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For this assignment we had to create a trailer and then a video that made fun of our school.  Since the dress code at South is pretty strict and there are people that really don’t follow it, we decided to do a parody of the TV show “What Not To Wear” calling it “What Not To Wear-South Edition”.  Two fashion stylist from Milan, Italy, came here in Alaska to help a South Anchorage girl to dress up properly.

http://www.youtube.com/watch?v=kgFZHv4a4i4&list=PLTlDBrUoAbznkST8gd5fKpun4q2BYtA2v&index=4&safe=active

http://www.youtube.com/watch?v=zp7V4OikkM4&safe=active

I think that the video was different from the others and this adds value to it. There were just a few of us who worked on that video so I think that it turned out good, I am proud of it. It was a lot of work but definitely it was worth it. I would definitely show it to everybody when I come back to Italy.

I – Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities

II – Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. develop cultural understanding and global awareness by engaging with learners of other cultures
d. contribute to project teams to produce original works or solve problems

Argument Unit

For this assignment we had to find something that South Anchorage High School need to improve.  Magnus and I are two exchange students so we compared three countries in order to find an issue and we thought that the food at South it’s extremely repetitive and unhealthy if eaten every day.

Grant:

At South Anchorage High School students find food repetitive, high on calories and not worth the price. All you can find cannot replace a well balanced lunch since it had a lot of oil, salt and carbohydrates.  Eating a sandwich, a slice of pizza or a salad one day per week is acceptable, but it’s when every day you get always the same kind of nutrition that what the school offers becomes boring and unhealthy.  People who will have activities after school, that may don’t have a ride to go home and come back later, will have either to bring food from home that they can’t even heat up or to buy every day the same meal.  The student and athlete won’t get the right energy out of the food because they will get a sugar rush and after an hour they will lose their energy and can’t pay attention in class.

South High is a public school, has 1700 students and is located on Elmore road 13400 Anchorage, AK. The school provides a lot of different classes (English, art, P.E, social study, math and science classes and more). It serves grades 9-12 students from the neighboring Turnagain Arm communities of Girdwood and Indian.

The school spends too much money on things that does not appear as much to the students as the food area, for example the projectors that, in teachers’ opinions, turned out to be useless. So we need to spend money where we really need it.

We will solve the problem calling catering companies and talk to Mr. Nickels. The school will benefit because there will be a higher income by selling food and the students will be safer because they won’t have to drive on the icy roads more than the necessary. The environment will also benefit because there will be less cars around.

We went to talk to Mr. Nickels to know if it was possible to change the structure of the cafeteria to get more and better food for the students. Mr. Nickels thought that it was a good idea and we had to call catering companies to see if they were able to deliver the amount of food that we needed.

We contacted Carrs and we talked to Mr. Green who told us that he was responsible for the tobacco store. He sent us to talk to the actual store workers and we talked to Ms. Lopez who said that she was just a common worker and that we had to talk to one of the managers. Then we talked to the manager, Ms. Tacket, who told us she was it was possible but we had to contact the store manager the day after. Unfortunately the store manager was not there the day after.

Since we didn’t have a real answer from Carrs, we contacted Fred Mayer. Workers sent us to the deli but the process we had to go through was the same as Carrs. We had to talk to one of the store managers, who was not available when we called.

We are going to contact more catering companies and still try to reach the store managers of the two grocery stores. We are going to check the cafeteria to find out if it’s possible to cook instead of catering.

Since we couldn’t reach the store managers we were not able to ask costs and therefore we haven’t purchased anything but, as we explained above, we will keep trying to find a solution to our problem.

We strongly believe that South High can get better food and the students could then stay at school and socialize with other people. We hope that Fred Mayer and Carrs can help us to reach our goal. We think there is a good potential of improving the food and the students’ habit of going out.

SOURCES:

“Fred Meyer – Find Stores – Store Results.” Fred Meyer – Find Stores – Store Results. N.p., n.d. Web. 23 Mar. 2013.

“Carrsqc – Store-Locator.” Carrsqc – Store-Locator. N.p., n.d. Web. 23 Mar. 2013.

Mr. Nickels, South Anchorage High School  employee.

III – Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results

IV – Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions

V – Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong learning
d. exhibit leadership for digital citizenship

VI – Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
c. troubleshoot systems and applications
d. transfer current knowledge to learning of new technologies

Doing this grant I learned that if we find an issue, instead of just complaining about it we should present a easy way of how it could be improved providing details, costs and benefits that our idea may brings.  Collaborate with someone makes it easier because there are two people with different ideas and it is fun to talk about it and find a solution.

Definition Unit

The first resume was a traditional one where we could collect all the information about us and our life.  As first step, the traditional resume was important in order to have a clear idea of what our skills, experiences and goals are. It was fun to list all the achievements and goals even though it was hard to remember every single one of them.

The visual resume is the one that would make a employee shine. It is fun to look at, fun to make and fun to share! It is jut a modern way of presenting yourself and show to your future boss what you are capable of.

Then we created a LinkedIn profile that we could share with other people that we know and don’t know and see how we are better than others or what we could improve about our resumes.

 

This is my traditional resume:

 

Gaia Quinto

17002 Briarcliff Pointe Circle

Anchorage, AK

Youcouldbemyhero95@gmail.com

SUMMARY

Seventeen years-old girl with a hard work ethic and high level student. Interested in Biology and Languages where also she reports high grades. She studied for her 12th grade in Alaska, US. Willing to learn, experience new things and travel as much as possible.

SKILLS AND EXPERTISE

  • Twelve years of competitive swimming
  • Travelled in more than seven countries
  • Interested in creative visualizations
  • Interested in Biology
  • High level of resiliency
  • Two years of experience in Girl Scouts

LANGUAGES

  • Italian – Native language
  • English – High proficiency
  • French – Limited working
  • Spanish – Limited working

EDUCATION

  • Elementary School degree – M. L. King Elementary School
  • Middle School degree – Galileo Galilei Middle School
  • High School degree – V. Benini High School
  • Attending courses at South Anchorage High School

INTERESTS

  • Travelling
  • Learn new languages
  • Swimming
  • Reading
  • Creating media
  • Listening to music
  • Watching movies
  • Skiing
  • Hiking
  • Singing
  • Acting

My LinkedIn account:

http://www.linkedin.com/profile/view?id=230324780&trk=hb_tab_pro_top

 

My visual resume:

http://vizualize.me/Topolino#.UWBb7zfh_To

Digital Literacy

I personally think that it was really interesting to list the results of our hard work, sometimes you just forget about those because you think they are not  important until you have to look for a job and at that point you realize how important they were.
It was challenging to use websites and visual resumes but once you understand how it works, it is not hard at all.

This product meets:

ISTE Standard I – Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities

ISTE Standard IV – Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions