema, is a Naughty Fox. His behavior is risky, devious, and sneaky. Read my fable to find out the Tale of Zara the Bunny & Neema the Naughty Fox.
     

To conclude, I hope you understood the moral of my story. Although it did take a dark turn, these are real life situations. Sometimes, you may get a little ahead of yourself and miss out on something important which may not turn out so well at the end.

Friday, September 21, 2018

How Arabeeya Came To Be

I am a sophomore at GCE. This is my first action project for my humanities course called Stories.  In this class we learned about new writing techniques and how to use adverbs, adjectives, similes, metaphors, etc. For our Action project, we had to come up with an origin story. We were introduced to the word etymology, which is the study of the origin of words. We read a few stories about the beginnings of time come from religious texts and morals. Our goal was to create our own story of something. It could be from how the world began to how Kleenex was created.  I wrote my story based on the beginnings of the Arabic language specifically Moroccan Arabic, Darija, which is a mix of French, Spanish, and modern day Arabic.


         Marruecous NB (2018)
                                            

In the far north continent of Afra-rabiya was a country by the name of Marruecous. Marruecous was a bustling, busy, colorful country. During the day, the country belonged to the hardworking men. Men who built mosques or castles. At night, the women were able to go out. Usually, the women would go to the Souk, marketplace, which was always livelier at night. Marruecous was known for their souks. Listening to the gnawa (native) instruments put listeners into a trance all throughout the marketplace.

Marruecous was a kingdom with the smallest royal family. The king, Amir Yousef III, and the princess, Amira Nouhaila. They both were the only family in the world who did not know how to speak any words. This made the connection with Nouhaila and her father very difficult.The people of Marruecous were called the Moorsi people. The people of Frahnce all came from high education. Their native language of Franceya. There was a great amount of Frahnc’s living in Marruecous. This caused a good majority of Moorsi people didn’t know how to speak coming from such indigent towns, people began to develop of language Franceya.

Throughout this time, Amira Nouhaila had been continuously talking to Prince Alexandre, prince of Frahnce. She would sneak out with him on busy nights at the souk because of how crowded and boisterous it was at the center. Although she finally knew how to speak, she was not allowed to speak Franceya in front of her father. Her father and Alexandre’s father, Roi Alexandre III, were not allowed to know the two had been meeting so often or else a war would break out. mind you There had already been a conflict between these two countries that created tension between the two fathers.

Before Nouhaila went out for the night, Nouhaila had seen her dad that still didn’t know how to speak. Nouhaila was secretly speaking to one of the gladiators of Marruecous who was able to understand and speak Franceya. The conversation consisted of the king and prince of Spahnce which was a neighboring country to the north of Marruecos was coming for a week visit. Nouhaila didn’t pay much attention to it and went her own way with Alexandre like she always did.

The day had finally came where Nouhaila had to meet with the king and prince of Spahnce. Her father had been preparing the meals and had a plan of what was happening the whole week. When the king, Rey Nicolás, had finally arrived with his son, Principe Idriss. Nouhaila knowing no Spahnce was finding it very difficult to be next to the prince of Spahnce, and maybe a bit more difficult because she had always had a love interest in this prince. Don’t get me wrong, she always loved Prince Alexandre but Principe Idriss was someone she always admired. Idriss was staring at Nouhaila from across the room. Suddenly, she fainted. When she woke up she started speaking gibberish, or at least she thought it was gibberish. Idriss had the power to convert anyone he had a love interest for to speak his language. Now that Nouhaila could speak Spahnce, they both got to know each other. Nouhaila still hadn’t spoken to her dad, until one day. Amir Yousef heard the two speaking for the first time. Yousef because furious, the sense of frustration managed to make his way to his hand. The feeling of a pulse-like motion came through his hand causing him to swing against Idriss’ face. The rule in this palace was if the prince of any other country ever interfered with the females living in the palace, a war would break loose.

