Sophie's choice

The hardest decision. What could be her reasons?

Here you are part of an article to help you think about that.

Sophie's choice, described in William Styron's novel by that name, has become a textbook example of a (moral) dilemma.

Sophie, a polish Catholic, is arrested by the Nazis and sent to the Auschwitz death camp. She is there given a choice: one of her children will be spared the gas chamber if she chooses which one; otherwise both will be gassed to death. She screams in torment that she cannot make such a choice, pleading that she cannot do so. As the order is given for both children to be taken to the gas chamber, she suddenly does choose. Thinking that her older and stronger son has a better chance of surviving the camp, she in agonizing pain says that they can take her younger daughter. Two years later, haunted by the guilt of this choice, Sophie commits suicide. (Narrative summarized and slightly adapted from the novel)

The following accounts seem to me to sum up the evaluations I have encountered.

1. Sophie did wrong because she chose between the lives of her children.

If an enemy comes and demands that you choose someone to hand over to him to be put to death, with the threat that you will otherwise all be killed, you may not do so, but must all be willing to die instead of choosing someone to die. But if the enemy demands a particular person, you may deliver up that person, even if that person is not guilty of a crime deserving death. Here the understanding seems to be that by making a choice whereby one person dies and other lives, one is making oneself master of life and death, an authority that belongs to God alone.

According to this principle, Sophie acted wrongly in choosing which one of her children would live.

2. Sophie did wrong because she consented to the unjust death of one of her children
Sophie did wrong because she consented to the death of one of her children as a means to saving the other one. According to this view, what Sophie did would have been wrong even if there was no choice between children, even if, for example, she was told, "if you tell me, 'take the girl', I'll just take her to the gas chamber, otherwise I'll take both."

In regard to this argument, we should note that while Sophie was told to choose which one of her children she wanted to be allowed to live, she expressed her choice by telling them which one of her children they could take to the gas chamber. This seems to indicate that she wasn't perceiving a significant difference between these two ways of choosing, either because she didn't consider there to be a significant difference between the two, or just because in her anguish she wasn't thinking clearly about it. Nonetheless, one might argue that in principle it would actually be okay to choose which child to live, but not which child to die.

3. Sophie did wrong because she was dispositive or instrumental in the death of one her children.

Sophie did wrong because by her choice and words she was instrumental in determining which of her children was killed. This claim differs from claim 2 in that it regards not so much the interior act of the will, consent to unjust death, as the external act chosen (telling the Nazis to take the girl), and the outcome to which it leads.

4. Sophie did wrong because she consented to her captor's will to murder one of her children.

5. Sophie did wrong because she materially cooperated with her captor's evil will, making use of that evil will to achieve good.

6. Sophie acted rightly, making a reasonable choice and taking a reasonable means to save the life of one of her children.

7. Sophie may have done wrong or may have done right, depending on what she was thinking and willing in regard to the situation.

8. Sophie did not do right or wrong. The choice was outside the bounds of morality.

These accounts arguably represent all basic possible moral evaluations of the choice: if the choice is wrong, it is so either because the choice between her two children as such is wrong, or because there is formal consent or material contribution to a grave evil, where that evil is understood either as the death of her child, or as the Nazi's moral evil in willing the murder of a child. If it was not wrong, than it was either right, was potentially right or wrong, or the distinction between right and wrong was inapplicable.

So, which of these accounts is right? Was Sophie right to feel guilty? Did she do wrong? Did she do right?

International migration

To help you to study the unit about population before the exam, here you are the video we have exploited in class.

How to read the Gardner's wheel

The more detailed diagram below expands the detail for the original seven intelligences shown above, and also suggests ideas for applying the model and underpinning theories, so as to optimise learning and training, design accelerated learning methods, and to assess training and learning suitability and effectiveness.

