Africa Blog

Morocco

Pre Colonial:

The earliest well-known Moroccan independent state was the Berber Kingdom of Mauretania under King Bocchus I. This Berber Kingdom of Mauretania, currently northern Morocco, dates at least to 110 BC. In 788, Moorish dynasties began to rule in Morocco. In the 16th century, the Sa'adi monarchy, particularly under Ahmad AL-MANSUR (1578-1603), repelled foreign invaders and inaugurated a golden age.

Colonial:

In 1900 France and Italy made a secret agreement assigning Morocco to France and Libya  to Italy. In 1902 a similar arrangement between France and Spain provides for the proposed division between them of Moroccan territory. In 1904 France and Britain make a pact: Britain will allow France freedom of action in Morocco in return for France's acceptance of Britain's role in Egypt. Meanwhile, Morocco is still evidently an independent ruled country , although inefficiently, by its own Alaouite dynasty of sultans. Morocco became a French protectorate in 1912.

Independence:

In 1956, after 44 years of occupation, Morocco regained independence from France and Spain as the "Kingdom of Morocco". Five years later, Hassan II begins a 38-year reign as the king of Morocco. Then in 1976, the UN entrusts the Western Sahara to joint administration by Morocco and Mauritania. Morocco annexes the Mauritanian part of the Western Sahara, thus taking control of the entire region three years later.

Present Day:

Under King Mohammed VI, who in 1999 succeeded his father to the throne, human rights have improved. This month, Morocco, the only North African country that has no oil or gas of its own, approved creation of an agency to ensure nuclear plant safety, helping advance slow-moving plans for its first nuclear reactors. Nuclear reactors are machines that convert energy stored in atoms into heat or electricity.

Interesting:

There are several interesting facts about Morocco. Did you know that Morocco is the only African country that is presently not a member of the ‘African Union’? (I didn't.) In addition, the University in Fes, founded in 859 AD, claims to be the oldest university in the world. Another interesting fact is that the full Arabic name of Morocco is ‘Al-Mamlaka al-Maghribiya’, which translates to ‘The Western Kingdom’. Also, Morocco is the 12^th richest country in Africa. Lastly, Morocco is one of the eleven countries that's apart of Epcot's World Showcase at Disney World.

Sources:

http://lifestyle.iloveindia.com/lounge/facts-about-morocco-1662.html

https://www.cia.gov/library/publications/the-world-factbook/geos/mo.html

http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ac97

http://english.peopledaily.com.cn/90001/90777/90854/7258138.html
http://en.wikipedia.org/wiki/Morocco

Creation Myths

              All of the creations have similarities that recur throughout the three stories. For example they all have some sort of god-like person who the myths revolve around, even though these creation myths come from all different places in the world. Other similarities are how the people are made from clay/nature, “people” form into the sky and earth, all stories start with “In the beginning…”.

              Making things with clay is a recurring point (theme) throughout some creation myths. The clay is usually used to make living things. For example in the Inuit creation, sheep were made from clay as well as fish,birds, a bear and other animals. A woman was made also to accompany man. Also the Chinese creation myth people were made with clay.  In other myths, people were made from nature.Such as, in the Inca creation people were made from stone. In the Norse creation myth, the people were made from trees. In the Mayan creation myth, people were made out of corn paste. From the other stories I've read, for example the Egyptian creation myth, people were made from tears and in the Babylonian creation myth people were made from bones of monsters and they were covered in flesh.

              In several stories, the sky and the earth are made by people. In the Maori creation myth, Rangi was the sky and Papa was the earth. In the Egyptian creation there is Nut the sky and Geb the earth. In the Norse creation myth Ymir's body formed the earth, "His blood became the sea, his flesh became the land, his bones the mountains and his hair the trees.... his skull formed the sky, held up by four towering pillars." In the Babylonian creation myth, after Tiamat dies, Marduk raised up half of her body to the heavens to form the sky and the other half to form the earth.

              A lot of the stories I've read all start out pretty much the same. Here are a couple examples: "Before the world had a true form...", "In the beginning...", "Before the beginning of time...", "Before anything had a name, before there was firm ground or sky or the sun and moon...".  All of these beginnings of stories pretty much sound/are the same. They all have the same meaning which is the beginning of time. In conclusion, these are some of the similarities between creation myths that are from all over the world.

