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Justin Pullins Public Feed

Justin Pullins Capstone

Posted by Justin Pullins in Capstone - Sanchez on Friday, May 31, 2013 at 1:20 pm
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Screen Shot 2013-05-31 at 1.08.08 PM
ABSTRACT:

From a very young age, I became greatly aware of the power of great storytelling, and how it can truly resonate with me. As a person who considers his true passion to lie within the arts, I grew up with an amazing fascination for film, television, theatre, and music. However, age has taught me that the true reason for this fervid, passionate interest was because of the core element and common thread that unites all works of art: the story. All of these early experiences have taught me the power of the story, and have instill upon me the passion for creating and writing works that hold great power. I believe that a story can truly change the world.

One of the most durable and impactful mediums in which to express and tell a great story is the theatre. The incredible connection that can be made through live interactions is astounding. Ultimately, it is the staging not just of a show, but of an event.

For my Capstone, I decided to write a play, harnessing the ever-changing ideologies and beliefs of my mind. The play, entitled Prophesy Landing, is the story of a dystopic, anarchist, decentralized world set many years in the future. Due to the ever increasing influence of humans doing "unnatural" things, a great event has happened, causing the world to be unable to support the modern way of life. In this new world, our characters are only regulated to acts that are deemed "natural", as not to disrupt the earth again. Ultimately, they must question their own natural moralities and understand what "normal" truly is.


BIBLIOGRAPHY:

Click here.


FINAL PRODUCT:

Click here.

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J.Pullins, A. Wallace, K. Hudson, J. Landham: How to Lie With Statistics (FULL BOOK)

Posted by Justin Pullins in Statistics - Miles on Thursday, May 30, 2013 at 11:41 pm
​Enjoy our podcasts of How to Lie with Statistics in its entirety. For individual chapter reviews, please refer to previous posts.

Click here for full podcast, available for download only.
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J.Pullins, A. Wallace, K. Hudson, J. Landham: How to Lie With Statistics (Chapters 6-10)

Posted by Justin Pullins in Statistics - Miles on Thursday, May 30, 2013 at 11:30 pm
Below are Chapters 6-10 of How to Lie with Statistics.

The podcasts are in order below.

*Note: Does not work on Google Chrome. Please click in place for the podcast to start.







Chapter 6
Chapter 6
Chapter 7
Chapter 7
Chapter 8
Chapter 8
Chapters 9-10
Memo 9-10
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J.Pullins, A. Wallace, K. Hudson, J. Landham: How to Lie With Statistics (Chapters 4 & 5)

Posted by Justin Pullins in Statistics - Miles on Wednesday, May 29, 2013 at 11:21 am
​Below are Chapters 4 & 5 of How to Lie with Statistics. In these installments, we discussed separately into two pairs, Justin/Aja and Kamilah/Jennifer.

The podcasts are below.

*Note: Does not work on Google Chrome. Please click in place for the podcast to start.
Chapter 4:
(Justin/Aja)
Memo
Chapter 4:
(Kamilah/Jennifer)
Memo-2
Chapter 5:
(Justin/Aja)
Memo-1
Chapter 5:
(Kamilah/Jennifer)
Memo-3
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J.Pullins, A. Wallace, K. Hudson, J. Landham: How to Lie With Statistics

Posted by Justin Pullins in Statistics - Miles on Wednesday, May 22, 2013 at 10:51 am
*Podcasts are available for downloads only.


Chapter One:
The Sample With Built-In Bias



Click here for Chapter 1.


Chapters Two & Three:
The Well Chosen Average & The Little Figures That Are Not There



Click here for Chapter 2.

Click here for Chapter 3.
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Justin Pullins, Science and Society's Q2 Food Benchmark

Posted by Justin Pullins in Science and Society - Best on Friday, January 25, 2013 at 5:59 pm
Screen Shot 2013-01-22 at 8.20.48 PM
Screen Shot 2013-01-22 at 8.20.48 PM
​For this project, I made French Baguettes.



Recipe and Analysis-
(This is the recipe for one, 2-foot baguette.)