http://psychology.about.com/library/quiz/bl-mi-quiz.htm

	intelligence type	description	typical roles	related tasks, activities or tests	preferred learning style clues
1	Linguistic	words and language, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning	writers, lawyers, journalists, speakers, trainers, copy-writers, english teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice-over artistes	write a set of instructions; speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative 'spin' to a story	words and language
2	Logical-Mathematical	logical thinking, detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result	scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal-makers, trouble-shooters, directors	perform a mental arithmetic calculation; create a process to measure something difficult; analyse how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or a proposition	numbers and logic
3	Musical	musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling	musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches	perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions	music, sounds, rhythm
4	Bodily-Kinesthetic	body movement control, manual dexterity, physical agility and balance; eye and body coordination	dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers	juggle; demonstrate a sports technique; flip a beer-mat; create a mime to explain something; toss a pancake; fly a kite; coach workplace posture, assess work-station ergonomics	physical experience and movement, touch and feel
5	Spatial-Visual	visual and spatial perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect	artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants	design a costume; interpret a painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car	pictures, shapes, images, 3D space
6	Interpersonal	perception of other people's feelings; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people	therapists, HR professionals, mediators, leaders, counsellors, politicians, eductors, sales-people, clergy, psychologists, teachers, doctors, healers, organisers, carers, advertising professionals, coaches and mentors; (there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ)	interpret moods from facial expressions; demonstrate feelings through body language; affect the feelings of others in a planned way; coach or counsel another person	human contact, communications, cooperation, teamwork
7	Intrapersonal	self-awareness, personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change	arguably anyone (see note below) who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, other people, their purpose and aims - in this respect there is a similarity to Maslow's Self-Actualisation level, and again there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ	consider and decide one's own aims and personal changes required to achieve them (not necessarily reveal this to others); consider one's own 'Johari Window', and decide options for development; consider and decide one's own position in relation to the Emotional Intelligence model	self-reflection, self-discovery

Multiple intelligences

We have talked about the different styles of learning that every person has.Your task this week is finding your own learning style taking this test based on Gardner's eight multiple intelligences. After having taken the test, could you print your wheel to comment it in class next day?  To start the activity, sign in and fill in a little bit of information about yourself. You can then begin to answer the questions. When you have finished, click on the submit button. If you have not filled in all the questions you will get a warning sign telling you what questions need answering. You can print the intelligences wheel and the unique number printed on the sheet will allow you to re-visit your wheel at any time.  Hope you enjoy and it is useful for you.

TEST 

LIFE PROCESSES

http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/life_processes/activity/

HAPPY HALLOWEEN 2015 (ESO 1D AND E)

                                   

Happy Halloween! Download the crafts, decorations and recipes we looked at in class here to celebrate Halloween at home.
Remember that you have to watch the video below and answer the questions in the handout:

Understanding maps

Here you are the page of your book to be able to do the exercisies.

THIS IS SPAIN. Communities and capitals

Here you are some Geography games to study the autonomous communities and their capitals. 

Hope you enjoy them!

Which community is this?

Where is ... (communitities)?

What's the name of this capital?

Where is ... (capitals)?

Provinces games
Provinces 1
Provinces 2

WHY ISN'T PLUTO A PLANET ANYMORE?

UNIT 1: MAPS

Here you are the presentation with the contents of unit 1.

You should also study for the exam the worksheets we did in class and as homework.

ROME - EXAM

Here you are the presentation about Rome.
You need to study the information there and the two worksheets for the exam.

Food for thought

Five monkeys experiment

Which is the best place for humans to live?

• Choose one picture and make a list why it is a good place to live.

• Choose one picture and explain why it isn't a good place to live
• Then, be ready to share your opinions with the class

HOW TO IMPROVE YOU PRONUNCIATION

Hello everyone, I hope you're enjoying your summer holidays. As I promised, here are some tools you can use to improve your pronunciation:
I recommend any of these apps to practice on your mobile phones:






I also recommend these webistes:

      

  

I hope you find these resources useful!

FOLLOW THE CHALLENGE ON INSTAGRAM

                                                                    


                                                       BRAINCHALLENGEZOBEL15

JOIN US IN THE BRAIN FOOD AND GYM CHALLENGE FOR THE EXAM SEASON!

                                                           

During the exam week in June some students in ESO 3 A and B and myself are taking a brain food and gym challenge. We are going to modify our diet for a few days (or maybe forever) introducing foods that are believed to improve brain performance and concentration and learning skills therefore facilitating exam revision. In addition to eating foods rich in iron and omega 3, we will cut down on, or completely quit, some unhealthy foods that are not nutritious enough and do not have any benefits for our brains and bodies.

