Jan 21 2009

Activity 3.4

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Maslow’s Hierarchy in consisted of 5 Needs.

Physiological Needs
These are biological needs. They consist of needs for oxygen, food, water, and a relatively constant body temperature. They are the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person’s search for satisfaction. 

Safety Needs
When all physiological needs are satisfied and are no longer controlling thoughts and behaviors, the needs for security can become active. Adults have little awareness of their security needs except in times of emergency or periods of disorganization in the social structure (such as widespread rioting). Children often display the signs of insecurity and the need to be safe. 

Needs of Love, Affection and Belongingness
When the needs for safety and for physiological well-being are satisfied, the next class of needs for love, affection and belongingness can emerge. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, affection and the sense of belonging. 

Needs for Esteem
When the first three classes of needs are satisfied, the needs for esteem can become dominant. These involve needs for both self-esteem and for the esteem a person gets from others. Humans have a need for a stable, firmly based, high level of self-respect, and respect from others. When these needs are satisfied, the person feels self-confident and valuable as a person in the world. When these needs are frustrated, the person feels inferior, weak, helpless and worthless. 

Needs for Self-Actualization
When all of the foregoing needs are satisfied, then and only then are the needs for self-actualization activated. Maslow describes self-actualization as a person’s need to be and do that which the person was “born to do.” “A musician must make music, an artist must paint, and a poet must write.” These needs make themselves felt in signs of restlessness. The person feels on edge, tense, lacking something, in short, restless. If a person is hungry, unsafe, not loved or accepted, or lacking self-esteem, it is very easy to know what the person is restless about. It is not always clear what a person wants when there is a need for self-actualization.
(http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.htm)

Hamlet has specific relations to all these needs.

#1 It is pretty simple, the need for food and water. Hamlet has all of this already since he is living as a prince.

#2 He does not have safety needs since his father was killed in his own home. His mother married her late husband’s killer named Claudius who is after Hamlet’s death. Therefore he doesn not feel safety in his own home envoironment.

#3 He needs to be loved. He is loved by his mother and friends but not by his Uncle/ Step Father. He is loved by Ophelia which is a forbitten love.

#4 He has self esteem since no one cna seems to bring him down. He is witty and smart.

#5 He has most of these steps except for the safety of his own home. If you be killed, spied on or followed constantly in your own home then you do not have the need of being safe. 

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Jan 21 2009

Activity 1.3

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Construction of hamlet:

-          Takes place in Denmark

-          Death of Old Hamlet (the King)

-          Queen remarries her Late’ Husband’s Brother Claudius.

-          Hamlet sees the ghost of his father telling him to kill Claudius but no his mother.

-          Hamlet considered insane.

-          Hamlet and Ophelia’s love is not accepted.

-          Death of all characters in the end.

Character

Reality

Outcome

Hamlet

Has to deal with his father’s brutal murder and his mother getting remarried to his uncle. Sees his father ghost telling him to kill Claudius. Also has to deal with his love for Ophelia and her death later on.

Hamlet tries to seek revenge on his father like his ghost told him to. Ends up killing Polonius, Claudius and Laertes.

Claudius

Kills his brother and becomes King. Marries his dead brother wife, Gertrude. Has to deal with Hamlet’s supposed insanity and wants to kill him.

Claudius realizes that Hamlet know that he killed Old Hamlet. Claudius tries to get Laertes to kill Hamlet in a fencing match but this does not work out. He then poisons a cup for Hamlet to drink but Gertrude accidentally is the one who drinks it and dies. Hamlet quite mad about this kills Claudius.

Gertrude

Marries her Late Husband’s Brothers Claudius. Deals with Hamlet’s disagreement and his “insanity.”

She tries to please both her new husband and her son. Dies of the poison cup that was meant for Hamlet.

Ophelia

She loves Hamlet but is told she cannot. She has to deal with hamlet being sent away and that the fact that he is one the one who killed her father.

Once Hamlet is taken away from her and her father murdered she cannot control her emotions and goes insane. It is perceived in the book that she suicide herself by drowning.

Laertes

Hates Hamlet because he is with his sister. Has to deal with his father’s and sister’s death. Makes a plan with the Claudius to kill Hamlet.

Fights Hamlet but loses. Tells hamlet that the King planned all of this and dies.

Polonius

Does not like the fact that Hamlet and Ophelia are in love. Is a very over-protective father towards his son and daughter.

Makes Ophelia write a letter to Hamlet saying that she cannot see him anymore. Is “accidentally” killed by hamlet.

