The Destructors Questions

The Destructors Comprehension Questions

In our Literature class, we read and analysed the story “The Destructors” by Graham Greene. Then, we had to join in groups and aswer seven comprehension questions. I was with Francisco Lusso and Felipe Vidal.

1) What they do have in common with modern American gangs is that gangs are formed by juvenile delinquents. The ages of children joining a gang in the US keeps dropping. Between 9 and 12 years old. Moreover, children who belonged to these gangs in the US, commit small crimes such as intimidating people or robbing 24/7 shops. Also, youth gangs are prevalent in schools. Another characteristic is the use of colloquial english pointing out words such us “dude” or “homie” and in “The Destructors” phrases like “pinched ‘em”. However, what they do not have in common with the story is the buying and selling of drugs in schools or carrying sharp knives in their pockets. Graffiti ( graffiti did not appear until 1970) is very popular among gangs. Is not just art. Is a way of marking their territory and bring intimidation to rival gangs and the community. Usually a cryptic combination of letters or symbols, gang graffiti also is responsible for millions of dollars of damage to public and private buildings in most North American cities. Gangs act wherever young people congregate, at bus stops, parks, schools, and on the streets.

2) We see the central theme of the story, as the former division of upper classes vs lower classes as a result of the blitz hardships. We believe that Mr Thomas represents the upper classes at that time whereas they had great money despite losing everything. We are supposing that the kids pulling down Old Misery’s house suggests a symbol of taking down the social hierarchy which was very divided at that time in London.

5) The significance of the setting of the story portrays a bombarded London and how it has been bombed as a cause of the blitz. and how Londoners struggled to live in the underground shelters. Moreover, the story provides information about the boys who met together at an “impromptu car park” the site of the last bombs of the first blitz as well as the houses nearby (not able to survive). Only Mr Thomas’s house was the one that was still intact. The causes of the blitz began when on August 25th, by the orders of Winston Churchill to flow a retaliatory raid on Berlin. Hitler responded by telling the British that the Luftwaffe would drop I million kg of bombs on London if that was what was required. Two weeks later on September 7th, the first raid took place.

8) As Mr Thomas was pushed to the loo by the kids, he spent the whole night there while the boys finished destructing his house. Although he begged to be set free, T told him to be quiet and that is no necessity for him to be uncomfortable that night. He brang some sandwiches and a blanket. Despite the fact that Old Misery cried, no one heard his desperate yellings, only the sound of resemble carpenters coming from his house. The next morning, a lorry driver came to get his truck. As he pulled out, he had the feeling something tugging on at the back. Then there is enormous crash and debris everywhere. He heard Mr. Thomas yelling from the loo and set him free. Mr. Thomas cried when he saw that his house has been pulled down, but the lorry driver cannot stop laughing due to the situation he was living. We think Graham Greene added a lot of humour to a serious and tragic atmosphere since it wanted to show how the life of a polite and considered man has been changed by a group of young folks. Young boys who wanted to teach Old Misery a lesson of who they are and what they are looking for. We believe they were jealous with the idea of his house not being affected by the bombs especially T. T was the one who planned all this and probably he was looking to end with the remained house, to show Old Misery that not everyone had the pleasure to live in a house yet. London still did not recover at all.

9) Yes, we totally agree.

First of all, the kids were totally proud of what they did. They had the feeling they were the heroes of the day. At that point, we see that all of them had hidden forces in which they release their anger by destroying the house.

Second of all, the theme of the war is essential for the story since all started there. The kids were troubled by knowing that house was the only one in the whole neighborhood that wasn’t destroyed during the WW2 so they destroyed the last house intact.

Finally, delinquency for my its the main drama in the story because as I said in the first argument , the kids were filled by anger that they unfortunately used it in a negative way by adding more delinquency in a place which was completely destroyed.

10) Clearly, the destruction of Old Misery’s house is much more senseless than the destruction and impact of World War II. This is because, the destruction of Old Misery’s house was a simple ilegal or vandal act or prank made by teenagers and the war was something bigger, more important more chaotic and blooded, it can’t be compared with a childish and illogical act.

11) Nihilism: The rejection of all religious and moral principles, in the belief that life is meaningless. In the story we can find this, because the main act of the story is that the kids destroy old misery’s house, the house of an innocent man, so they reject all moral and religious principles to make an evil, illogical and stupid act.