Happy Thanksgiving! :)

My Top Ten List of What I'm Grateful for This Thanksgiving:

1. My family
       My family and I have been through a lot these past couple years. I'm thankful that everyone is okay. We are all going through these rough times together. I'm so lucky that we're all so close.

2. My friends
        My friends and I have been through it all. All the fights, all the drama, but those things just made us stronger. I am so grateful that we are all so close and that they're still there when i need some advice or a shoulder to cry on. They are my true friends and hopefully I'd remain friends with them for the rest of my life. :)

3. Being healthy 
        I'm so grateful for being healthy. Although some people in my family are going through difficult times with their health, I pray for them that they will get better. 
 
4. Having a roof over my head
        Many people around the world don't have some sort of shelter. Many people cannot afford it. I feel so privileged to have a nice house. 

5. Having food
        I'm so grateful to have food through these hard times where many people are starving. If I could I would give most of my food away to some who really needs it.

6. Being able to go on trips every year
        Pretty much every year my grandma takes us to Disney World. I'm so grateful because most people can't afford to go every year. My grandma plans these trips for my brother, sisters, and I and we are all so thankful.

7. Movies
        I love to watch movies. Movies have so many genres, so you have a lot to chose from. So, without them I don't have a connection to the outside world.

8. The T.V.
        That is also my connection to what's going on in the T.V. world. The T.V. is very helpful.

9. The computer
        Most of my life is on my computer.... so without it I don't have a life.

10.Having an education
        I am very thankful for having an education because without it I wouldn't be at Stevenson.
       

Reflection on Walkabout and Rabbit Proof Fence

     Walkabout and Rabbit Proof Fence have the same group of people, Aborigines. This group of people are from Western and Northern Australia. Aborigines are Australia's indigenous people. Recent government statistics counted approximately 400,000 aboriginal people, or about 2% of Australia's total population. Their race is dieing out quickly.

    
      In Walkabout, a boy and a girl just survived in a plane crash. They landed somewhere in Western Australia. They were coming from South Carolina to Australia to see their uncle who lives in Adelaide, which is in southern Australia. After walking around for sometime, the kids meet the bush boy, who is on his walkabout. A walkabout is a rite of passage during which male Aborigine would undergo a journey during adolescence and live in the wilderness for a period as long as six months. He helps the kids, Mary and Peter, to find their uncle.

      Rabbit Proof Fence is about three "half-caste" girls Molly, Gracie, and Daisy, who are taken from their home and forced into Moore River Native Settlement. These officials believed that assimilation could be achieved through a period of "identity reorientation" which ensured that children only spoke English, had little contact with "full bloods", including members of their own family and Aboriginal customs, and were schooled in European beliefs and customs such as Christianity, and domestic and laboring duties. After being there for only one day, the girls escape to go back to Jigalong. Rabbit Proof Fence is the story of their incredible 2400-kilometer journey home. 
      
      I thought this book and movie were very heart touching. Although I enjoyed the movie more, the book was still enjoyable. Walkabout and Rabbit Proof Fence (RBF) were both easy to understood what was going even though Walkabout was a book and RBF was a movie. I would love to see the movie "Walkabout" and read the book "Follow the Rabbit-Proof Fence" by Doris Pilkington, Molly's daughter. Walkabout and RBF really opened my eyes about the Aborigines.

Pumkin Carving :)

If you enjoy pumpkins, drawing, and stabbing things-like food- then carving pumpkins is the thing for you!

Steps for Carving Pumpkins

1. After picking out your pumpkin, make sure that there is no bruises, cracks or broken stems, because they tend to rot quickly. If there is, get a new one!

2. Before you start carving, wash the pumpkin to get off all dirt and other stuff you might find on your pumpkin.

3. Next, set up a place that you want to carve your pumpkins on. I recommend a table, a counter top, or outside on your porch. Place some type of material on the table (or whatever) to go underneath the pumpkin. I use something called a "blue pad" i don't know what it exactly is, but it's kind of like paper towel. Except on one side it's blue.

4. Here are some tips for carving a basic pumpkin:

Draw your design on the pumpkin with a water-based marker beforehand.
Out of the top, cut the lid at an angle with a sharp, straight-edged knife. This prevents the top from falling into the pumpkin when it shrinks. Remove seeds and gunk that's inside.
Never hold the knife in a stabbing position. (I guess I was wrong.... I have been holding the knife the wrong way for 3 years now...)
When carving, keep a portion of the knife blade in the pumpkin and use slow, steady saw strokes.
Carve the facial features closest to the center first and work outward. Cut out the larger features in sections.
Remove carved portions by gently pushing them into or out of the pumpkin.
Reattach a section that is accidentally removed by using a toothpick to pin it back in place.
Flatten a spot at the base of the pumpkin for the candle, but avoid digging too deep because the pumpkin becomes prone to rot.