Nouhaila was instantly sent to her room. She sobbed and sobbed the night away until the moon and stars turned into the sun and clouds. As hard as she tried avoiding her dad, she knew that she had to speak with him about last night. The day felt long. The whole day she tried figuring out how she was going to communicate with her father. She went to the fouyer and sat down next to him. A guy who seemed older than her sat right across from her. She tried figuring him out. He had olive-toned skin. His hair was faded from the sides leaving him with the top of his hair which he had off to the right side of his head. His hair was curlier than hers. The color was a light hazel to go with his eyes. Nouhaila’s father didn’t want her speaking to anyone unless it was her husband. This had been the man that her father had chosen to be her husband. The couple were expected to get married the next day. Her father couldn’t tolerate her being with these men who spoke other languages. For years, Amir Yousef III had tried to establish his own language. With the war breaking in Marruecous and more people from both Spahnce and Frahnce, this made Marruecous become divided. Nouhaila never told her father that she had been with these two guys in order to help create Marruecous very own language. She was truly just trying to be able to speak with her father for the very first time. She always knew she had to love her father but never knew why.

Being married, Nouhaila had more time which meant she could help her father develop a language. She started writing. This writing looked like art, like scripture. She started creating her own alphabet, which turned into words, which turned into sentences, which turned into a conversation. One day, she walked herself to the palace, there had been a microphone at the top of the castle that was used for prayer recitations. Instead of performing a prayer, she spoke these words which she named Arabeeya, and instantly she heard a ruckus from the moorsi. People began to cry. The Moorsi’s were finally able to speak to their loved ones. Amira Nouhaila had the power all along to convert her people, the Moorsi people, to officially speak the language of Arabeeya. While this meant that she could finally speak to her father,she was able to connected everyone. She finally realized how important language was to her and her people, and that is how Arabeeya came to be.

Conclusion:

What I learned from this AP was the skill of storytelling. it's quite the process and something to get used to. Using the right adverbs and adjectives may sound easy until you actually put them into a story. I enjoyed this unit, and will continue to use my skills that I use it in the real world.

Fennec Fox (Vulpes zerda)

I am a sophomore at GCE Lab School. This STEAM(Science, Technology, Engineering, Art, and Math) Population, we discussed binomial nomenclature which is a two part name for every animal in the world, usually in Latin language. We studied taxonomy, which is the science of categorizing into levels given to every animal in order to tell them apart and to organize animals in their similarities and differences. We usually find these traits in morphology which is the organism's physical traits. We were able to go onto an FE (field experience) to the Lincoln Park Zoo in Chicago where we observed an animal. I chose a Fennec Fox and I have organized them into taxonomic levels.
 
Venn diagram of Grey Seal, Cinereous Vulture, and Fennec Fox:


In class, we were grouped up with two other students who had completely different animals than us in order to compare and contrast the taxonomy levels. I was paired up with WH who was observing the Grey Seal, and ALL who was working with the Cinereous Vulture. I learned that a Grey Seal is usually found on both shores of the North Atlantic Ocean. They usually live along rocky coasts and aren’t very sociable with each other, despite living together in large colonies and gathering together in large groups just like how Fennec Foxes gather in groups of about 10. On the other hand, the Cinereous Vulture can be found in European Countries such as France, Italy, and Spain while the Fennec Fox is found in the Sahara. Cinereous Vultures also live in habitats that can give the higher ground advantage, which is usually in forested areas with hills. I found it interesting to discover how closely related two animals could be connected to one another even though they come from two totally different habitats.

                                                           Picture of Vulpes zerda:

Drew, Avery, File:Fennec Fox Vulpes zerda.jpg, 28 January 2010, 13:07:16
NB Hand Drawn Picture of Fennec Fox(2018)
                               
Fennec Foxes are usually found in North Africa or in the Sahara desert. The scientific name for a Fennec Fox is Vulpes zerda which translates to small fox. Because they live in the Arabian Peninsula, they have adapted to warmer climates like the Sahara desert by using their unusually large ears to cool down from the heat. The Fennec Fox would typically hunt for rodents, reptiles, and insects. They are social animals that like to live in packs with one another, hunt together, and play. A Fennec Fox may live 16 years. They may tend to use their feet for digging to build underground tunnels.

Taxonomic Levels:

                                     
I have drawn and labeled the different parts in a Fennec Foxes body which identifies their levels on my taxonomic chart visually.
                     