 

Journal:

The way a person turns out is because of their family. The way a child is raised makes a whole difference in their lives. Parents teach their child all they need to know to make it in the real world, which cannot always be thought at school. The environment the child is brought in is quite important. For example is the parents are always fighting or abusing one another the child retains this and it can affect it mentally. Things such as a divorce also affect the child. The saying “The apple doesn’t fall from the tree” means that the parents are the role model for the children, they set an example.

                Having a Nuclear family also known as “the perfect family” does not mean that the child will be well raised. Many parents cannot stand each other but stay together for the children’s sake which actually does not help the child. A child knows if something is wrong. The “love” vibes won’t be there. A single mother or father can raise a successful child j

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Jan 21 2009

Activity 1.2

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In Shakespeare’s Hamlet there are two main families. Hamlet’s and Ophelia’s. Both families go through many troubles throughout the play.

                Hamlet’s Family tree consists of Hamlet, Old Hamlet, Gertrude and Claudius. Old Hamlet (his father) is married to Gertrude but is then is brutally murdered by, what we find out later on in the play, Old Hamlet’s Brother Claudius. Not even 2 months after Old Hamlet’s death his wife, Gertrude, goes and marries her late husband’s brother Claudius, Hamlet’s uncle. Because of this Hamlet seeks revenge on Claudius for his father’s death. Claudius is not much of a father figure to Hamlet and sees Hamlet as a threat so he orders to get him killed, this does not work so Claudius poisons a cup to give to Hamlet but it is Gertrude who accidentally drinks it and dies. Hamlet raged at this kills Claudius. Hamlet also dies later on.

                Ophelia’s Family consists of Ophelia, Laertes and Polonius. There is no mention of a mother in the picture so we assume that she is dead. Polonius is the father of Ophelia and Laertes. Ophelia loves Hamlet but her brother warns her to stay away from Hamlet and her father forbids her to see Hamlet. Hamlet then kills Polonius which leads to Ophelia going insane and committing suicides by drowning herself (so it is said in the book). Laertes blames Hamlet for all of this and fights him and dies.

                These families do not represent the “Stereotypical Nuclear Family”. A Nuclear Family consists of a father, mother and child(ren). Hamlet’s family was a Nuclear Family until Old hamlet died, even though Claudius is his new father, the role of a father in a nuclear family is to protect his wife and child, except Claudius is more concentrated on his new wife than Hamlet.

                Ophelia’s family has the love of a real family but does not have a mother so they cannot be considered a Nuclear Family.     

Overall everyone is dead in the end.

 

 

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Jan 12 2009

ISU Englishman’s Boy

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Alright to start off i’m really really really sorry that its sooooo late but i’ve had major problems posting it :( but here it is :)

sorry again

The Englishman’s Boy

The novel as a whole provides a lesson that “the pass cannot easily be dismissed” which is observed by Harry Vincent at the end of the Novel. This also revolves around a quote from George Orwell – “Who controls the past controls the future: who controls the present controls the past.” The novel is based on The Cypress Hill Massacre from the view to the Englishman’s Boy. The novel is divided into a second story line which is about a man, Chance, trying to write a Western in Hollywood which will make the movie of the century. He is basing his film on the Cypress Hill massacre and sends out a young man, Harry to find another man named Shorty McAdoo to elaborate the story and to act in the movie. These two stories blend together showing how when in people in the present talk about the pass, the truth is told, but not the whole truth.

            The Cypress Hill Massacre all started out with a bunch of Wolfers, Americans dealing whiskey on the Canadian Borders, believing that an Indian named Little Soldier from the Assiniboine tribe stole over 20 horses from the wolfer’s camp one night. They go to this tribe and murder this boy and put his head on a stake. This was considered more then just a White & Indian war.

“Lost your horses?”

“Had 20 of them lifted,” said the redhead. “Camp’s five miles from here up on the Teton. Didn’t think there was any need to ride night-herd so close to Benton, but we was wrong. Goddamn Indians would steal horses stabled in your front parlour.” […] “We’ll get them pelts in right smart and we’ll get on the trace of them horses eight smart, and we’ll spank them red scamps right smart, won’t we boys?” […] “Your just looking for an excuse to take a crack at them.”

(Vanderhaeghe, #45)

- [Ellipses mine]-

 

During those times there was so much hatred for the Indians just because they were of a different race. The Whites would over power the Indians and they were treated quite unfairly. Killing people and decapitating a man just for horses is a true sign of hatred and discrimination.