Publicado en 4AC2018, ingles, literature | Deja un comentario

Activity: Dulce Et Decorum Est, Attack and Futility. Task 1-4

I did it with Francisco Lusso

Task 1: Analyzing the poem


1) In the first stanza, the main emotion expressed is trauma. The soldiers conveyed shock and vulnerability since they saw how terrible war is. They did not expect such fatigue or at the same time, agony. Soldiers were not aware about life in the trenches or being under attack.  We imagined how weak they were since malnutrition affected the fighters. They tried to survive no matter if they were exhausted or not. “Returning home was seen as a difficult task to accomplish.”

2) “Bent double, like old beggars under sacks”

3) The shells are dissapointed since it suggests that the bombs not only are useless as they missed their target expected but are dissapointing the soldiers since their main desire was that the shells hit the enemy, maybe to end with the misery and the torture to finally make them rest eternally. War is seen as hopeless and unforgivable. There is a little possibility to survive.


1) The emotion deeply changes from being shock, exhausted and sorrowful to a more opressed, confused, dramatic atmosphere showing panic surrounding the soldiers. War is seen as a difficult step or task to reach, following the shock which is constantly repeated. For example “gas” is in capitals to portray that the fighters are perturbated by this situation. They were yelling  They were not as alarm as expected. It took time for them to realize from all the panic they were living in.

2) The soldiers were fumbling for to put hurriedly their helmets before the toxins reached them, which will cause automatically their deaths. It sorted out the disorganization and the confusion the soldiers were living in as they were unable to think what was really happening. They warned and yelled but in some cases, it was too late.  Nothing to do with an ecstasy of euphoria.

3) The metaphor used to describe what the gas looked like is: “Dim through the misty panes anthick green light”


1) We think the third stanza is only two lines long as the narrator is describing past events, memories he remembered about the war, the hardships they lived through. It narrates in the present. We assumed the narrator is alive and could return home. He never saw his friends again as they possibly died


1) The main emotion expressed in the fourth stanza is an emotion of resentment and annoyance mixed with remorse. The narrator could not tolerate war, he explained how terrible and oppresed it was. He felt guilty for the people he left behind but he will never forget about his partners who were along with him all the time.

2) Three parts of the body that are affected are the eyes, the lungs and the tongue.

3) The final lines are written in latin so the translation is ” It is sweet and proper to die for the fatherland”. Wilfred Owen, with this phrase, established a critic to war propaganda. Owen is one of the soldiers who fought for his country and was in a way forced to enlist and to participate. He portrayed the hardships of wars and said that no man deserved to go, fight and die for it. In addition, war is not honorable, patriotic or noble. It is death and suffering.

Extension Question

In our opinion, this poem described lots of things that are trasmitted to us which makes it  an attractive to poem to read.  As we analysed the poem, we could see Owen’s desire to make readers understand war’s dark side. We were able to understand Owen’s experiences and we were able to go through his mind trying to see how tough was to survive. This poem is full of imagery, powerful words, literary terms mostly connected with pain and fear. We can see this in the first stanza,  when it says “like old beggars” suggesting that soldiers are deprived of dignity and health or in the case of “like a man in fire or lime” portraying a scene of desperation and agony as Owen witnessed a man on fire. He compared it with lime as a strong alkali which burns the skin so does flame. Moreover, there are many metaphors conveying men’s physical conditions, for example, “drunk with fatigue” as they stumble through the mud, or, similies suggesting lungs suffering just as though they have cancer. There is a lot of analysis to deal with, that is the reason why this poem is so catchy and wants readers to continue reading thinking how war changes a man forever.

Attack by Siegfried Sassoon

  • Sasoon portrays the realness of war, how it actually was.
  • Portrays what happens in the battlefield as if the reader was viewing it through their own eyes.
  • Soldiers fought for their country, not knowing how harsh it truly was. he depicts the true nature of war.
  • The voice is as soldier who wants the war to come to an end, in the last lines, there is not a clear answer, but an idea of what could have happened.
  • The last line, could show the feelings of soldier towards war by ending the poem with a big question mark.
  • There are lots of quotes dealing with the idea of soldiers struggling to survive and Jesus as a the protagonist who do not do nothing to make stop the war. The poem tells us the terrific side of war, prolonging it towards death.
  • Moreover there are lots of imagery related to men running towards the enemy, running towards their deaths.
  • Emotions are also present, making us realized that soldiers were not treated as equal as individuals and many times fear about putting thier lives at risk.
  • Imagery is related to the artillery of military tanks and artillery bombardments.
  • There is an important phrase “At dawn the ridge emerges massed and dun, in the wild purple of the glowering sun” symbolizing the time of the day it elapses and the weather which is described a “glowering sun” giving off much more heat.