Set theory was a way to organize these groups into mathematical terms and to find the similarities in these animals to other ones. We use different symbols to mean different things. For example, “U“ means universe which is everything that may be inside of the brackets. From there we can use, Є, to mean it is an element to a specific group. “⋃” which is used to mean a union, or addition to, while ⋂ means an intersection. When we use the apostrophe after we label a specific group that means everything in the brackets are opposite of what we are trying to get to. Here are my examples:


U= { Fennec Fox, Grey Seal, Cinereous Vulture}
Fennec Foxes, Grey Seals, and Cinereous vultures are all a part of my universe.

Herbivores’= {Cinereous Vulture, Fennec Fox, Grey Seal}
Vultures, Fennec Foxes, and Grey Seals are not herbivores.

Feathery ⋃ Furry: { Fennec Fox, Vulture}
The set of animals that are either feathery or furry are the fennec fox and vulture.

Feathery ⋂ Furry: {Ø}
There is no animal in my universe that is both furry and feathery.

fennec fox Є Mammalia
The fennec fox is an element of the Mammalia group.
fennec fox Є carnivora
The fennec fox is an element of the Carnivora group.


Conclusion:
To conclude, I found my first AP to be quite interesting. I was able to learn more about how and why organisms are listed into taxonomic levels and I was able to find out how closely connected we are to the animals around us, even though we all come from different habitats. It's interesting to know that although morphology may show us our differences in physical traits, when we break these levels down, we can see the comparisons between organisms.

Citations:
Artist unknown, https://moniqueschoutenblog.wordpress.com, May 19, 2018.
Lincoln Park zoo, https://www.lpzoo.org/animal/cinereous-vulture#, September 15, 2018
Lincoln Park Zoo

Wednesday, September 19, 2018

Fennec Fox (Vulpes Zerda)

Introduction:

I am a sophomore at GCE Lab School. For my first AP this year for STEAM we discussed binomial nomenclature which is a two part name for every animal in the world, usually in latin language. we studied taxonomy levels which are the levels that are given to every animal in order to tell them apart and to organize animals in their similarities and differences, we usually find these traits in morphology which is the organism's physical traits. We were able to go onto an FE to the Lincoln Park Zoo in Chicago where we observed an animal, for me I chose a fennec fox and I have organized them into taxonomic levels also got to create a Venn diagram with two other classmates where I got to compare and contrast other mammals to mine.

 Background on mammal:


Fennec Foxes are usually found in North Africa or in the Sahara desert. The scientific name for a Fennec Fox would be Vulpes zerda (small fox). Because they live in the Arabian Peninsula, they have adapted to warmer climates like the Sahara desert by using their unusually large ears to cool down from the heat. The Fennec Fox would typically hunt for like rodents, reptiles, and insects. They are social animals that like to live in packs with one another, hunt together, and play. A Fennec Fox may live up to 12-16 years. They may tend to use their feet for digging because they could be found in underground dens they have built.


    Taxonomic Levels
 

                 Picture of Fennec Fox                   
Drew, Avery, File:Fennec Fox Vulpes zerda.jpg, 28 January 2010, 13:07:16

Picture of my hand drawn mammal with taxonomic levels labeled:
NB(2018)
Venn diagram of Grey Seal, Cinereous Vulture, and Fennec Fox:

NB(2018)


In class, we were grouped up with two other students who had completely different animals to us in order to compare and contrast the taxonomy levels. I was paired up with WH who was observing the Grey Seal, and ALL who was working with the Cinereous Vulture. I learned that the Grey Seal are usually found on both shores of the North Atlantic Ocean. They usually live along rocky coasts, and aren’t very sociable with each other, despite living together in large colonies and gathering together in large groups, just like how Fennec Foxes gather in groups of about 10. On the other hand, the Cinereous Vulture can be found in European Countries such as France, Italy, and Spain, while the Fennec Fox is found in the Sahara. They also live in habitats that can give the higher ground advantage, which is usually in forested areas with hills. I found it interesting to find out how closely related two animals could be connected to one another even though they come from two totally different habitats.

Photo of Grey Seal:

Artist unknown, https://moniqueschoutenblog.wordpress.com, May 19, 2018.


Photo of Cinereous Vulture:

Lincoln Park zoo, https://www.lpzoo.org/animal/cinereous-vulture#, September 15, 2018


Set theory statements:

U: { Fennec Fox, Grey Seal, Cinereous Vulture}
Fennec Foxes, grey seals, and Cinereous vultures are all a part of my universe.