Indians during this area were mistreated and when stories are told about the western days “Indians are there, but not really there”. It is told how horses were stolen and men were killed by these “savage” Indians but nothing is told about how Indians suffered just as much but they are not know as people but as enemies, and enemies are not human.

“That is how we must present the girl,” he says. “I envision her as a sort of Indian Samson. To destroy his captors he pulled down the temple on his own head. If she were to set fire to the building, that would be entirely in keeping – psychologically speaking- with the point we must make.” […] “But the girl didn’t set fire to the post,” I say stubbornly, clinging to the irrefutability of fact. Chance’s mouth twists with impatience. “Don’t be willfully obtuse,” he says angrily. “I have explained to you. This picture is about psychological truth. Poetic truth. Poetic truth is not journalism.” […] “Rewrite it. Change the girl. The enemy is never human.”

(Vanderhaeghe, #251-256)

- [Ellipses mine]-

 

Chance is making his movie based on the facts from The Cypress Hill Massacre. Throughout his writing of his film he changes a few of the facts that made the White Americans look bad to making the Indians look bad. One example would be a White American burning down the post but changes it to an Indian Woman that did it because she was gang raped by the Americans. When in the facts she was raped and killed afterwards. This related back to Indians being mistreated and hated in Westerns, telling the truth but not the whole truth and that people in the present controlling the past. How it can be easy to change stories of the pas to make one race look superior to the other. 

Vanderhaeghe is known for showing in his novel how the Indians were discriminated even though it is based on the views of White Americans which is quite rare in Western writings.

“We can borry teams from I.G.,” said the man in the slouch hat. “We’ll get them pelts in. I didn’t freeze my ass all winter skinning carcasses to get my carcass skinned come spring.”

(Vanderhaeghe, #45)

This shows in true history the Wolfers would hunt down the buffalo and kill them for there meat, this would take away from the Indians which would cause starvations. Many people complain that this is no grave matter since we are stronger so we get more food but the difference is that the Indians do not waste the Buffalo. They eat anything that is edible and use the rest for utensil and hunting weapons compared to the Wolfers who would kill and eat the meat that just looked good and left the rest to rot but knowing that the Indians would come along and pick up the rest of the buffalo the Wolfers would poison the buffalo thus killing more Indians in one shot.

            There was also much discrimination during this era, and as mentioned before, killing Indians is like crushing a mosquito. Nothing is meant of it.

            “Fifteen hundred dollars,” he says. “Now I know the going rate on a dead Indian. Near fifty dollars a head.”

(Vanderhaeghe, #204)

            For Chance’s movie he needed Indians to “reenact” some scenes which mean getting Indians to play in the film and hoping not to get shot during those scenes and since a dead Indian was only fifty dollars it was in his budget. Vanderhaeghe is not afraid to describe these discriminations in his novel.

 

            Yes Indians were discriminated but they weren’t all that innocent and the Americans weren’t all that bad. Crimes and killings were done on both parts.

            For a brief time the Cypress Hills Massacre had its day in the sun; members of the parliament rose in the House, hotly denouncing the wolfers as American cutthroats, thieves and renegades. Nobody seemed to mention that among them were Canadians cutthroats too. Those few paragraphs always pointed to one result of the massacre. The Canadian government formed the North West Mounted Police, sent it on a long, red-jacketed march into a vast territory, established claim to it. A mythic act of possession.

(Vanderhaeghe, #326)

 

            Canadians are always known for being the helpers and the “nice people” that never do anything wrong. This might have been between the Americans and Indians but they are considered Canadian also and among the Wolfers there were Canadians doing the dirty trading on this side of the border also.

 

            Throughout the making of the Western film Chance and Harry fight over the facts given to make the movie and what it said in the books and facts that they have.

           

“The novelist has a single task only: to construct a coherent picture, one that makes sense. The historian has a double task: he has both to do this, and to construct a picture of things as they really were and as they really happened”

(Vanderhaeghe, #246)

            This shows that since film makers do not have the same acquired skills as a historian they must chance some facts to make history interesting.

            In the case of the Englishman’s Boy a few events such as saying that George Hammond starts the Cypress Hill Massacre by shooting first when it truly was not him. Having Ed Grace shot in the throat by an arrow when in real history it was a bullet. Also decapitating the “Little Soldier” and putting his head on a stake when it was never mentioned anywhere so it could have been a tribal leader which theoretically makes more sense. This related back to an author changing the facts to make their story more interesting.

 

            Chance had such a vision of the “American Dream” and the “American Image” that the truth in his movie was not essential. All he wants is that perfect motion picture.

