Cameron Klales Public Feed
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The Great Depression vs. The Great Recession
For our project, we decided to do a video presentation using the Educreations website. In our video, we talk about the differences between the great depression and the great recession. We contrast the causes of each one. We also talk about the different ways out government tried to solve them. We compare the New Deal to the Obama administration's plan to fix the economy. To view the video, click here. Our annotated bibliography is included below.
For our project, we decided to do a video presentation using the Educreations website. In our video, we talk about the differences between the great depression and the great recession. We contrast the causes of each one. We also talk about the different ways out government tried to solve them. We compare the New Deal to the Obama administration's plan to fix the economy. To view the video, click here. Our annotated bibliography is included below.
Harold Sims, CCC Cadet, and his portrait of FDR. 1933. http://newdeal.feri.org/attic/004.htmWeb. 26 Feb 2013. <http://newdeal.feri.org/attic/004.htm>.
This photograph was taken in 1933. It shows a man named harold sims who was a corporal of the Civilian Conservation Corps. He is holding a portrait he painted of Franklin Delano Roosevelt. He is standing in front of some sort of fence.
This source supports my argument that the public were in favor of roosevelt’s new deal. The man is holding a picture of roosevelt he painted. The picture does not cast any sort of negative light on the president. It shows his face looking at the viewer in a friendly determined manner. His eyes are facing forward, indicating honesty. And he has the words “A NEW DEAL” across the bottom on a clean looking banner. The fact that he took the time to paint this shows that he was very appreciative of the Presidents plan to save the economy.
This source is helpful because it shows someone involved in one of the New Deal programs showing support for it. It helps prove that that this was not a begrudging task set upon the people. It was a collaboration between the government and the people.
Roosevelt, Franklin. "The New Deal." 2 Jul 1932. Address.
This is the transcript of a speech given by Franklin Roosevelt (FDR). It describes his plan to help save the American economy. In the speech: he talks about his faith in our people, what we need to do as a country to turn the economy around and how he would implement this plan.
This speech helps to show what he intended to do as president and what his attitude toward the roll was. He talks about watching out for the needs of the whole country as opposed to a chosen few. Which is the belief held by our current president. In the speech he also talks about what still needs to be done instead of dwelling on the past.
I plan to contrast FDR’s speech to one made by obama, and contrast their similarities and differences. I think I will do this by chopping up audio from each of their speeches and making a new one.
Obama, Barrack. "Renewing the Economy." Speech at Cooper Union. Dr. Tucker. New York, 27 march 2008. Speech.
This is the transcript of a speech given by Obama in 2008, shortly after his election. In the speech he describes what he thinks should be done for the economy and what he wants from united states citizens.
This source is good for me to use because it is similar to a speech made by FDR regarding the economy. I know it is reliable since it is a direct transcript Obama’s speech. This is one of the better sources that will be in my bibliography since it comes directly from the President. It is unbiased since it is just a transcript.
I will be contrasting this to the speech made by FDR shortly after his election. So I will be comparing those two.
Corporate America Flag. 2011. http://www.adbusters.org/content/corporate-america-flagWeb. 1 Mar 2013. <http://www.adbusters.org/content/corporate-america-flag>
This is a piece of graphic art posted by the Occupy movement’s site staff. It depicts an American Flag with different corporate logos as the stars.
This source is reliable because it is a political cartoon someone made. There is no analysis of the cartoon attached. These two things make it a primary source. This is different from some of the other sources used because it is a political cartoon. Unlike some of the more formal sources in the bibliography.
We will be using this source to help describe the opinions of some of the American population. This will be accomplished by analysing what the art communicates to the uninformed observer.
This is the transcript of a speech given by Obama in 2008, shortly after his election. In the speech he describes what he thinks should be done for the economy and what he wants from united states citizens.
This source is good for me to use because it is similar to a speech made by FDR regarding the economy. I know it is reliable since it is a direct transcript Obama’s speech. This is one of the better sources that will be in my bibliography since it comes directly from the President. It is unbiased since it is just a transcript.
I will be contrasting this to the speech made by FDR shortly after his election. So I will be comparing those two.
Corporate America Flag. 2011. http://www.adbusters.org/content/corporate-america-flagWeb. 1 Mar 2013. <http://www.adbusters.org/content/corporate-america-flag>
This is a piece of graphic art posted by the Occupy movement’s site staff. It depicts an American Flag with different corporate logos as the stars.
This source is reliable because it is a political cartoon someone made. There is no analysis of the cartoon attached. These two things make it a primary source. This is different from some of the other sources used because it is a political cartoon. Unlike some of the more formal sources in the bibliography.
We will be using this source to help describe the opinions of some of the American population. This will be accomplished by analysing what the art communicates to the uninformed observer.
Analysis of Hamlet Act 1, Scene 5
Shakespeare is widely regarded as one of the best writers in history. He is praised for his poetry as well as his numerous plays. His writing is so influential that it is still Analyzed and Preformed today by scholars and actors. As most who have read his writing or seen his plays, he has earned this degree of respect. His writing captures the reader, dragging them further into the text with each line. Shakespeare accomplished this riddling the lines of his text with carefully chosen language. Although, the thing that draws the reader in more than anything else is his involvement of the reader’s imagination in his text. He does a beautiful job of weaving opportunities for the reader to go off on their own mental tangent. By doing this, he can avoid wasting time with lengthy and dull description, focusing more on the plot.
One prime example of where he does this is in one of his most famous works Hamlet. In this excerpt, The spirit of Hamlet’s Father comes up from the underworld to speak with him. In the conversation, Shakespeare has the ghost mentions being in hell.
