Logo for Third Diplomatic Mission

Chelsea Dawson

My logo hadn’t changed since the first diplomatic posting, though who I am may have changed my thoughts on globalization haven’t change a whole lot since the start of the year. I didn’t know how to change my original logo so I decided I would make a new one that could represent more of who I am and globalization. The logo I created has a globe that is half globe half soccer ball. This is because I play soccer and so does most of the world. They say that soccer is the world’s sport and it’s true in a sense, people in Europe, Africa, Asia, Australia, South America and North America play soccer even though it’s not as big here in North America. The bottom half of the globe represents the Earth and all its beauty. I coloured one of the soccer patches red to represent how globalization became much bigger after World War II and the red is for all the bled that was shed and still shed in attempts to become part of the rest of the world, for example how Egypt is currently undergoing a sort of revolution to rid itself of a one man dictatorship and how people have been shot recently and are protesting in the streets. Also red is my favourite colour and the colour of my favourite time, Spain. The green patch is to represent the global economy and how it impacts everyone all around the world. The green also represents the peace in a sense that globalization has caused, for example when the earthquake in Haiti happened the world came together to help, when 100 years ago they would have left Haiti to deal with their own problems. When I see green I think of nature and nature is something that I find to be important because when you’re feeling down going for a walk around Elizabeth Lake or through the paths around Lacombe can make you feel so much better with the fresh air going in and out of your lungs and smelling life growing around you.

Before:

Now:

Word Game Solution

Y + D + + + D E L W A R P S + + + E + + 
T D E + + + P + S + R L + + + + + R + + 
I I R E + + + R + T + A I + + + + O + + 
L S E N I M B L E W I T T E D N E S S + 
I P K I E K + + E O + U H H N + + I T I 
U A C V A V C T + + C + S R F + + O N N 
Q T I O + P I A + Y + C E R I U + N A S 
N C L B + H O S L + L P U + U V L P L T 
A H F + W + + P N B L E + P + P E + I I 
R E L B A T C E L E D N U Y A S + D B N 
T D I O V E D + N E H + L Q T T + + I C 
R D E M I S E I + C C E + E I + I + S T 
U D E T L U S N O C V T R C + L + O + I 
T R I O T H S N T I + I I P I + B + N V 
H + + + I U F R S + N + + C P P + O + E 
L C + N O I A U + G D E R H S A O + + L 
E I G I N I L C R E D I B I L I T Y + Y 
S V C E T C S L A U G H T E R + + + M + 
S I S O X D E C R E E D + + + + + + + + 
V L R E + + + + + + + + + + + + + + + + 

(Over,Down,Direction) 
ALIEN(11,1,SE)
APOPLECTIC(5,6,SE)
APPREHENSIVE(16,16,NW)
BLACK(10,9,NW)
BOVINE(4,8,N)
CIVIL(2,16,S)
CONFINES(10,12,SW)
CONSULTED(10,13,W)
CREDIBILITY(8,17,E)
DECREED(6,19,E)
DEMISE(2,12,E)
DEVOID(7,11,W)
DISPATCHED(2,2,S)
EROSION(18,1,S)
EXCLUSIVELY(4,20,NE)
FLICKERED(3,9,N)
INSTINCTIVELY(20,5,S)
MYOPIC(19,18,NW)
NIMBLE-WITTEDNESS(4,4,E)
OBLIQUELY(18,15,NW)
PESTERING(18,8,SW)
PREOCCUPATION(7,2,SE)
PURSUITS(16,9,NW)
REPLENISHING(14,6,SW)
RIOT(2,14,E)
RUTHLESS(1,12,S)
SHRED(15,16,W)
SIBILANT(19,12,N)
SLAUGHTER(7,18,E)
SPRAWLED(14,1,W)
THRIVED(12,4,SE)
TRAITOR(9,14,SW)
TRANQUILITY(1,11,N)
UNDELECTABLE(13,10,W)
VICIOUS(1,20,NE)
WHITE(5,9,NE)
WRATHFUL(10,1,SE)