Why have the American people produce no great art? The Germans gave the world music. The Romans their architecture. The Greek their tragedies. WE recognize the soul of a people in their art. But where is the American soul? I asked myself. Then it dawned on me. The American soul could not find expression in these old arts because the spirit of American people was not compatible with them, could not be encompassed in them.” Chance shoots me a victorious look. “You see? The American spirit is a frontier spirit, restless, impatient of constraint, eager for a look over the next hill, the next peek around the bend in the river. The American destiny is forward momentum…. What the American spirit required was an art form of forward momentum, an art form as bold and unbounded as the American spirit. A westering art form! It had to wait for motion pictures. The art form of motion!”

(Vanderhaeghe ,#108)

            Chance is so focused on convincing himself that it’s all about America giving motion picture to the world. The truth is minimal to him when it comes to the “American Spirit”

 

Images take root in your mind, hot and bright, like an image on a photoplate. Once they etch themselves there, they can’t be obliterated, can’t be scratched out. They burn themselves in the mind. Because there’s no arguing with pictures. You simply accept or reject them. What’s up there on the screen moves too fast to permit analysis or argument. You can’t control the flow of images the way you can control a book — by rereading a chapter, rereading a paragraph, rereading a sentence. A book invites argument, invites reconsideration, invites thought. A moving picture is beyond thought. Like feeling, it simply is. The principle of a book is persuasion; the principle of a movie is revelation.

(Vanderhaeghe ,#107)

 

            Showing the example of the Cypress Hill massacre being alternated to create a “more interesting” movie relates back to, whoever controls the present controls the past. This shows how easily the past can be alternated and that there is no such thing as “true history” since no one from the present has been there before so we cannot know how people felt or what they really were going through, just like the Indians. Films are always based on facts but not the truth.

 

 

 

Reference

Websites:

http://findarticles.com/p/articles/mi_7011/is_67/ai_n28757594/pg_16?tag=artBody;col1

http://www.mega.nu:8080/ampp/1984.html

http://www.saskpublishers.sk.ca/sampler/spotlight/guy2.htm

http://en.wikipedia.org/wiki/The_Englishman’s_Boy

Book:

Vanderhaeghe, G. (1996). The Englishman’s Boy. Toronto, M&S

 

 

 

 

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Nov 27 2008

ANALYSING POETRY!!!

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This is an awesome web site on “How to Analyze Poetry”!! Check it OUT!!! :)

http://library.thinkquest.org/23846/writing_guide/poetry.html

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Nov 07 2008

Standardizing Arguments #1

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“Autopsy underway on body found Wednesday near Barrie, Ont.”

http://www.canada.com/ottawacitizen/news/story.html?id=b5ed9d65-fb42-4c1b-9a08-df95c2f86412

“Determining the cause of death is a complex issue. Sometimes there is an anatomically obvious cause by looking at a body through examination,” he said. “Sometimes, additional tests are required.”

1. Complex to determine cause of death.
2. Sometimes obvious just by looking at the body.
3. If not some other tests may be needed.
4. This can all complex he autopsie.

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Oct 28 2008

ENGLISH TEST!!!

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Alright heres my essay on Wizard of OZ!!!

wizard-of-oz-essay

2 responses so far

Oct 16 2008

English ISU #1

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This is my english essay :)

english-patient

One response so far

Oct 07 2008

Criticism

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power-point-eng-4u

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Sep 26 2008

Accountability Agreement

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Alright so far we’ve had problems with bloggin sites but i’m back with the old one and here the first post; the accountability agreement.

Accountability Agreement

Focus
What do you want to accomplish in this class or during this year?
For this year I want to at least have an 80% in English by putting more effort in the assignments and projects. I would also like to participate more in the class discussions and activities.

Contributions
What contributions will you make to this class or to the school this year?
I would like to participate in class discussions and activities more often.
To make an effort in group work even if I don’t get along with someone.

Accountabilities
For what will you be held responsible?
I will be held responsible to be in class as often as I can, to improve gradually in my work, keep my marks high and my share of work in a group project.

Supports
What help, and from whom, will you need in order to achieve your accountabilities?
I will expect to have support from my teacher, to be there when I have questions or concerns and from my family to help me with homework and understanding concepts.

Measurements
How will you know what success looks like?
Success will be when I’ve achieved a good mark on an essay such as the ISU which I had a hard time with last year. Also my average will be above 80 which I intend to keep it that way.

Consequences
How should you be rewarded if you succeed? How should you be punished?
If I succeed I would probably celebrate by going to a restaurant or going out somewhere. If I fail at these goals it could affect the future of my college/university.

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