“And for the day confined to fast in fires,
Till the foul crimes done in my days of nature
Are burnt and purged away.” - Hamlet, William Shakespeare, Act 1, scene 5 lines 16-19
Nothing in Shakespeare’s writing is just there for the sake of being there. In this example he makes sure to mention that, But does not go in depth in to why he’s there. This makes the reader come up with their own reasons. Those with minds that are eager to analyze will question if the current king (the antagonist of the play) was really any worse than his brother. The other side of this argument is that he was not condemned for his deeds as king but rather for other, smaller actions in his personal life. Pieces of text like these are the reason shakespeare’s works are so widely celebrated. Each play is infinitely more complicated than it looks at first glance. Shakespeare uses this method in more than just his sub-plots. He also does this to aid the descriptions in his plays. As seen here “
“I could a tale unfold whose lightest word
Would harrow up thy soul, freeze thy young blood,
Make thy two eyes, like stars, start from their spheres,”
-Hamlet, William Shakespeare Act 1, Scene 5 lines 20-23
He does not make the kings ghost actually reveal what he had experienced. He instead describes how Hamlet would react to it. If he had instead included a lengthy description of the ghost’s torment, then the audience would only remember it for the beautiful language. By doing this, he makes it easier to get the ghost’s key points of the ghosts speech across, without sacrificing any of the shock and awe value of the passage. What makes shakespeare a good writer is not that he works well with what he writes, but he also makes use of what isn’t written. He is as much an artist of implication as much as he is a wordsmith. These passages where the reader has just as much influence on the play as shakespeare does are the reason his writing is so highly regarded today.
Twinkle Toes
It was hard to make a physics project that related to me, but I ultimately went with light up shoes. I used to wear the gimmicky blinking shoes you could get at famous footwear, and probably still would if they came is my shoe size. I thought it would be fun to make a pair using circuitry and electrical lights. I am also pace when I need to think so it made sense to put light bulbs on my feet. (like the kind that pop up in cartoons when someone gets an idea.) Ultimately though, I just find the idea of something lighting up when I walk entertaining.
When I designed them, I wanted the toes to be a switch. I didn’t have any particular reason for this I just thought it would be cool. It was the first thing that came to mind when the project was mentioned. It did limit the design of my circuit to a point though, I originally wanted to do parallel circuits, but I had to change it to a series circuit so that it would fit.
When I designed them, I wanted the toes to be a switch. I didn’t have any particular reason for this I just thought it would be cool. It was the first thing that came to mind when the project was mentioned. It did limit the design of my circuit to a point though, I originally wanted to do parallel circuits, but I had to change it to a series circuit so that it would fit.
Revised 2fer
In today's job market, education is what counts. Having a college degree will make or break a resume. As demand for higher education rises, so does the difficulty of getting it, everyday, colleges are flooded with thousands of applications, the majority of which they must sadly decline. The criteria for acceptance has varied over the years, today it is those with the most attractive background who get accepted. While this is very good for encouraging diversity in the classroom, it is actually a discriminatory act. By only accepting a certain number of students from each category, they are denying students from each category the chance at getting in. Colleges should look at the resume of a student before viewing the name or race, so that there is no bias based on the applicants background.
Discrimination has many different forms. It can manifest it as something open like bigotry, or as something subtle, like ignoring a resume based on a name. Names mean more than most would like to think., they are associated with a certain culture, so if whomever is viewing the name is biased towards that culture, than that applicant will have a difficult time getting into that college.“White names got about one callback per 10 resumes; black names got one per 15. Carries and Kristens had call-back rates of more than 13 percent, but Aisha, Keisha and Tamika got 2.2 percent, 3.8 percent and 5.4 percent, respectively. And having a higher quality resume, featuring more skills and experience, made a white-sounding name 30 percent more likely to elicit a callback, but only 9 percent more likely for black-sounding names.”(Pope) While most would not like to admit it, names that seem “normal” appeal more to the people who look over college resumes. It isn’t just those who have unique or culturally distinctive names that suffer though. Many people associate a name with somebody they know’s personality who shares that name. and any feeling towards them might come out in the review.Accepting or declining students based on background does more to discriminate than it does to level the playing field. It strips individuals of their story, deciding instead to throw everyone in with their own “huddled mass”. It actually creates a tremendous inequality.
“One definition of racism is the idea that "individuals should be treated differently according to their racial designation." Every February, we do exactly that. I'm not saying that we shouldn't honor these individuals, but we should honor the individual, not because of what color he or she happens to have.”
Like Black History Month, intentionally taking from minorities does not put them on a level playing field when it comes to college applications. What it does do is make it easier for people from one minority to get in over people in another. This kind of prejudice is the greatest burden, especially for minorities who hold the “slacker” label. If an applicant from one of these minorities makes a screw up, they are thrown back to the “masses”. Having the ability to overlook these differences and being able to look at the student purely based on their resume would mean that applicants who worked hard would have a better chance of getting into college, no matter what their background is. One could argue that by not acknowledging their background of the student, you are still discriminating based on who can afford the best education. This is true to a point, but any educational discrimination would still be reflected based on background.
It is important to understand that discrimination is not always bigotry, It comes in many forms. As a society, we can eliminate prejudice by giving everyone the “blank slate”. Being discriminatory is part of human nature, it is how we decide wether or not someone is a threat.
Citations:
Pope, Justin. "'Black' Names A Resume Burden?." ABC news. ABC news. Web. 19 Oct 2012. <http://www.cbsnews.com/2100-201_162-575685.html>.
Camaely, Clint. "Letter: Black history month is racist by definition." Collegiate Times. Collegiate Times. Web. 19 Oct 2012. <http://www.collegiatetimes.com/stories/8589/letter-black-history-month-is-racist-by-definition>.
A Review Of Holidays On Ice
For the past week I have been reading David Sedaris’ Holidays on Ice, a short collection of essays, each of which is a reflection of our culture’s attitudes and behaviors around the Christmas season. I do not consider myself an avid reader, but I found this comical collection hard to put down. While at times I found the book discouraging, I feel that it was well worth reading and would recommend reading it if to anyone who haven’t already.