*1 cup water

*2 1/2 cups bread flour

*1 tablespoon white sugar

*1 teaspoon salt

*1 1/2 teaspoons bread machine yeast

*1 egg yolk

*1 tablespoon water


  1. Place 1 cup water, bread flour, sugar, salt and yeast into bread machine pan. This is recommened for the best possible baguette at the end. 
  2. When the cycle has completed, place dough in a greased bowl, turning to coat all sides. Cover, and let rise in a warm place for about 30 minutes, or until doubled in bulk. Dough is ready if indentation remains when touched.
  3. Punch down dough. On a lightly floured surface, roll into a 16x12 inch rectangle. Cut dough in half, creating two 8x12 inch rectangles. Roll up each half of dough tightly, beginning at 12 inch side, pounding out any air bubbles as you go. Roll gently back and forth to taper end. Place 3 inches apart on a greased cookie sheet. Make deep diagonal slashes across loaves every 2 inches, or make one lengthwise slash on each loaf. Cover, and let rise in a warm place for 30 to 40 minutes, or until doubled in bulk.
  4. Preheat oven to 375 degrees F. Mix egg yolk with 1 tablespoon water; brush over tops of loaves.
  5. Bake for 20 to 25 minutes in the preheated oven, or until golden brown.


    This is a traditional meal for the French and Francophiles alike. This is meant to be a treat, as well as a supplement to a diet, or a meal, and they are a staple in French society. Though my family is not French, we do eat baguettes frequently, and it is a big part of our diet, and we eat baguettes nearly everyday.

    Most of the ingredients within the baguette are whole foods, and because of this, the baguette is relatively healthy. Baguettes are a great source of grain and carbohydrates, and are a hearty addition to any meal. Roughly, each whole baguette, which is about 3-feet long, is roughly 200 calories.

    Baguettes require a great deal of harvested products, such as yeast and flour. These things are not findings in nature, and would require additional processes in order to make it accesible to the consumer. After tracking down the manfucaturing company who made my flour and yeast, I discovered that they were both made in Minnestona, over 1,000 miles away. This plant of flour manfuracting is one of the largest in the country, because of this, the enviromental impacts are great.

    Whole baguettes can usually retail for about $2.50 each. The greatest profiteers on baguettes are the large manufacturers who create the ingredients. Also, a great reason why the cost of baguettes are relatively cheap is because all of its ingredients are staple foods; necessiaties in every person's pantry.


    Personal Reflection-

    Throughout this food unit, the lessons I have learned were vast and varied.

    Firstly, I have learned the various corruptions of the system of the food industry. It was shocking to see how these things have been allowed to happen.

    In addition, we’ve gone over foods that are healthy for us and the foods that aren’t, as well as what our food is truly made of. This, to me, was one of the most shocking revelations; the dependecy of various staples, such as corn or soy, which come across in nearly all the foods we eat. It shows, once again that the food problem within the USA will require great work to rectify.

    One of the greatest lessons I've learned throughout the course of Food Inc. was the fact that modern day food production isn't so much natural as it is an artifical science expermiment. Various chemicals and formulas come together to create the foods that we feed ourselves and our children, and the indregient lists for our foods are littered with unpronouncable words and phrases which don't often warrented a second thought in our minds.

    Ultimately, the sheer size of this problem makes it difficult for myself, and I think, in large, the country, to try to fix it. At every turn, the people who we believe have our best interests at heart have allowed their greed and love of profit and power to overcome their duty to keep us safe as harm. The corrupt system of food in America is nothing short of our country's most difficult problem, and the only solution will require much work and perspective into the thing that our society should truly value as importmant: American lives.

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Masquerade Mask Photo Essay

Posted by Justin Pullins in Sexuality and Society in Literature - Dunn on Monday, December 10, 2012 at 7:01 am
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Screen Shot 2012-12-10 at 8.40.23 AM
Justin Pullins
December 10, 2012
Scarlett Letter/Juno Creative Project


For this project, I chose to focus on the theme of identity. To me, this was the perfect theme to explore because it is truly an universal aspect of life. Nearly everyone, at some point in their lives, struggle with the concept of who they are to themselves, to societies, and otherwise. After brainstorming various ideas, I found that the best way to explore this theme would be through the power of masks.

