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.

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