David Sedaris is a well known author and comedian, making regular appearances on many National Public Radio programs such as Fresh Air and This American Life. He is the author of many bestselling books including Naked, Me Talk Pretty One Day and When You Are Engulfed In Flames. He is known for his ability to make everyday situations into hilarious comedy sketches. The humor in his works are further enhanced when he reads them aloud.
Sedaris opens his book with a memoir called “The Santaland Diaries” in which he describes his experiences working as an elf in the Santaland at a Macy's in New York. He talks about his experiences with a combination of humor, spite and cynicism. In one section, he recalls the different requests made by customers regarding Santa’s racial identity, “...a woman approached me and whispered, ‘We would like a traditional Santa. I’m sure you know what I’m talking about.’” Sedaris sends her to one of the store’s two African American Santas. “Two New Jersey families came together to see santa. Two loud unattractive husbands with two wives and four children between them. The children gathered around Santa and had their picture taken. When santa asked what the ten year old boy wanted for Christmas, His father shouted ‘A WOMAN! GET HIM A WOMAN, SANTA!’” Mr. Sedaris does a very good job of conveying humor while still putting out intelligent and meaningful analysis of our society’s holiday culture. In The Santaland Diaries, he’s depicts the greater american populace as a swarm of rude, impatient, and self important shoppers who pay little respect to anything other than themselves.
Many parts of the book however, do not reflect as much of his humor as they do his spite. An example where I see more spite than humor is in this excerpt from “Dinah, The Christmas Whore” “Kettles boiled over and steaks were routinely left to blacken on the grill as my co workers crept off to the stockroom to smoke and play cards or sometimes have sex. ‘It suddenly occurred to me that people are lazy’” There may be humor here, but to me this just sound like another person complaining about their job. It almost irritates me because if I want to hear this type of thing I can just talk to my friend who works at McDonalds. That being said, I found that changing my perspective as a reader and prepared myself for a book that was more analytical than comical it made things a bit more tolerable.
As I write this review, I feel I may not be giving the book it’s due credit. I feel that as a teenager, some of the humor may go over my head. While I do find much of the book funny and have often laughed through much of the santaland diaries, I feel that it is meant for a more mature audience. While teenagers who read this collection will find some things funny, much of the humor is aimed at a more adult audience. Much of his humor comes across as a deterrent rather than an incentive to keep reading. This passage from “Season’s Greeting to Our Friends and Family!!!” is something that many adults I know found funny but I found overly cynical and even angry. “When his tour of duty ended Clifford returned home, where, after making the second biggest decision of his life (I am referring of course to his brief eight month marriage to Doll Babcock), he and I were reunited.” I do understand that there is humor here. And I understand why it could be funny, I simply Don’t get it. I feel like the older you are, the funnier this would be. Since People my age have not yet experienced or are currently experiencing interactions like this it is hard to look back and laugh. I look forward to reading this book once I reach adulthood when I will understand more of his humor.
Holidays on ice is a book that will appeal the most to those who share Sedaris’ cynicism and dark humor. Even if you are not a fan of this sort of humor I would still recommend reading this book purely because of the variety of interesting content that it offers. It is also worth it just to have the cadence that is David Sedaris’s Writing course through your head. I feel that Sedaris set out to write a comedy and ended up writing a comedy as he planned, but ended up doing so much more. The book has a wide enough variety of humor that anyone can read and enjoy it, and he made it have enough of a plot so that those who don’t understand his all of his humor like I do can still enjoy this book. If you have not already, I seriously recommend reading it.
Cameron Klales Immigration visualization project.
After reading through the history of immigration in the United states, I was really surprised by how many people sought out america as a place of refuge. If you look at all of the immigration spikes in the history of the United States of America, there is always a war, a famine, or an economic collapse within 5 years. This gave me a new perspective on how the rest of the world views us as a Country. I think that for the next two decades, we will see a dramatic rise in immigration as the world economy collapses around us. on the alternative, if the economy balances, and we are in a time of world peace, we will see less immigration. Something else to consider, is what would need to happen for us as a nation to immigrate to another country. To visually represent this information we used to posters, each on a slide. On one slide is a visualization of all of the things that push people away from their country. While this project was fun it was hard to get my group to get off of ichat and collaborate. I think if i could do this project over again i would have made more of an effort to incorporate the data into the slides.
(I can't get the media uploader to work so I emailed the project)
(I can't get the media uploader to work so I emailed the project)
Humanities Portfolio 2012
This year in my 10th grade English and History classes at the Science Leadership Academy, we covered a wide variety of interesting subjects. But out of all of these, the ones that stood out to me the most were the ones that focused on revolution and rebellions. I thought these were interesting because they really gave us a new perspective on how the world changes. Through these units I finished the year with a few different basic understanding. The first is that power is bought, not earned. The second is that human rights are often treated as human privileges. The third is that the needs of the many will always outweigh the needs of the few.
When we first touched on rebellions, it was in the French Revolution unit. The French Revolution was possibly one of the bloodiest wars in all time and resulted in the people of France rising up together and killing the king and tyrant, king Louis XIV. We had one of our class’s famous historical role-plays, where each of us assumed the role of a key figure in the French Revolution, I personally got to play the part of Robespierre which I found very interesting because I got to be the villain. Here is a sample from some of the in role-play work. “Hello, I am Robespierre I am a founding member of the committee of public safety. I was born and raised in Arras, France, and I grew up to join the Committee of Public Safety. I am a die-hard supporter of the revolution and will do anything to make sure it stays in motion. I think that if you are not for the revolution then you are against it. The grey area is for loyalists and cowards. Also discipline is mandatory for a peaceful society. While I looked at myself as a heroic leader, some of my people look to me as a tyrant.” When we each went around to introduce ourselves, this was the paragraph that I used. I feel like taking on the role of one of the characters really helped me to get a sense of what the French Revolution was like. As the Role-Play continued, people gave input from the point of view of their character. The Role-Play ultimately concluded that the politicians of the time were extremely corrupt and that the people of France had every right to rise up the way they did. The needs of the many outweigh the needs of the few.