The concept of a mask is a fascinating one. The very point of wearing one is to conceal your face, or what many consider to be their true selves. Sometimes they can be worn for sheer enjoyment, while other times they are attempts to cover the truth. Masks can be very subtle, or very intricate, bland or expressive, direct or decipherable. Because of these reasons, I believe that masks would be the perfect way to portray Hester's story.

Hester's arc throughout the book is one that is often masked by fear, hidden passion, lust, and secrets. As she struggles with these inner conflicts, as well as her identity in Puritan Boston, the masks tell her tale.

It was my belief that the best way to explore the multiple dynamics of the theme I chose was to focus specifically on one tale. Because of this, I focus solely on The Scarlett Letter. However, as Juno is also the tale of a character's identity changing and shifting, many connections can be made between the two stories.

The process in creating this collection was a very thorough one. Each mask took roughly 60 minutes to conceive an idea, create a design, and execute it. Throughout this process, I often struggled with the concept of literalism versus artistic expression. I often wonder how easy should the mask be able to comprehend, the story each mask should tell, and the way it should do it. No aspect of the final mask and corresponding photo, whether it's the lighting, the mask used, or the placement of the mask, was left up to chance. Every aspect was analyzed and calculated.

Ultimately, I hope the collection can speak for itself, and can be used as an additional component for future readers of The Scarlett Letter, which will help them understand the novel in a different way.



Click here to enjoy the slideshow.


Description of the Masks:
#1- "Adulteress Only"
This is where we begin our journey with Hester. She is, to many, an adulteress and nothing more. The "A" across her face represents the only thing that the Puritans see in her. The full mask represents the fact that Hester's true self is being covered and marred by scandal.
#2- "Peeks of Truth"
After public embarrassment, Hester speaks to her jealous, estranged husband Roger Chillingworth. In this audience, Hester is desperately concealing her secret, which is represented by the darkness that covers the majority of the mask. This is the secret that keeps her back. However, across the mask are lighter colors; the truth is trying to appear.
#3- "The Adulteress' Guilty Pleasure"
The description of Hester's sewing was told in great detail. Because of these, I thought that the depiction of Hester's sewing should be very subtle and intricate. This is a half mask, because here, Hester is the most truthful.
#4- "Alone, on the Scaffold"
Hester's scaffold confessions with her lover, Dimmesdale, are moments of intense passion. The dichotomy of the public Hester and the private Hester meets here, and so this mask is to represent this.
#5- "The Letter Defined"
Throughout the whole story, Hester's Scarlett letter is constantly being redefined, whether this is by Hester or others. Because of this constant identity crisis, I wanted this piece to display the Scarlett letter fully. However, the black and brown stains represent the Scarlett letter fading and morphing into something else.
#6- "The Sunshine Does Not Love You"
In one of their private moments in the forrest, Pearl tells her mother, "...the sunshine does not love you". This really struck me, and so I thought it was a perfect thing to represent in a mask. The yellow is meant to represent the sun, with the black streaks representing the sunshine's hatred of Hester. The trees are present in order to give us some setting.
#7- "The Façade for the Governor"
During her meeting at the governor's mansion, Hester is desperate to make herself seem appealing and able, so that she may keep Pearl. This mask is meant to be very intricate and detailed, as Hester is trying to create a false image of herself. However, the Scarlett "A" remains.
#8- "Promise of the New World"
This is mask is meant to represent the part of the story in which Hester, Dimmesdale, and Pearl plan their escape. The mask here is meant to represent the new world, with the color scheme meant to have an old-world sense. Also, the mask itself was meant to have a sinister look, as the promise of the new world are often misleading.
#9- "A Brook Ahead, the Fear Behind"
I wanted to shoot this photo in a way that differed from all the others. Therefore, we this mask from behind. Most of the mask is a blue, to represent the calming powers of the brook. However, the Scarlett red continues to bleed down, infiltrating the blue.
#10- "Collision"
Hester's tale is one of great inner conflict. All throughout the novel, there are struggles of identity, and because of this, I want to manifest this is a mask. This mask specifically details Hester's plight during Dimmesdale's final speech, the very speech in which they are planning to escape afterwards. During the sermon, Hester's emotions and inner turmoil runs rampant, which is the reason why colors clash within this piece.