For our brains to function at their most efficient they need the best nutritional fuel. Feeding our brains with ‘junk food’ will only lead to poorly functioning brains – not the greatest scenario for doing well in exams, helping with stress and enabling concentration and memory Proven brain foods would be protein foods such as meat, fish (especially oily fish), eggs and cheese, beans and pulses(e.g. lentils); nuts e.g. walnuts; seeds e.g. pumpkin, sunflower; dried fruits e.g. fig, prunes, fruit e.g. bananas, avocadoes and vegetables e.g. asparagus, broccoli and spinach.

5 Tips for Healthy Eating

1. Regular Meals, especially Breakfast

 
 
Try to include wholegrain carbohydrate at each meal rather than high sugar foods and drinks to maintain a stable blood sugar level during the day. High sugar foods give an initial boost of energy but this is not maintained and can lead to subsequent low energy, lethargy and low mood. Wholegrain carbohydrates include porridge oats, wholemeal bread, wholegrain pasta, brown rice. Potatoes, beans and pulses also help to
provide stable blood sugar levels 


2. Healthy Snacks

 
 
Try to avoid high sugar, high fat snacks and eat healthy options that will maintain stable blood sugars levels. Fresh, dried fruit, nuts, seeds such as pumpkin and sunflower would be good options. Snacks such as peanut butter or cottage cheese on celery sticks, cheese and oat or rice cakes, toast and  peanut butter, yogurt, raw vegetables – carrots, peppers, fennel, tomatoes.
 

3. Good Omega 3 Fat Intake

 
 
Omega 3 has been shown to help brain function and increases concentration. It also helps to improve your immune system when your body and mind are stressed. Thebest source of Omega 3 is oily fish such as mackerel, sardines, salmon, trout, and herrings. A great lunch would be tinned or smoked mackerel or sardines on wholemeal toast. Try to have oily fish twice a week. If you are vegetarian then seeds and nuts can also provide Omega 3.
 


 4. Keep Well Hydrated

 
 
Remember that it is recommended to have 1.2-1.5litres of fluid/day. Dehydration can cause listlessness and irritability and difficulty with concentration. Avoid high sugar/caffeine drinks if possible as they can have the opposite effect, causing dehydration, giving low energy/low mood after an initial energy boost. Coffee is best drunk in the day rather than the evening and can give a lift to our alertness provided intake is not excessive as it can then cause jitteriness and problems with sleep deprivation. A milky drink or herbal drink such as camomile tea can help sleep at night and be calming. Try to drink water by preference and take some into your exam.
 
5. Pre- Exam Eating
Try to have a light meal before your exam, enough to give you energy through the exam – hence a
meal including wholegrain carbohydrate but not too much that you feel sleepy and lethargic.

Ideas for Breakfast

• Porridge and dried or fresh fruit 
• Weetabix, shredded wheat, muesli or similar wholegrain cereal and fresh or dried fruit 
• Egg (boiled, poached, scrambled, fried) with wholemeal bread or toast 
• Yogurt with seeds, nuts and fruit
• Low sugar cereal bar and a glass of milk
• Avocado on toast with olive oil and seeds

Ideas for dinner

 

• Oatcakes, cheese and fruit
• Baked beans on wholemeal toast 
• Tinned or smoked mackerel/sardines on wholemeal toast 
• Baked potato(including skin) with grated cheese, baked beans, tuna or other favoured filling 
• Wholemeal bread/roll/wrap with cold meat, fish, egg, cheese or peanut butter and salad
• Omelette with cheese, ham, mushrooms or tomatoes and wholemeal bread

During the exam period try to have a stock of healthy foods, drinks and snacks that you have pre-planned
so when those moments of boredom, weariness, panic or times of just needing a break from your revision
come along you are well prepared. Pre plan your meals during your exams so that you give your brainsand
bodies the best possible fuel for maximum efficiency and therefore greatest success. Some exercise
alongside will only enhance a healthy appetite and refresh those overworked brain cells.

The challenge will also have a physical activity side, and we we will be doing a morning workout together everyday.

                                    

Are you ready to take the challenge?