This was not the only role-play that we had; another favorite of mine was the “Sweatshop Trials”. In the Sweatshop trials, we all assumed the roll of one the participants in the system of the economy. The goal of the sweatshop trial was to help decide who in the system was the guiltiest. The accused parties were The CEOs, the system itself, the factory workers, the U.S. consumers and the local governments of the countries that hosted a factory. I played the role of The System. Following is a sample of our work and was used as the opening statement for the trial “We are going to try to pin the blame on the C.E.O.s, we are also going to try to make examples of other companies that make a profit. We are also going to try to point out that we only suggest that a profit needs to be made, we don’t say how much or how to make it. And we can’t say how they spend it.” – Sweatshop Trial These role-plays were also great because we didn’t learn only one point of view, we got a good chunk of each side of the argument even the ones that are generally thought of as the bad guy. It also let us take a more in depth look at how manufacturing works and why factory workers are paid so poorly. The trial ultimately concluded that the CEOs were the guiltiest since they stripped people of their human rights and refused to accept any of responsibility or blame for it. We also learned that those who become super rich almost always start well off, buying their way to the top instead of earning respect.
In our English class, we read Lord of The Flies. In my opinion this book also shows allot about revolutions and rebellions. For our Lord of The Flies project we had to make a political ad campaign, and write an essay about the book. I chose the character Jack. I thought he would be the best leader since he actually has the best overall survival plan. Rather than sitting and waiting to be rescued he takes a pro-active stance and teaches the boys how to survive for themselves. However, the plot takes a dramatic twist late in the book and he goes from a leader to a tyrant. Here is a paragraph from my essay on Lord of The Flies “Fear is one of the most powerful emotions humans experience, it has the ability to do everything from disrupt a relationship to destroy a civilization. This is a common occurrence in both real life and in literature. One of the strongest examples of this is in William Golding’s Lord Of The Flies, which depicts the downfall of innocent children into power hungry monsters. By looking at Jack’s tribe, one can see any civilization will become uncivilized when its leader uses the peoples’ fear of something to control them. It is important for one to notice this so that one can guard against it, and stay rational in the face of terror.” I enjoyed this project because we got to take a look at Lord of The Flies in terms of society forming and going through changes as opposed to just the survival of boys on an island.
Overall I think that my English and History classes really helped me to look at the world in new ways. We learned to look at things from everyone’s perspective. I think this is one of the most important things to do both as a student and in real life. Mr. Block’c classes changed the way I look at the world drastically and his lessons will stay with me for the rest of my high school career if not my life.
Language Autobiography
Introduction:
“What exactly do you collect up here?” she asked, a hint of fascination in her voice.
“Oh those are my Chachka’s.” my aunt replied, her tone implying that everything had been explained
“What are Chachka’s?” my cousin asked, not satisfied with the first answer.
“Those things on the shelf!” my other aunt chimed in, again with the same confidence that made you think she’d explained this more times than she could count.
“OK,” replied my cousin, more confused than she was to begin with.
“Well what do you do with Chachkas?” I asked, in attempt to help settle this confusion, now curious myself.
“You Tikky-boo them of course.” My mom replied with the same self-assurance as my aunts had used.
“Which means…?” my cousin asked, in a somewhat defeated tone.
“Dust them”
“Rearrange them”
“Sort them”
My mom and her sisters all chimed in, one after another. Defeated, my cousins and I all went back to our Slinky's. However, in the years that would follow, my sister, my cousins and I began to use the word chachka regularly. Without meaning to, or even thinking about it as a possibility, my mother and my aunts had passed down one of their own words to us. While on the surface this seems relatively insignificant, this one word has given me and my cousins a firm piece of background that we can all cling to.
“qusda”
“quesadia”
“edia”
“quesadia”
“quia”
This month in out English class, we have been studying something called language identity. language identity is your connection to your culture through the language you speak. This point of this Project was to look at our own language and how it ties into who we are. In my paper i decided to focus on how unique language evolves in the first place by relating it to my own experiences. I think that my paper did a good job of explaining where the language we speak comes from, but i could have maybe worked my own connection to this language into the paper a little bit more.
Final Paper:Language evolves with greater variance than anything else related to background or identity. One of the best ways to truly understand some one's background is to learn to how to speak their language. But sharing language goes deeper than most people realize. In many cases there is language that you share with your family that isn’t spoken by anyone else, even if at the core it is the same language everyone else in your culture speaks. As this language is passed down from generation to generation it deepens the family’s culture, becoming more and more unique. Unique language and culture help create the fabric of community.
Unlike religious traditions or material possessions being passed from generation to generation, language is passed down casually, often without realizing it. Two years ago, around Christmas time, all of my relatives on my mom’s side of the familty, including myself, were gathered at my aunt’s house. We were all sitting in the living room playing with stocking content that we had joyfully dumped out over the floor that morning. There was every corny little toy you could think of being used by my sister, my cousins, and me. You haven’t been entertained until you’ve seen a room full of twenty-somethings argue about who really won a slinky race.
Fifteen minutes of hysterical laughter later, my cousin noticed my aunt’s collection of keepsakes on the piano. The collection included everything from giant plastic jellybeans to nesting dolls to snow globes.“What exactly do you collect up here?” she asked, a hint of fascination in her voice.
“Oh those are my Chachka’s.” my aunt replied, her tone implying that everything had been explained
“What are Chachka’s?” my cousin asked, not satisfied with the first answer.
“Those things on the shelf!” my other aunt chimed in, again with the same confidence that made you think she’d explained this more times than she could count.
“OK,” replied my cousin, more confused than she was to begin with.
“Well what do you do with Chachkas?” I asked, in attempt to help settle this confusion, now curious myself.
“You Tikky-boo them of course.” My mom replied with the same self-assurance as my aunts had used.