Word Game- To Kill a Mockingbird

Y R D A H O D E L W A R P S P N I E X L 
T D E L I W P U S A R L A S U M J R T T 
I I R E X S I R L T N A I V L G H O L C 
L S E N I M B L E W I T T E D N E S S X 
I P K I E K O Z E O M U H H N C G I T I 
U A C V A V C T K X C W S R F Y N O N N 
Q T I O H P I A P Y L C E R I U L N A S 
N C L B U H O S L W L P U P U V L P L T 
A H F C W P B P N B L E G P N P E G I I 
R E L B A T C E L E D N U Y A S R D B N 
T D I O V E D R N E H Y L Q T T K T I C 
R D E M I S E I G C C E B E I X I B S T 
U D E T L U S N O C V T R C C L F O K I 
T R I O T H S N T I U I I P I K B I N V 
H G W R I U F R S C N N S C P P J O L E 
L C I N O I A U W G D E R H S A O N Q L 
E I G I N I L C R E D I B I L I T Y B Y 
S V C E T C S L A U G H T E R X S H M Z 
S I S O X D E C R E E D A F S Z D O U V 
V L R E A D N F C G M S T E B F Y T B G 

ALIEN
APOPLECTIC
APPREHENSIVE
BLACK
BOVINE
CIVIL
CONFINES
CONSULTED
CREDIBILITY
DECREED
DEMISE
DEVOID
DISPATCHED
EROSION
EXCLUSIVELY
FLICKERED
INSTINCTIVELY
MYOPIC
NIMBLE-WITTEDNESS
OBLIQUELY
PESTERING
PREOCCUPATION
PURSUITS
REPLENISHING
RIOT
RUTHLESS
SHRED
SIBILANT
SLAUGHTER
SPRAWLED
THRIVED
TRAITOR
TRANQUILITY
UNDELECTABLE
VICIOUS
WHITE
WRATHFUL

To Kill a Mockingbird Wordle

http://www.wordle.net/show/wrdl/3003467/TKAM_

Chapter 6 Notes

History Globalization and Imperialism (Chapter 6: Cultural Contact)

·         The arrival of European explores in the Americas launched a series of cultural contact. ·         The Indigenous people spoke many different languages and different systems of governance. ·         They had a variety of spiritual beliefs and had established long-standing alliances and rivalries. ·         The land was there for everyone to share. ·         The most powerful nation was Europe was competing with one another for economic and military supremacy. ·         Their ambition prompted them to seek power and wealth beyond their own horizons. ·         They found lands for their monarchs ·         After Christopher Columbus went many European nations came to North America. ·         The fish fleets came to fish off the coast. ·         Then the fur traders came and established trade relationships with the first nations with the first nations.  ·         With the loss off their traditional resources and their open clashes with the Europeans, the number of Beothuk for furs and food. ·         There was only a small refugee Beothuk population left in the region. ·         The potlatch culture of the Pacific Coast existed for thousands of years before the arrival of the Europeans. ·         Britain colonized and ruled Sudan beginning in 1881. ·         In 1956 Sudan gained independence from Britain and Egypt. ·         These tensions ignited a civil war that led to the depopulation and displacement of Sudan’s Indigenous peoples in the south.

Imperialism: Chapter 7

Cultural Contact/ Historical Globalization and Imperialism

·         International trade beginning with the silk road ·         Mercantilism; government-sponsored international business ventures designed to make European monarchs rich ·         Capitalism; similar to mercantilism except designed to make one’s self wealth ·         Free market; essential for capitalism ·         18th  century Europe the people wanted change, challenged the rights of monarchs and demanded more rights for ordinary people ·         Scottish philosopher Adam Smith thought that entrepreneurs should be free of government restrictions to let economies expand naturally and rapidly ·         Exploitation; the use of a person or group for selfish purposes ·         Communism; all people work for government-owned and government-run business, used by countries such as China, Russia and Cuba ·         Europeans exploited the raw materials in their territories in North and South America, Africa and Asia to expand their manufacturing industries ·         Industrialization; place of production shifts from homes and small craft shops to large factories ·         Industrialization took place in countries such as England, France, Spain, and Belgium while other countries such as Sweden became banking and financial centers ·         Industrial Revolution; countries were shifting production techniques to an industrial model, Great Britain was one of the first countries to do so ·           Early working conditions were not favorable for workers, and because the people had no political power they weren’t given any rights to protect them

• Explore varying viewpoints of the impacts of historical and contemporary globalization and imperialism?
• Consider the consequences of imperialistic policies in Canada and the world?
• Recognize attempts made by populations and governments to address the consequences of imperialistic policies?