Resultado de imagen para attack by siegfried sassoon               Resultado de imagen para attack by siegfried sassoon

Futility by Wilfred Owen

  • Poem about an injured, probably dead soldier. It is set in France during the First World War
  • Owen questions what the point of life is when being created since it can be destroyed so easaly
  • The term and title of the poem “Futility” shows how pointless and worthless war is.
  • Futility is Owen’s belief in the worthlessness of both God and war.
  • The poet begins talking of a certain “him”. We do not know who he is since he can represent all the soldiers fighting in the war or one specific soldier.
  • “Move” suggests he can’t moves himself making readers wondering why.
  • The personification of the “Sun” suggests it is tender, gentle and powerful contrasting the brutality of war but helpless in the face of war.
  • The poem emphasises a deep contrast between being alive or dead. (Mixture of present and past tenses)
  • “Fields half sown” suggets he was a farmer before he had to enlist, implying he had lost potential. Respectful and friendlier tone suggeting kind of sympathy to the brave soldier.
  • “France” is mentioned. The First World War settled there.
  • Moreover, “snow” seems as a metaphor for a loss of hope.
  • Possibly, the repetition of the word “him” implies a reference to a byblical connection, Jesus Christ. Connection between Jesus sacrificing for humanity and soldiers sacrificing for their nations.
  • Hope has been lost, soldier is not able to return to home (dying). Life is futible due to war. Death is inevitable.
  • Resultado de imagen para futility by wilfred owen                       Resultado de imagen para futility by wilfred owen
Publicado en 4AC2018, e-portfolio, ingles, literature | Deja un comentario

Virtual Period: Male reproductive System

  1. Sexual Reproduction:

Definition: the production of new living organisms by combining genetic information from two individuals of different types (sexes). In most higher organisms, one sex (male) produces a small motile gamete which travels to fuse with a larger stationary gamete produced by the other (female).

Reproductive organs are used, Gamete occurs, The offspring produced possess new characters, theres a Meitotic division of cells.

Asexual reproduction:

Definition:  is a type of reproduction by which offspring arise from a single organism, and inherit the genes of that parent only; it does not involve the fusion of gametes, and almost never changes the number of chromosomes.

Theres no use of reproductive organs,  Gamete doesn’t occur, The offspring produced possess identical characters, the Mitotic division is produced.


Seminal vesicales: Secretes fluid, Bladder: Stores urine, Prostate gland: Produces liquid in semen, Vas Deferens: Transports sperm from the epididymis to the urethra, Urethra: Tube that carries semen and urine out, Scrotum: Contains the testicles and epididymis, Penis: Delivers sperm through the urethra, Testicles: Produce sperm and tetosterone, Epididymis: Sperm is stored, these are transported to the vas deferens.

4) Semen is composed of spermatozoa in a semi-viscous fluid. The sperm has to fertilize the female egg.

Publicado en 4AC2018, biology, ingles | Deja un comentario

Question:”The lady in the looking glass”

In class, our teacher Pato gave us some questions on the “Lady in the Looking Glass”. I worked with Martin Anania. Here is what we did:


1) The mirror is described as something dangerous, it is compared with leaving a cheque book open. Obviously this is dangerous because anyone can take money out of it and in this case, the mirror demonstrates how really Isabella is

2-3) The outside things are described as perfect, tranquil and with no problems. But inside, the objects, are messy, strange, obscure and violent, all disordered, with no structure.

4) The contrast is that outside everything is beautiful and perfect while in the inside everything is missing, no order. This applies with both Isabella’s aspect and herthoght and with where she lives.

5) The narrator, is only supposing, we don’t know if that is really what is inside Isabella we only know that she is rich

6) That she is rich, he has a perfect life and she receives letters from her friends.