“Which means…?” my cousin asked, in a somewhat defeated tone.
“Dust them”
“Rearrange them”
“Sort them”
My mom and her sisters all chimed in, one after another. Defeated, my cousins and I all went back to our Slinky's. However, in the years that would follow, my sister, my cousins and I began to use the word chachka regularly. Without meaning to, or even thinking about it as a possibility, my mother and my aunts had passed down one of their own words to us. While on the surface this seems relatively insignificant, this one word has given me and my cousins a firm piece of background that we can all cling to.
Language like this is almost never intentionally created. It arises out of the need for clarity or understanding or just plain ease of use. Ever since I can remember, my family have been fans of quesadillas, especially when my sister and I were little. What better lunch is there for a 8 year old and his three year old sister then two pieces of cheese wrapped in a tortilla and fried? It was something we both liked. Soft enough for my sister, just now getting her molars in. and bland enough for me, picky eater that i was.
The only drawback to this was every three year old comes guaranteed with difficulties pronouncing new words. You have not lived until you’ve seen a toddler try to say quesadilla. Or better yet an adult try to teach them how.
“qusda”
“quesadia”
“edia”
“quesadia”
“quia”
When what to have for lunch became a 10 minute discussion, most of it gibberish, we decided it was pointless to call them by their original name. within a few weeks within a It’s funny when you think about it, but what my sister and I were doing was not unlike what many scholars and scientists have done for centuries. She saw something she knew nothing about and decided to name and define it herself. While she didn’t use Latin prefixes or a numeral system to classify it, the general concept is still the same.
Thing’s like this happen within every form of culture, not just family. Wherever you look, you can see languages developing. At the Science Leadership Academy we have Quarterly Projects that we call “Benchmarks”. Even though almost every school has projects, they are only called benchmarks at SLA. It is special words like “half moon sandwiches” or “benchmarks” that help define culture and bind people in community.Guatemala (Klales & Marshall)
World History Keystone XL monologue project
The
purpose of these monologues was to illustrate different viewpoints on the construction
and use of the Keystone XL Pipeline. While on the surface there seem to be only
two sides of the argument, it’s actually a much more complex issue. The First
Monologue is meant to depict the point of view of an opposing company, who
would want the profit for themselves. but for the sake of public relations
probably wouldn’t want to say so out right. The Second Monologue is from my own
point of view, your average teenager’s ideas about the pipeline and what it
means for my generation’s future. The third is from the point of view of an
investor in BP, and is meant to depict a purely economic viewpoint, or what
this might mean for certain individuals.
Monologue 1:
As the C.E.O of Green Gas Enterprises.
Dear Mr. Obama,
I think that the tar sands of Canada are undoubtedly one of the most reliable energy sources known to man, however we at Green Gas Inc. strongly protest that Exxon Mobile and TransCanada are given any access to it. Doing this would be both economical and environmental suicide. Exxon mobile would have us believe that this oil will save our country’s economy, but the reality is it would give them a near monopoly on the country’s oil market. If one corporation is given that much power it’s very possible that they could take a lot of the government’s power.
Aside from that, TransCanada, their partner company has already pushed to violate standard safety laws. We feel if we had access to this oil we would handle the oil with better environmental practices as well as distribute the benefits among oil companies. We also would be able to transport the oil using cheaper and safer methods by running a pipeline down to Montana, the second largest oil production state, shortening the pipeline by about half a country. This not only reduces the cost but also lessens the chance of leakage along the pipeline. Furthermore the jobs that Exxon and trans Canada would provide wouldn’t last more than a year or two except for a few hundred high requirement jobs only available to a certain set of highly qualified individuals. We however can hire a regular staff of day-to-day maintenance workers. Please act now and give Green Gas Inc. the rights to the Keystone XL Pipeline.
Thank you for your time,
Howie Thrive
C.E.O., Green Gas Inc.
Monologue 2:
Writing as: Myself
9/23/11
Dear diary,
This week in world history we’re learning about the Keystone XL Pipeline, which is a giant pipeline that will run all the way from Canada to Texas, transporting billions of gallons of oil per day. The oil in the tar sands of Canada, and getting it out involves pouring thousands of pounds of carbon dioxide into the atmosphere, making it borderline toxic. TransCanada, the company responsible for building the pipeline, seems to be openly corrupt. There are allegations that the engineers who built the pipeline tried to violate the safety regulations for the minimum thickness and maximum pump pressure. There’s also the risk of spills, since the pipelines run through several peoples’ homes and through several natural parks and reserves. The forests it goes through are very remote so if a leak occurred somewhere along the pipeline it could be days before anyone found out. I strongly doubt they will take the appropriate safety measures to prevent this. On top of that Exxon Mobile is literally the wealthiest oil company in the world, so if they are given this opportunity it would generate a huge imbalance in the world’s economy. We may be forced into a dystopia, where giant corporations like Exxon Mobile have the final say on everything. Personally I would love to be out there with the protesters right now, but that kind of thing takes time that I don’t have.
Monologue 3:
Written as: an Exxon shareholder:
[Wakes up in bed to phone ringing, reluctantly answers phone]
H’lo?
[Pause]
Exxon what now?
[Pause]
A pipeline?
[Pause]
How much oil are we talking?
[Pause]
[Sits up in bed and starts smiling]
Well yea I want you to buy more shares, do you know how much profit they can make off that? It’ll boost at least a hundred dollars or so per share. Who else knows about this? Have you told the rest of the Firm?
[Pause]
Well people against it aren’t exactly gonna invest now are they?
[Pause]
Just wait until this gets to the presses, Wall Street’s gonna go crazy. Hell if this all works out we could retire early!
[pause]
What?
[Pause]
Drawbacks? What are they? How could there be drawbacks to something like…
[Pause]
Leaks? They can’t just patch it if that happens?
[Pause]
That’s just ridiculous, 50,000 gallons per hour?
[Pause]
[Stands up slowly and begins to pace.]
Ok here’s what we’ll do. We’ll wait till the pipeline is running, then about a month in pull EVERYTHING out of the market before something bad happens. And I mean hell if something bad does happen its not like Exxon is gonna go outta business, if we sell our shares, and then something happens we can re buy them at a lower price. In fact its probably better for our sake if something does happen.
[Pause]
All right, you inform the rest of the firm and I’ll look into this more. I’ll call you back at 2 o’clock.
Written by Cameron Klales
Descriptive Essay: The Gift or Memory
I never cried at my grandmother’s funeral. At the time I felt horribly guilty. While so many others, including my dad, were in tears over the tragic loss, I simply stood there expressionless, trying to relate to the sadness everyone else seemed to be feeling. It haunted me for years until I finally figured it out one year. It wasn’t because I was emotionally devoid or simply didn’t care that she died, what was going on is that I had accepted that she was going to die a long time before she actually did. I knew it was going to happen from the day she was put into Brandywine Senior Hospital. I chose instead to focus on the good times we had, whether it was her living room excitedly shouting answers at game show competitors, eating rice pudding in the kitchen, looking for groundhog holes in the yard or taking wood shop lessons from my quiet but loving grandfather.
I grew up around my grandparents, spending every Friday with them while my mom and dad were at rehearsals. So they were a big part of raising me while I was growing up, and they cared for me as though I was their own child. I remember one day when I was happily sitting in the kitchen of my grandparent’s house, eating Cheerios out of a plastic cup with a panda bear on it. As I sat silently squishing Cheerios with my fingers, I somehow managed to get my elbow stuck between the rungs of the hardwood chair I was sitting in. At first I dismissed it as a simple misplacement of a limb, but after several minutes of struggling to get unstuck, I got nothing accomplished but minor chafing and being more stuck. I called out for help, Within seconds, my grandfather, Pop-Pop, came dashing into the room in a panic, almost skidding on the floor. He breathed a heavy sigh of relief as I told him I was stuck, laughing at my mistake and his panic in his friendly, deep chuckle. He headed for the sink, smoothing his thin comb-over and pushing up his glasses as he calmly walked. Once he was there, he grabbed a damp bar of soap and a good fistful of paper towels. He ran the paper towel on the parts of the chair where my elbow wasn’t; calmly explaining every detail of what he was doing and why. After ten minutes of more soap and towels, he finally got my elbow unstuck and we headed to the living room just in time for Wheel of Fortune.My grandfather was a very solemn man, but also very loving. He sort of had this “macho man” mentality and made a great effort not to show emotion. He showed love in his own little ways, often helping me with small tasks that in my youth I couldn’t do by myself, like getting a book off a high shelf or lifting a bag of blocks. He was always very proud when I could finally do it myself. We also shared a common interest, toy trains. On rainy days we would set up elaborate mazes of Lionel train tracks that wound around the whole house or sometimes we’d go to a local train-themed restaurant called “Jimmy Johns”, where they sold the cheapest edible hot dogs known to man and had huge toy trains that went around the whole restaurant.
When my grandfather died, I went into a sort of denial. My childish mind kept finding pieces of evidence that could prove to my saddened family he was not actually dead, but simply asleep in the box. Unlike my grandmother’s death, I wasn’t old enough to connect hi sickness to the fact that he was going to die. I thought he was sick in the same way I got sick and would get better in a weeks time. For three months I kept telling myself that. It took me about a month to finally wrap my head around the fact that he was gone forever.
My grandmother was a much softer person and even more quiet than my grandfather. She was loving in her own warm way. She showed her love through caring; much of my time spent at their house was in her lap. She was also always the one to clean scrapes I got and cook special foods that my dad and I took time out of our day just to eat.
When my grandmother died, I was ready. Between the death of a few pets and another relative, I had learned what death was and how to accept it. It still saddened me, but this time I also knew how to cope. The trick was to look at it like the end of a movie. The characters are still in your mind, you can always replay your favorite lines like a movie, but you’re still sad that its over.
Element Project 2011
My element is Manganese, number 25 on the periodic table. Manganese is fused with other medals to increase their durability and to help them keep a polish. This is because manganese is an extremely hard metal and does not scratch easily. It is also used to help fuse other metals together.
My design is a shield with two arrows crossing it. The arrows represent manganese's ability to fuse other elements, and the shield represents its durability. To take My project to the final print I redesigned the arrows to be double headed. so they point in all directions.
I personally like my final product, I feel the design transferred well and is interesting to look at.
If I did this project again I would have made my design smaller so that you could tell what is is more easily.
My design is a shield with two arrows crossing it. The arrows represent manganese's ability to fuse other elements, and the shield represents its durability. To take My project to the final print I redesigned the arrows to be double headed. so they point in all directions.
I personally like my final product, I feel the design transferred well and is interesting to look at.
If I did this project again I would have made my design smaller so that you could tell what is is more easily.
Negative Space
A) I think negative space helps artists identify the back ground from the foreground, and think of them as separate things instead of one picture.
B) 1. In the cutouts, the negative spaces color changed. 2. In the stool drawing i made the foreground positive and the background negative.
C) It helps because you can think of the drawing as two layers.
D) Yes, since it gives the artist a better understanding of foreground and background.
B) 1. In the cutouts, the negative spaces color changed. 2. In the stool drawing i made the foreground positive and the background negative.
C) It helps because you can think of the drawing as two layers.
D) Yes, since it gives the artist a better understanding of foreground and background.
SLA art 9 one point perspective drawing
For this project, we made one point perspective drawings. Meaning there was only one vanishing point included. We used only geometric shapes along orthogonal lines. It was easy to learn how to find the center of the drawing. It was difficult to learn how to use the orthogonal successfully. To choose a title, i just took a few of the tags and put them together.