That's pretty much it.
Just light that candle!
Good Luck!!! ;)


Tips from:
http://www.backyardgardener.com/carving.html 

France's Retirement Age

France should lower the retirement age back to 60 because of all the protests that the government is getting that is causing many problems.

            Did you know that at 60, France’s retirement age is one of the lowest in Europe? Earlier this week, lawmakers in France’s lower house passed President Nicolas Sarkozy’s pension overhaul, which includes an increase of the minimum retirement age from 60 to 62. “This is one of the most important reforms of this Parliament and presidency,” said Jean-François Copé, leader of Mr. Sarkozy’s center-right party in the National Assembly. “It’s about preserving the pension system for our children.” This reform doesn't seem absolutely necessary, in my opinion. Unions, meanwhile, have seized on the issue, which has long roused passions in a country where for decades the trend has been to cut the time people spend at work. Victor Grezes, a Student Union Leader had said that,"We are showing that we have had enough and that we want the government to withdraw this pension reform. Young people today have to fight for their future and this reform is not what we want."





Sources: 

"French students protest over retirement reform" Jean-Marie Godard, Associated Press
"France Moves to Raise Minimum Age of Retirement" Katrin Bennhold, New York Times

Dancing Levels (Fun Blog)

I have been taking ballet classes since I was three and I thought that describing the different levels of ballet would be a good topic for a blog entry.

Pre-Ballet - 3 to 4.5 years old - 1/2 hour class
The structure of a classroom environment is introduced and the children learn to take simple direction from the teacher. Children become familiar with, and master the use of parts of the body and with groups working in a circle and with partners. Musicality and rhythm are taught through clapping, singing and improvising to music. Creative imagery is used to help the children’s responses to music and movement. Basic movement themes such as jumping, balletic runs and walks, spinning and skipping are explored as an introduction to classical ballet steps.

Primary Level - 5-7 years old - 45 minute class
     Continuing from their first two years of dance, the students learn to work in lines and on the diagonal. Coordination and control of body, hand, arms. Traveling movements, skipping forward, backwards and simple jumps. Music and rhythmical awareness. Expression taught through mime and free movement.

Elementary Level  - 7-8 years old - 45 minutes to 1 hour class
      In this class, students use the ballet barre for their technical exercises. Classical technique is continued, with ever more challenging steps and even more of an emphasis on classical posture.

Elementary Level -  8-9 years old - 1 hour class
      Students continue to develop classical technique via the ballet barre exercises, centrework and performing with co-ordination of the whole body. Elevation and traveling steps will be expanded with the study of pirouettes.

Beginner’s Intermediate -  10-12 years old - 1 hour class
      Students at this level are introduced to extended bare exercises. Demi pointe work is increased with stretching and strengthening. Students will work on coordination through the body, free movement and use of the upper back, along with adding to the vocabulary of traveling steps, elevation and pirouettes. Students at this level are required to attend 2 classes per week, preparing for pre pointe work.

Intermediate - 12-13 years old - 1 hour class
      Students at this level perform specific exercises at the barre and centre. They are also extending their step vocabulary, increasing stamina, discipline and concentration, developing expressiveness and artistry, building strength for pre-pointe work, and developing self expression through free movement. After a few months, students would be able to get pointe shoes and start to break them in; while doing barre work in them. Students at this level are required to attend 2 classes per week to strengthen their technique and pointe shoe work.


Intermediate Advance - 13 - 14  years old - 1 to 1.25 hour class
      Students who have progressed to pre professional level, now have an extensive ballet vocabulary. At this level, students are developing good secure posture, co-ordination of the whole body, performing articulated footwork and secure use of legs, demonstrating line and placement of arms and body, working toward strong pirouettes and elevation, developing a sense of performance and artistry, and doing dances and exercises in pointe shoes. Students at this level are required to attend 2 classes but may take up to 3. Three classes is optional.

Advanced - 14 years old and up - 1.5 hour class
      Students at this level have a vast vocabulary of classical ballet. Most dancers at this level have taken dance since they where 3. This is the final level, unless you want to major dance in college.  Students at this level are requires to attend 2-3 classes and may take 4 if needed/wanted.