7)  The narrator uses the luxury inside the house, specially the looking glass; and the letters.

8) Isabella’s letters conceal the idea that the one who reads them, wpuld understand what is happening to her, in her inner an outer self.

9) Accordig to the narrator it is possible.

10) We believe that it depends on the person and on the things around him. You can’t be sure of what is happening to someone if he doesn’t show himself in a different way than normal. You cannot judge someone for just looking at him one time, you have to get to know him. For example, if it is the case that the narrator is the mailman, he may judge. It always happens that you see someone many times the same day of the week, you don’t know him but you start supposing what she is doing; here it is the same.

Publicado en 4AC2018, literature, Uncategorized | Deja un comentario

Heroine, Antibiotics and Painkillers

I worked next to Martin Anania, Vignesh Manwani, Otto Kreutzer Vernet and Felipe Vidal on this presentation on the effects of heroin, painkillers and antibiotics.


Publicado en 4AC2018, biology, ingles | Deja un comentario

Virtual Period: Reflex Arcs

Step by Step:

Image result for reflex arcs act step by stepThis is a video that really helped me:

Publicado en 4AC2018, biology, ingles | Deja un comentario

Virtual Period, Nervous system: Neurones and Synapse

  1. The structure of th neurone  is related to its function because with the Dendrites, it receives the wave of signals and then to the Axon (and its Schwann cells) and finally to the terminal, here, the isignals are transmitted to a muscle or to another neurone. The Dendrites and the Axons, are used to send signals and prevent them from the cell body.
  2.                                             Image result for 3 main types of neurons   Sensory Neurone: These, get information about what is going on inside and outside of the body and bring that information into the CNS so it can be processed. Ex: If you picked up a really cold ice cube, sensory neurons with endings in your fingertips would convey the information to your CNS that it was really cold.                                                    Relay Neurone: they are found only in the CNS, connect one neuron to another. They receive information from other neurons (either sensory neurons or interneurons) and transmit information to other neurons (either motor neurons or interneurons). Ex: If you picked up a hot coal, the signal from the sensory neurons in your fingertips would travel to interneurons in your spinal cord. Some of these interneurons would signal to the motor neurons controlling your finger muscles (causing you to let go), while others would transmit the signal up the spinal cord to neurons in the brain, where it would be perceived as pain.                                                                                                                       Motor Neurones: these get information from other neurons and convey commands to your muscles, organs and glands. For instance, if you picked up a hot coal, it motor neurons innervating the muscles in your fingers would cause your hand to let go.
Publicado en 4AC2018, biology, ingles | Deja un comentario

Literature: Authors presentations

On hour of Literature, all together, we created a presentation based on the writers of the 12 stories we are going to read throughout the year.  We were divided into groups and each group presented two writers.

This is the link of all the presentations. My group and I  had worked on  H.G.Wells and Oscar Wilde.


Publicado en 4AC2018, e-portfolio, ingles, literature | Deja un comentario

Literatura: Ensayo, El poder de la palabra

Jerónimo Leguizamon

Ensayo para Literatura:

   “El lenguaje es el arma mas poderosa”

Las palabras son capaces de afectar,lastimar,alegrar,satisfacer y cambiar a las personas.El poder de las palabras nos controla y es inmenso. Una palabra puede decir mil cosas, una palabra tiene el  poderoso potencial para hacer el bien como para el mal.

Para comenzar, las palabras utilizadas de una malvada forma pueden ser armas letales, poderosas púas que hieren al que las recibe. Las palabras, el lenguaje que todos utilizamos puede ser muy poderoso.  Al ser utilizado ese enorme poder que tienen las palabras, el lenguaje en forma de insulto o que genera violencia puede ser muy dañino para las otras personas. Esta arma que es el lenguaje, se apodera de nosotros y cada uno elige de qué forma utilizarlo. Esta vil forma de utilizar el lenguaje es capaz de generar daños irreparables en las personas que lo utilizan, que utilizan estas espantosas palabras y más aún en quien o quienes las escuchan, reciben o son dedicadas a. Por eso cuando se dice “el lenguaje es el arma más poderosa” se puede entender que cuando es utilizado para el mal, puede ser muy peligroso y dañino. Esta poderosa arma puede maltratar, maldecir, hacer sentir mal, mentir y todos los males posibles. Además, uno de los delitos más conocidos en el mundo es el abuso y un tipo de abuso es nada más que nada menos que el abuso verbal, el bullyng, etc. Las palabras pueden  ser armas para lastimar al prójimo, por eso hay que tener cuidado con ellas, pueden ser muy peligrosas, pueden ser armas letales.

Por otro lado, el lenguaje puede ser un arma poderosa y valiosa al ser  utilizado para hacer el bien y para la justicia y derechos de las personas. Las palabras pueden ser útiles para reparar, defender, reconciliar, perdonar,etc. El lenguaje puede ser utilizado para defender personas inocentes, personas que sufrieron de daños, personas lastimadas,etc. El lenguaje es un arma muy poderosa a la hora de hacer respetar los derechos, hacer cumplir la ley, cumplir con las palabras, con el lenguaje de el libro de la ley. Las palabras son una herramienta básica y poderosa para hacer funcionar la justicia. El lenguaje bien utilizado puede cambiar a las personas, puede darle esperanzas a seguir, puede aconsejar, puede ayudar a reflexionar. Al usar esta poderosa arma, uno puede hacer el bien de muchas formas. Gracias al buen uso del lenguaje, padres e hijos, maridos y mujeres, amigos, primos, etc pueden perdonarse unos con otros, amarse unos con otros, reconciliarse, compartir conocimientos y mucho más. El lenguaje es un arma muy poderosa que al usarla de la manera correcta, se puede ayudar y hacer mucho el bien.

En conclusión, en mi humilde opinión las palabras o el lenguaje tiene un poder muy importante que tiene un potencial gigante. Un potencial tan grande para hacer el bien como para hacer el mal. Entonces el lenguaje al ser utilizado vilmente puede ser un arma letal, muy dañina. Pero al ser bien utilizado puede ser un arma muy poderosa para ayudar a las personas.

Publicado en 4AC2018, castellano, lengua | Deja un comentario



Trabajo Práctico de Formación Ética y Ciudadana


Miembros: Silvestre Braun, Lucas Campion y Jerónimo Leguizamon

Materia: Formación Ética y Ciudadana

Curso: Tercer año

Colegio: Las Cumbres

Tema: La organización del Estado Argentino


1) Señala sobre un mapa de la ciudad de Buenos Aires los edificios que representan los tres poderes públicos del Estado Nacional Argentino.


Al buscar una imagen de las sedes de los tres poderes, nos encontramos con una curiosidad increíble, un triángulo une las tres sedes del estado. El edificio del Poder Ejecutivo es la casa rosada, se encuentra en la parte inferior derecha. El del Poder Legislativo es el Congreso de la Nación, se encuentra paralelo a la casa rosada en la parte inferior izquierda. El edificio del Poder Judicial es la Corte Suprema de Justicia de la Nación, se encuentra en la parte superior. Y así se forma el extraño triángulo de la ciudad de Buenos Aires.


2) Gráfica en el mapa los edificios que representan los tres poderes del Estado del gobierno de la Ciudad Autónoma de Buenos Aires.



  • En el Poder Ejecutivo es la jefatura de gobierno


Tiene a su cargo la ejecución de las normas dictadas por la Legislatura y la administración de la Ciudad mediante el desarrollo de políticas públicas.


  • En el Poder Legislativo es Concejo Deliberante


Tiene a su cargo la creación y sanción de las leyes locales.



  • En el Poder Judicial son los Juzgados y Camaras


Tienen a su cargo la administración de justicia en la Ciudad.


3) Caracterizar cada uno de ellos, en cuanto a su valor edilicio y las características de sus funciones.

La nueva sede del Gobierno porteño es una apuesta enorme para seguir trabajando por una Ciudad Verde. Fue proyectada por Norman Foster, uno de los arquitectos más prestigiosos del mundo y con quien el jefe de Gobierno Mauricio Macri se reunó en sus oficinas de Londres. La estructura está erigida con técnicas y estándares de cuidado ambiental que aplican a la certificación internacional LEED (Liderazgo en Energía y Diseño Ambiental) y la ubica como primer edificio público de Sudamérica en alcanzar ese nivel.