Herbivores’: { Vulture, Fennec Fox, Grey Seal}
Vultures, Fennec Foxes, and Grey Seals are not herbivores.


Feathery ⋃ Furry: { Fennec Fox, Vulture}
Animals that are either feathery or furry are the fennec fox and vulture.


Feathery ⋂ Furry: {Ø}
There is no animal in my universe that is both furry and feathery.


fennec fox Є Mammalia
The fennec fox is an element of the Mammalia group.


fennec fox Є carnivora

The fennec fox is an element of the carnivora group.

Conclusion:

To conclude, I found my first AP to be quite interesting. I was able to learn more about how and why mammals are listed into taxonomic levels, and I was able to find out how closely connected we are to the animals around us even though we all come from different habitats. It's interesting to know that although morphology may show us our difference in physical traits, when you break it down into these levels we can see how we are linked into even the smallest traits in an animal.



Monday, June 4, 2018

Get out the way GMOs

Throughout my last freshman term at GCE, Food, we were able to dive in deeper in where our food actually comes from. We were asking ourselves, does our food come locally? Why do we transport food? or questions like what are the pros or cons to the use of GMOs? I was more on the Anti side of GMOs being that my mom is a health freak and cares about where everything comes from before purchasing. This is my slideshow of why I am anti-GMOs and what you could do to activate and inform the world about GMOs.

           
                                                            NBE "Anti GMO" June 2018

                       

From the Restaurant to the Kitchen; Mansaf


Throughout this course I was able to get a deeper meaning of what food really was. Before taking this class I thought this was a pretty weird name for a course at GCE, but now the meaning completely makes sense. I think that we think of food in more of a broad standpoint but we should be thinking of food more as a, where does it come from? Is it local? How did it get here? We think about what we are going to be eating rather than where our food is actually coming from.

Tuesday, May 22, 2018

War & Food

For this Unit, Death, we were able to dive deeper into the meaning of famine and how monocultures can lead to famine. We looked into the Irish Potato Famine. We were able to go to the Lincoln Park Conservatory. We looked at 5 different plants and we learned why and how they grow in the environments that they do. For our AP, we chose a certain issue that we wanted to present to the UN in order to solve specific problems. I chose to write about War/ political instability and how that might effect our world today in relation to food.




War & Food (2018) NBE

Do you ever think about the correlation of war and political instability in relation to food? By having certain elements like governance, food production, climate, etc. we are able to develop a global food system. This global food system can be affected by these elements like war/ political instability. The reason for why I chose to write about my stance with war and food is because I don’t think people usually remember or correlate war and food together as being a crisis. We think of it more as separate issues but really these issues affect each other in some sort of way almost in a domino effect, where if one of them is happening for example war, we should be thinking of food scarcity being the next crisis. War/ Political Instability is the biggest threat to our global food system. The reason I want to put this out there in the world is in order to inform others about the issue with war and food. I want to give out ways that political instability or war can threat food supply and ways that we can help globally. When we begin to have others get involved in a certain situation others will be informed and will want to create a better world.

Wars from Syria, South Sudan, Somalia, Pakistan, etc. are all affecting the food scarcity and the way these citizens live. This is a threat to the global food system because according to an article by the Washington Post, “ ...increases in food prices caused by drought were also a factor in the 2011 Arab Springs uprising in Tunisia, Jordan, Yemen, and Egypt.” Not only are we thinking about food droughts here but we are also thinking about the food prices that are rising. How would you assume that a refugee would have enough to pay for this? Would they think of food as priority in a certain situation like that? Also, we are having people protest which is all related to these food conflicts. “...Riots, protests, ad massacres are among the types to unrest that can lead to civil war - and all can be linked to food conflicts.” It has a domino effect, with anything. Food is such an important source in our lives that once we have one situation it will immediately lead to food production. Lastly, going back to a quote from the Washington Post, “ Low crop yields increase the competition for remaining crops.” Now we have competition in this situation for remaining crops which leads to dispute.