I personally really like Kenny Le's.
he did an amazing job detailing his background, and an even better job lining things up with the orthogonal lines.
I personally really like Kenny Le's.
he did an amazing job detailing his background, and an even better job lining things up with the orthogonal lines.
Tech class
I'm learning how to use illustrator
Basic Spanish, posted by Cameron Klales and Matthew Marshall
Part one: Greetings and Goodbyes
created by Cameron Klales and Matthew Marshall
Knowing is important because if you meet someone new who only know Spanish this is how you greet them.
All of the following are ways to say hello:
|
Spanish |
English |
|
Hola |
Hello |
|
Buenos dias |
Good morning |
|
Buenas tardes |
Good afternoon |
|
Buenas noches |
Good evening |
Good evening can be used as a greeting or a good bye.
The following are ways to say how are you and ways to respond:
|
Spanish |
English |
|
¿Qué tal? ¿Cómo va? ¿Cómo estas? Informal ¿Cómo esta? Formal |
How are you? |
|
Bien, gracias |
Well, thanks |
|
Más o menos |
Alright |
|
Mal/ Terrible |
Awful |
|
Y tu Informal Y Usted Formal |
And you? |
|
¡Ay, ay, ay! |
Oh, no! |
|
¡Qué bien! |
Oh, good! |
You use formal when talking to a person who is older than you. Informal is used talk to people younger than you.
The following are all ways to say goodbye:
|
Spanish |
English |
|
Adiós |
Bye |
|
¡Hasta luego! |
See you later |
|
¡Hasta pronto! |
See you soon |
|
Hasta mañana |
See you tomorrow |
|
Qué le vaya bien |
Have a good one |
Two friends are walking in the hallway and pass each other.
Friend 1: Hola senor. (hello sir)
Friend 2: Hola. ¿Que tal? (hi, how are you?)
Friend 1: Bien. ¿Y tú? (good, and you?)
Friend 2: Muy Bien gracias. Adios. (very good thanks. bye)
Friend 1: Adios. (bye)
Part two: Courtesy Phrases
Created by Cameron Klales and Matthew Marshall
Common courtesy phrases are a good thing to know. If you ever visit a Spanish-speaking country these are things you need to know. There are three ways to say thank you each of them change a little bit.
· ‘Gracias’ means thanks.
· Muchas gracias’ means thanks a lot.
· Mil gracias means thanks a million.
There are also many ways to say you’re welcome:
· De nada, por nada, and no hay qué, means you’re welcome.
· ¿Cómo? means what was that?
· You say cómo when you didn’t hear what somebody said.
· Por favor means Please.
There are three situations when you use a certain type of phrase to say excuse me:
· You say con permiso when someone is in your way.
· You say disculpe to get someone’s attention.
· Perdón when you bump into somebody.
Scene: A crowed train station. Person 1 and Person 2 are in a crowed train station.
Spanish:
Person 1: (walking on the platform accidentally bumps into a person hurrying to catch her train) Perdón senor.
Persin2: Es más o menos senor. (Person 1 walks away. Person
2 sees he dropped his ID.) Disculpe!!!
(Person 2 keeps running. He catches Person 1 and gives him, his ID)
Person 1: Muchas gracias senor.
Person 2: Por nada.
Part three: Numbers reference sheet.
Created by Cameron Klales and Matthew Marshall
For most of the following lessons, it is important that you learn/know the numbers 1-100 in Spanish, here is a brief lesson and numbers table, refer back to this as needed throughout the rest of the lesson. The numbers one through fifteen all have their own individual names; these will be the hardest to learn. They still won’t be very difficult though. And once you have them down the rest of the numbers will be a breeze to learn.
|
Uno |
One |
|
Dos |
Two |
|
Tres |
Three |
|
Cuatro |
Four |
|
Cinco |
Five |
|
Seis |
Six |
|
Siete |
Seven |
|
Ocho |
Eight |
|
Nueve |
Nine |
|
Diez |
Ten |
|
Once |
Eleven |
|
Doce |
Twelve |
|
Trece |
Thirteen |
|
Catorce |
Fourteen |
|
Quince |
Fifteen |
|
Key: |
|
English |
|
Spanish |
Now that you have these down, the rest will be a snap. The numbers 16 through 29 fallow a simple pattern, the tens column number is merged with the units column number. Here is a chart
|
Dieciseis |
Sixteen |
|
Dieciseite |
Seventeen |
|
Deiciocho |
Eighteen |
|
Diecinueve |
Nineteen |
|
Veinte |
Twenty |
|
Veintiuno |
Twenty one |
|
Veintidòs |
Twenty two |
|
Veintitrès |
Twenty three |
|
Veinticautro |
Twenty four |
|
Veinticinco |
Twenty five |
|
Veintiseis |
Twenty six |
|
Veintiseite |
Twenty seven |
|
Veintiocho |
Twenty eight |
|
Veintineuve |
Twenty nine |
For the numbers 30-99 the pattern changes. From here you really only need to know the base numbers, so 30, 40, 50, 60, 70, 80 and 90. All of these numbers and their pronunciations are listed below.
|
Treinta |
Thirty |
|
Cuarenta |
Forty |
|
Cincuenta |
Fifty |
|
Sesenta |
Sixty |
|
Setenta |
Seventy |
|
Ochenta |
Eighty |
|
noventa |
Ninety |
So add a unit, you just put “y ______(fill in the blank)” after the tens column number so 33 is written as “treinta y tres” but remember, you pronounce all three of those words as one word. Refer back to this tutorial as needed throughout the rest of the blog. Now that you have the numbers down you can move on to the date and time.