El Palacio de la Legislatura de la Ciudad de Buenos Aires (también conocido como Palacio Ayerza) es uno de los edificios más grandes y llamativos de la Ciudad de Buenos Aires. Inaugurado el 3 de octubre de 1931, en él se constituyó, en 1943, la Secretaría de Trabajo y Previsión dirigida por el entonces coronel Juan Domingo Perón. Debido a esto 1951 el Congreso de la Nación Argentina lo declaró Monumento Histórico; sin embargo, en 1955 tal declaración fue derogada, y nuevamente declarada en 2011 por decreto presidencial. En 1946 fue sede del Ministerio de Trabajo de la Nación, y entre 1947 y 1955 albergó a la Fundación Eva Perón.


En 1977, fue incluido en el Área de Protección Histórica, y en 2000, el Código de Planeamiento Urbano lo catalogó como Área de Protección Histórica con nivel de protección integral (APH 1).

Desde 1984 funciona en el edificio contiguo, que fuera originalmente la residencia particular de Victoria Aguirre, y que en ese momento pertenecía a la sucesión de Enriqueta Lynch, el Edificio Anexo de la Legislatura de la Ciudad de Buenos Aires.1

El Consejo de la Magistratura de la República Argentina es un órgano constitucional multisectorial integrado, encargado de confeccionar las ternas de candidatos al Poder Judicial a jueces nacionales y federales, para que luego sean designados por el presidente en acuerdo con el senado. El Consejo de la Magistratura tiene a su cargo también la administración del poder judicial, el control de la actividad de los jueces y la imposición de sanciones.


4) Observa el plano y trata de establecer relaciones de la planificación y ubicación de los edificios de gobierno.

    • Analiza la cantidad de edificios en torno a la plaza de Mayo
    • ¿Que poderes se ven reflejados? ¿Cual tiene mas fuerza?¿por qué?
    • ¿Cómo se llaman las avenidas en torno a la Plaza de Mayo? ¿Que representan? ¿por qué se habrá elegido esos nombres?
    • ¿Que otros edificios figuran dentro del área del casco histórico, mas alejado de la Plaza de Mayo y cómo se vinculan? Argumenta.
    • Hay edificios fuera del casco histórico? ¿Cuál? ¿Por qué?

4)Los edificios que se encuentran en torno la Plaza de Mayo son: la casa de gobierno, el ministerio de economía, el banco nación, la catedral, la jefatura del gobierno, el palacio municipal, el cabildo y la curia metropolitana.
-El poder ejecutivo, el legislativo y judicial. Los tres tienen el mismo poder, aunque es diferente, debido a que el gobierno tiene que ser equilibrado, además, todos tienen diferentes tipos de poderes.
-Las calles son Rivadavia, Hipólito Yrigoyen, Balcarce y Bolívar. Rivadavia e Yrigoyen fueron dos presidentes de la República Argentina, en cambio, Balcarce fue un militar y Bolívar fue un libertador. Se eligieron estos nombres porque fueron personas destacadas en la historia de la Argentina.
-La legislatura de la ciudad de buenos aires, la manzana de las luces, el colegio nacional buenos aires, monumento de julio a roca, la iglesia de san ignacio.
-Si, se encuentran edificios conformando la zona conocida como microcentro. Esto es debido a que esta zona es financiera.

5) Visita y entra en uno de ellos y sacate una foto!!. adjunta un epígrafe explicativo a la foto.

En esta foto, Silvestre se encuentra en la entrada del Congreso de la Nación. Se puede ver la forma de la entrada de dicha construcción y su grande y famosa cúpula de metal.

6) Señala que elementos te facilitó el práctico para comprender el modelo de organización del Estado Argentino y el gobierno de CABA. Argumenta.

Lo que realmente nos facilitó el trabajo fue el acceso a varias páginas de internet. Muchas de estas paginas nos brindaron informacion esencial para complementar nuestra sabiduria y poder desarrollar bien las respuestas a las preguntas del práctico. Gracias al internet pudimos encontrar fotos de mapas que nos explicaban claramente todo  y analizando los mapas pudimos entender bastante. Creemos que el internet no es que te resuelve todo, sino que te da la información para que ahí vos puedas desarrollar bien las respuestas y aprender, que al fin y al cabo es lo más importante.






Publicado en 3AC2017, castellano, ed. etica ciudadana | Deja un comentario