#11- "Serenity"
Upon her later years, Hester seems to have reach a sense of great peace in her life. She no longer is subject to the judgment that has marred most of her story, and is quite content living out the remainder of her days helping in the ways that she can. Though the remnants of her Scarlett "A" are still present, it now represents peace and security in the identity. This is the last "mask" that Hester wears in her lifetime.
#12- "Gash of Shame/Gash of Hope"
The Scarlett Letter ends with Hester's death. However, Hester's life lives on. This final piece is a representation of Hester both in the after life and before the events of the book. Within Puritan society, Hester vastly different from the demographic. She shines brightly in the world while others tend to blend in. Therefore, there is a streak of yellows and reds amongst the darker colors. This streak symbolizes not only society's perception of shame versus Hester's perception of hope, but it also represents Hester herself, as she has always been the powerful force against the established order.

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J. Pullins, 10% Project, "Physics in Performing Arts"

Posted by Justin Pullins in Physics - Echols on Friday, June 8, 2012 at 10:02 am
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Screen Shot 2012-06-08 at 10.00.43 AM
My presentation is on physics in the performing arts. I wanted to do something that displays both the power of physics in the modern world, as well as a topic that I'm somewhat interested in.

I wanted to display to the class how one with interests that seem far from the world of physics incorporate physics into their daily lives.

Click below for the presentation!
J. Pullins, Physics 10% Project
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"The Fountainhead" by Ayn Rand ~ Justin's Summer Recommendation

Posted by Justin Pullins in English 3 - Rami on Thursday, June 7, 2012 at 1:55 pm
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Screen Shot 2012-06-07 at 1.45.30 PM
​This is a phenomenal read by philosophical extremist Ayn Rand. It's the story of a young architect whose work reigns supreme in his life. This book is filled with hidden messages; definitely a great read throughout the summer!
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What If....the Lend-Lease Act: J. Pullins, U.S. History Edition

Posted by Justin Pullins in American History - Laufenberg on Friday, June 1, 2012 at 11:37 am
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Screen Shot 2012-06-04 at 12.26.20 PM
In 1941, the 77th United States Congress proposed an act entitled the Lend-Lease Act, which allowed the government to supply weapons and general support to the Allied nations of World War II. By the end of that year, America was attacked and the same members of Congress who proposed this bill swiftly declared war. With the current knowledge of World War II's influence in both American and global history, one must wonder what would happen if this act was never passed.


Click here for the final website.


REFLECTION:

  For this project, my point of divergence occurs in March of 1941, when the Lend-Lease Act is not signed into law. Subsequently, due to the U.S. Neutrality Acts signed years earlier, the United States sees no need to enter into WWII, which allows Germany to continue on its path of European domination, and Japan, Germany's ally, on its path of dominating the Asian contient and many of the Pacific Island territories. The rise of global power by Germany prompts it to become a major world power, which causes strife amongst the U.S. and Germany, and two nations often battle for the title of the singular global superpower. 

There are many things about this project that I enjoyed. Mostly, I enjoyed the very basis of it, which is the ability to change history. I am a firm believer in the butterfly effect, which is a theory that states that even the smallest decisions, such as what plant a butterfly may choose to land on, can cause the greatest long-term effects and effectively change the trajectory of history. With this knowledge, I knew I wanted to make a very small change, something that to many, may not seem too significant to do much of anything. However, I would show how after the course of many decades, that small change resulted in a massive shift of history. 

To reference Isaac Newton, every action has an equal and opposite reaction. While this is generally considered to be a law within the world of physics, this is something that can be applied to life as well. All of our lives are plagued with decisions, and the importance of the choices of those decisions are often not realized. I believe every person, no matter their social importance or relevance, has the ability to change the course of national and world history with one decision.
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J.Pullins, Blog #3, Films in Spain

Posted by Justin Pullins in Spanish 3 - Gierke on Wednesday, May 9, 2012 at 8:49 am
For my third blog post, I wanted to explore what the young people of Spain take away from their cinema experiences.

(MORE TO COME ~ 8:48)
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J.Pullins, Blog Post #2, The Films of Spain

Posted by Justin Pullins in Spanish 3 - Gierke on Wednesday, May 2, 2012 at 8:37 am
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Screen Shot 2012-05-02 at 8.30.39 AM
My conversations continued on the topic of the films of Spain. I received a new partner, because when I tried to get in touch with my previous partner, I was thoroughly ignored.