Part four: The date
Created be Cameron Klales and Matthew Marshall
Ok, so you’ve covered numbers, the time, now on to the date! The easiest place to start with the date is learning the months, or “mes” in spanish. You need to know these before you can answer questions about the date. Here is a table of the months and their translations
|
Enero |
January |
|
Febrero |
February |
|
Marzo |
Mach |
|
Abril |
April |
|
Mayo |
May |
|
Junio |
June |
|
Julio |
July |
|
Agosto |
August |
|
Septeimbre |
September |
|
Octubre |
October |
|
Novembre |
November |
|
Deciciembre |
December |
|
Key: |
|
English |
|
Spanish |
Refer back to this chart as needed throughout the tutorial.
Ok so now you can learn to ask “what is today’s date”. In spanish “what is todays date” translates to “¿Cual es la fecha de hoy?”. Like “¿A Què hora es?” this is not a direct translation. But because different languages use different grammar, it is written differently.
To answer this question, the next thing you should learn is the formant the date is written in. here in America, we write it as MM/DD but in Spanish speaking cultures, its written as DD/MM. as you might guess it is read and said in the same order. Lets say, for example that you were asked this on October the 10th. You would say “es el diez de octubre” be sure to remember that the pattern is always es el [date] de [month]
Situation: one person asks another for todays date:
Person 1#: hola (hi)
Person 2#: hola. ¿cual es la fecha de hoy?(hi, what is todays date?)
Person 1#: Es el uno de noviembre (its the first of novembre)
Part four: Days Of The Week
created by Cameron Klales and Matthew Marshall
When you need to plan a future event with someone who only speaks Spanish you need to know the days of the week. The days of the week are:
|
Spanish: |
English: |
|
lunes |
Monday |
|
martes |
Tuesday |
|
miércoles |
Wednesday |
|
jueves |
Thursday |
|
viernes |
Friday |
|
sábado |
Saturday |
|
domingo |
Sunday |
The days in Spanish aren’t capitalized.
To ask the day of the week you say: ¿Qué día es hoy?
The answer to this question is: Hoy (Today) es (is) ______________
To say "tomorrow" you say "mañana" so "Què dia es hoy" becomes "¿Què dia es mañana?"
Situation: two friends bump into each other in the hallway. one asks the other what day it is and what day tomorrow is:
Person 1#: Hola.
Person 2#: ¿Que dia es hoy?
Person 1#: es lunes
Person 2#: ¿que dia es mañana?
Person 1#: es martes
Part five:Time is of the essence
Created by Cameron Klales and Matthew Marshall
Ok, now that you have the numbers down, let move on to the time. Knowing the time is as essential in Spanish as it is in English. It will be fairly easy to learn since it fallows the same patterns as it does in the English language. Lets start with the basics. To ask the time in Spanish, you say “¿Què hora es?” or “¿Què hora son? Or ¿Què hora tiene? All of these translate roughly to “What time is it?”
Now, you know how to ask what time it is, but what if you need to ask when something is? To ask this, you use the same basic phrases but you ad “A” in front of them so as a complete phrase, this would be “¿A què hora es?” While this directly translates to “ at what time is?” but literally means “what time is _______ at?” the answer to “¿Què hora es?” you simply say “Son las ___” so eight o clock would be, “ Son las ocho” you use “Son las” for all the numbers except the number one, for which you use “Es la” so “Es la una” means its one o clock. To say what time something is at, you follow the same pattern as when your asking, you just add “A” to the front of the sentence. So “A son las ocho” means its at eight. To say it is an hour and some minutes you just add “y __” In Spanish “y” is pronounced as “eee” . Keep this in mind when using verbal Spanish. This is the same system used so, 8:23 translates to “ocho y ventitrès”. Remember to say the time you say the hour number than the minute number so “[hour] y [minute]”
Now that you have that down, your eighty percent of the way there, all you have left to learn are a few ways to say a few specific times, these are for the half hour and the quarter hour. For the half hour you say “media” so 10:30 is “diez y media”. For the quarter hour, you say “__ y cuarto” for :15 and “__menos cuarto” for :45. Menos is Spanish for “minus” you u start saying “menos” instead of “y” at the :45.
Situation: one friend asks another what time is math class.
Person 1#: Hola(hi)
Person 2#: Hola(hi)
Person 1#: ¿A que hora es la classe de mathematicas?(at what time is math class?)
Person 2#: A son las ocho y media( its at eight thirty
Person 1#: gracias
Part six: the weather
Created by Cameron Klales and Matthew Marshall
Knowing how to ask and explain about the weather is a valuable skill; it (if nothing else) will allow you to make small talk among friends and family.
To ask the what the weather is like you say “ ¿Qúe teimpo hace?”. Remember, teimpo mean weather, not temperature. To ask temperature, you say “ ¿Qùe es la temparatura?”
To reply to ¿Qúe teimpo hace? You can say any of the following, depending on the weather.
|
Hace frìo |
It’s cold |
|
Hace calor |
It’s hot |
|
Hace viento |
It’s windy |
|
Hace sol |
It’s sunny |
|
Hace fresco |
It’s cool |
|
Hace tormentas |
It’s stormy |
|
Està loviendo |
It’s raining |
|
Està nevando |
It’s snowing |
|
Està nublado |
It’s cloudy |
All of these are applicable to a conversation about the weather.
|
Key: |
|
Spanish |
|
English |
Hace and Està both mean “it is” or “it’s” It is also good to know seasons, so that you can articulate yearly weather.
|
El inveirno |
Winter |
|
La primavera |
Spring |
|
El verano |
Summer |
|
El otono |
Fall |
Now you can say what is weather is like in a given season. So describing your local weather is made easier. For example, to say “In Philadelphia, it is cold in the winter” you say :” En Filadelfia, el inveirno es moy frìo.
A real life conversation about the weather:
Person 1#: ¡Hola! ¿Que teimpo hace hoy? Translation: Hi, whats the weather like today?
Person 2#:Hace frìo Translation: it’s cold
Person 1#: Ay Translation: oh
Thank you for using our Spanish tutorial, we hope you found it helpful and can walk away with something new.
yours truly, Cameron Klales and Matthew Marshall
yours truly, Cameron Klales and Matthew Marshall