There was such thing as food stamps which I assume we are all aware of; this was needed in times of World War 2. An era that faced a similar problem is our own country. Back in 1947 the U.S. was involved in World War 2. This lead to an increase in the use of food stamps. The OPA was the Office of Price Administration which was established within the Emergency Management of the U.S. government used to control money. In the book, Empires of Food, there was a short excerpt, "...in England, the price of wheat jumped eightfold." (Pg. 34). We can see that even in "1316" the prices were being raised on crops.

A civilization like Ancient Greece surprisingly had food scarcity and land problems as well. The way the ancient greeks would address this problem was by having each social class in a different section; or maybe a different set of privileges than each other. Land had been separated for people who owned a portion of it. According to ancient.eu, “The state did not control farming and crops were grown and livestock reared by private individuals on their own land.” By having these crops being grown by private individuals a situation may come up like, controversy leading to possibly war because of food supply. We can learn from history because although it may seem like an organized idea to have an organized agricultural society we can also have dispute. I think this is something that we are still trying to work on but we have evolved in some way. There may be public gardens where people are easily able to pick up any crops they may need. We can see by having private land that it won’t entirely make a difference from the people that own the land. They have more of a supply but won’t share it causing controversy over the community in which they may have lived in.

Now that we know how food and war can relate to one another or create some kind of effect on one another. We can see that there isn’t really a divide in both of these situations. We can create ways in which we can put this to an end. For one, we can create different organizations which are already being created for refugees leaving their war torn countries. By having more and more organizations I think the world will begin to see that helping out will become more of a task rather than a yes or no situation. Second, education. Someone wouldn’t want to be a part of an organization without being informed in the first place. Educators should be teaching their students the effects that war can lead to rather than having their students assume what might be the effects. Lastly, awareness. We need the people around us to be aware of certain situations that are not just happening in their nation but globally. Without the people being aware around us we aren’t able to help the people in need like bringing them into your country for shelter, providing food and water, etc. and we aren't able to create a better world without knowing our world.

To conclude, my reasoning behind writing this is because I don’t think people usually correlate food and war but they are similar in a way. Food droughts can lead to a raise in prices, protests and rioting can occur, and low yields. One of the UN's SDGS that relate to this subject is #10 reduced inequalities because the divide between who and who get access to food and water varies depending on your social class which can suddenly drop because your country can be fleeing a war like many of these refugees which are flooding to new countries for shelter. Before I go, I want to leave you thinking about something, what are your views of political instability in relation to food scarcity? What would you do as an outsider in order to solve this food supply problem?


Citations:
Cartwright, Mark, Food & Agriculture in Ancient Greece, Ancient. eu, 25 Jul 2016, 22 May 2018
Koren. Ore, Food Scarcity causes conflict - but so can food abundance. Here's why, The Washington Post, 23, November 2016, 22, May 2018
Tran. Mark, Millions of Syrians need of food aid as war devastates food production, The Guardian, 5 Jul 2013, 22 May, 2018.
Rimas. Andrew, Empires of Food, Pg. 34

Wednesday, May 16, 2018

Bake it until you make it!

To begin, throughout this term of Food we were able to look into baking. We studied the pH scale and what is considered an acid or a base. We learned about acid base reactions which we applied to our baking. We went on an FE to Big Delicious Planet where we were able to look at their garden and also get a hands on experience.  We explored their urban farm and how they work from the farm to the kitchen. We made 5 different breads in class. We were trying to figure out which component makes the best leavening agent. The leavening agents we used were baking soda, yeast, and sourdough starter. This AP was actually one of my favorites that we have had all year because I was able to see what worked better and it was more of a hands on AP that I was able to experience with one of my other peers.

                                 


Calculations:

BUTTERMILK
=-=-=-=-=-=-=-=
PROTEIN
17% x 2 cups per serving = 34% of daily value
8 grams of protein per serving x 2 cups per serving = 56 grams of protein
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
FAT
4% x 2 = 8% of daily value
2.5 grams x 2 = 5 grams of fat
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
CARBOHYDRATES
4 x 2 = 8% of daily value
13 x 2 = 26 grams of carbohydrates
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
CALORIES
110 x 2 = 220 calories
220 = x
2000 calories needed daily 100%
22000 = 2000x
2000 2000
11 = x
11% of calories needed daily
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
ALL PURPOSE FLOUR
=-=-=-=-=-=-=-=-=-=-=-=
0.25 serving size x 3.5 cups of flour used = .875
.875 is change factor
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
PROTEIN
.875 x 3 = 2.625 grams of protein
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
CARBOHYDRATE
7% x .875 = 6.125% of daily value
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
CALORIES
100 x .875 = 87.5 calories
87.5 = x
2000 100
8750 = 2000x
2000 2000
4.375 = x
4.375% of calories needed daily
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
SUGAR
=-=-=-=-=
CARBOHYDRATES
1% of the daily value
4 grams of sugar
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
CALORIES
15 calories
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -



Monday, April 30, 2018

Canela & Karfa

 Throughout this course, Food for thought, we were able to dive deeper into food. Where did it come from? How did it get to our local grocery store? Is it better to forage for your food or create an agricultural society? We were able to look into these questions deeper by going on some FEs. The first week we went to Metropolis where we were able to see how they roast coffee beans and where they originated. We were able to taste test some of the countries depending on their origins and find what we liked and didn't like. We also made some tortillas with PA's mother. She came and we were able to use a tortilla press and make corn and flour tortillas which was fun to see the difference. Lastly, we went forage around Lincoln park with Odd Produce. We saw what we were able to eat and what was maybe something to stay away from but I feel like I was able to make more of a connection with the community and neighborhood that I live in and how we care about the way things look and what we are able to use.

I created my own family tree. In this family tree you can see at the top you have my two grandparents from my Mexican side, sadly I couldn't use my Moroccan grandparents because they don't live in the U.S. We can see the variety of the foods because my family loves trying new foods. This also creates a background to culture and my family getting to experience the different spices and ingredients used in these different foods.
NBE. Family Tree 2018
For my AP, I had to find one ingredient that my family uses and write about it in the perspective of the ingredient. I decided to use cinnamon because it is used in Moroccan and Mexican cuisine. Read my essay on cinnamon to find out where it originated and how my family uses it:

                               

To conclude, we were able to explore the origin of cinnamon and how it made its way to the Mexican and Moroccan Bedda family. This was an interesting experience and it only makes me feel more connected to both of my cultures. Connecting to the origins of something can have an effect on the way you think about the world and the people who are around us. It makes us think about how aware we are of our background and not just the background of food but also the background of our ancestors.

Citations:
NBE. Family Tree 2018.
Bedda, Hicham. Personal Interview. 26. April 2018.
Carla Rahn Phillips. "The Growth and Composition of Trade in the Iberian Empires, 1450-1750" in James D. Tracy, ed., The Rise of Merchant Empires: Long-Distance Trade in the Early Modern World, 1350-1750 (New York: Cambridge University Press, 1990), p. 51.
Gonzalez, Guadalupe. Personal Interview. 25 April 2018.
Protoplasmakid. Ponche de fruta navideno. 24 December 2015. 30. April 2018

Wednesday, April 25, 2018

Be Green Like Beans

Throughout this food term, my last term as a freshman at GCE, our first unit is called: Planting. Throughout this unit we explored gardening methods, went deeper into natural farming by read the book One Straw Revolution by Masanobu Fukuoka, we dove into growing our own herbs and mushrooms. To wrap up the unit we created our own hypothetical gardens. In my garden I decided to include a 5ft by 5ft garden bed. I used three containers such as a hemisphere, a can, and a rectangular bucket. Before, the soil quality was pretty low and wasn’t efficient enough for all of my ten fruits and vegetables to grow such as, strawberries, avocado, raspberries, tomatoes, squash, beans, corn, cabbage, radish and tangerines. 

       
To conclude, I think that this AP allowed me to think more about how I want to create my garden. I think I was able to think more about how I want to make an impact especially after thinking about how I could be more green and how I can make an impact. Hopefully this presentation allowed to think more about creating your own gardens and making an impact.

Citations:
Natural Farming, Wikipedia. April 27, 2018.
Flickr, Fish meal, fishmeal, March 12, 2015, April 27, 2018.
Hemisphere, Wikipedia Commons. 25 November 2014. April 27 2018.

GRAND CHALLENGE: ECONOMICAL SPACE ACCESS

 For my last unit of Frontiers and my final action project at GCE, we worked on researching a grand challenge in space exploration and try t...