Here, you can see that not only do we keep the conversation in Spanish the entire time, but I also try to delve into my topic, which was the film culture. My partner, who's a college student in Spain, told me that he and his friends try to go to movie theaters as often as possible, as they use films and the culture as a momentary escape from reality.

I was highly intrigued by his statement, and I thought it was a highly interesting analysis.
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J. Pullins, Conversación de Cine Europeo

Posted by Justin Pullins in Spanish 3 - Gierke on Monday, April 23, 2012 at 2:49 pm
​La Cultura de la España:

En España,
 adolescentes va la cine a menudo. Además, se preocupan por películas de calidad, en contraposición alos grandes presupuestos.En España, la gente tiene mucho amor por las peliquas.

In our conversations, we tried to be as grammatically correct as possible. Very early on, we made a rule: I only speak Spanish, and likewise, he could only speak English. Needless to say, it was a bit difficult

Our conversations went as so: I would say something in Spanish, and his first response would be the correct translation to what I said, grammatically. Then, he would say his English response, and then I would do as he did. Our main strategy using the words we know, and using context clues to ask each other about words we don't know.
(MORE TO COME ~ 2:45 PM, 4-23-12)
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NATURAL RESOURCES with Justin Pullins and Sophie Henninger

Posted by Justin Pullins in Physics - Echols on Monday, April 16, 2012 at 1:02 pm
Here is our presentation on natural resources.
NATURAL RESOURCES J.Pullins, S. Henninger
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J. Pullins, Info-graphic for Three Mile Island

Posted by Justin Pullins in American History - Laufenberg on Monday, March 26, 2012 at 12:12 pm

a. What went well? 
I think that we were able to apply the information that we did find in a very interesting and relatable way.

b. What did not? 
I think trying to find enough information about the backstory of Three Mile Island would have made the diaster more understandable to our audience, however, we couldn't find that information.

c. What would you do differently next time? 
I think I would entail the backstory of Three Mile Island if I had more time.

d. Specifically comment on the 10 tips for effective infographics -

Be Concise - We kept our information as brief as possible.

Be Visual - We tried to keep clear, understandable graphics in the poster.

Be Smarter - We tried to compare commonly known information with the lesser-known, Three Mile Island.

Be Transparent - Most of our information is understandable enough that it requires no additional research.

Be Different - We tried to make our poster as original as possible.

Be Accurate - All information present is correct.

Be Attractive - We tried to make our poster as aesthetically pleasing as possible. 

Be Varied - We tried to use different techniques to present the facts.

Be Gracious - Information present was both concise and thorough.

Be Creative - We tried to present the information in a fun an interesting way.

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J.Pullins, Matt F., Wendy Tepoz | Spanish BM Q3

Posted by Justin Pullins in Spanish 3 - Gierke on Friday, March 9, 2012 at 1:10 pm
Here it is. Enjoy!
JPullins, MFerry, WTopez, Q3 Spanish BM
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The Universal Box: Television in America, J.Pullins

Posted by Justin Pullins in American History - Laufenberg on Friday, March 9, 2012 at 10:41 am
Screen Shot 2012-03-09 at 11.42.55 AM
Screen Shot 2012-03-09 at 11.42.55 AM

Click above to watch the documentary in full.

The topic in which I chose to explore with my National History Day project was both the American television industry, and television itself. I chose this topic as it is one that both excites and interests me immensely. Also, I believe that since its inception to now, television, like no other invention, as went from simply a social fad enjoyed by the rich to an essential and necessary part of life, capable of providing vital facets in daily life. Since its invention and rise to popularity, television has paralleled the trajectory of American history itself.



With the the sources and tools available, I believed that the greatest way of presenting this to an audience was using a documentary. I believe that not only will it allow me to utilize my sources, but also providing an interesting parallel to television itself, as the art form of documentaries, just like television, is a visual medium. The greatest challenge was creating a piece that not only did justice to the original work, but was also not a mere republication of the original work either. It was very important to me that this documentary was a cinematic adaption of the original paper, and not simply the original paper in visual form.



If you would like to see my process paper in full, as well as my annotated bibliography, click here.


Tags: nhd12
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J. Pullins, Clash of Cultures: Native American Struggles

Posted by Justin Pullins in American History - Laufenberg on Friday, March 2, 2012 at 10:33 am


Slide 1: Manifest Destiny
Slide 2: The Trail of Tears
Slide 3: Indian Boarding School
Slide 4: Life in Boarding School
Slide 5: American-Indian Wars 
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J. Pullins, C. Baez, M. Donzo PSA Q2BM

Posted by Justin Pullins in Spanish 3 - Gierke on Friday, January 20, 2012 at 12:22 pm
PSA for Spanish 3 | Quarter 2
Hay un proyecto por Español Tres. Nosotros reccomiendo que para NO BASURA en lugares publicó.
  • Hicimos un PSA sobre basura en Filadelfia.
  • Es un asusnto importante a nosotros porque nuestra calles son immundo.
  • Esperamos que el público de Filadelfia NO BASURA en lugares publicó.
Tags: Proyecto, Q2BM, gierke, espanol 3, el medio ambiente, mdonzo, cbaez, jpullins
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J. Pullins, PSA Relfexión

Posted by Justin Pullins in Spanish 3 - Gierke on Friday, January 20, 2012 at 12:13 pm
  • Mi grupo y yo hicimos un PSA sobre...
    La basura y la gente irresponsiblé.

  • Por crear el PSA, la cosa más importante que aprendí fue...
    Protéger el mundo por los todos!

  • Me gusta el PSA de mi group porque...
    Es informío y educacíon.

  • Si pudiera hacer el proyecto otra vez, yo cambiaría...
    La musicá y el dialogó.
Tags: mdonzo, cbaez, jpullins, gierke, Q2BM, espanol 3, relfexión
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J. Pullins, ENGLISH Q2 Benchmark, Sci-Fi Story

Posted by Justin Pullins in English 3 - Rami on Friday, January 13, 2012 at 12:56 pm

 

            In the hills of Manchester lied the symbol of the Royal Government, the headquarters of the Queen, and the birth home of many of the elder HRH’s: Holygrove Palace. It stands in splendor, amongst the other buildings of the government, but much grander. The palace sat in a square, designed for the public, complete with fountains, statues, and Her Majesty’s Gardens. Great, wide steps lead a visitor to the front of the palace, where the gates denied them a chance to get too close, but also gave them an opportunity to see the splendor of Holygrove, adorned with regal brilliance of a royal line dating back centuries. Palace guards, there more as symbolism than protection, lined perfectly against the perimeter, standing in their summer outfits opposed to the usual, as despite this being a day in late October, it was sunny and mild in weather, favoring toward the warm. In the palace, Her Majesty the Queen was adhering to official Royal protocol swiftly attended to and aided by her assistants and aides. Her husband, the Duke of Ely sat in one of the many drawing rooms of the palace, quietly reading the newspaper. Amongst the nation was the issue of the couple; three royals, two princes and a princess, all with the intent of service on the behalf of Her Majesty. Of these issue, many bore their own line of issue, creating branches of the family tree known collectively as the Royal Family. The grandeur and lavish the Royals faced was that of imagination to the common man. They were treated with respect and dignity that many could only dream.

 

            Her Majesty the Queen, the head of the Royal Government, is briskly walking through the palace hallways. The Royals were holding one of their annual fall garden parties today, and it requires immense planning and preparation to allow for it to be swift and successful. An attentive ruler she is; Her Majesty felt it to be her duty to watch over all events of her realm, especially ones of importance, such as these.

“I’m not quite sure if these should be here. It would give obstructed access to the Grand Staircase,” the Queen said, her accent clear and her wisdom evident.

“Of course, Your Majesty,” her assistant, Roger Barnes.

“I just feel it would be more at place here, as all.”

 “Of course, ma’am” said Barnes, who quickly called an usher to side to tell him the new arrangement, which was changed with haste.

The garden parties were important to the Queen, it gave her a chance to mingle with the “commoners”, her ever-faithful subjects, many of which born under her long tenure as Queen. Yet, it also serves a purpose to the family, separated by all of their official duties as Royals, who now see each other less often than they used to. The parties are their duties, and so all attend the event.

 

            It was now 12 o’clock; the party began a 1 PM sharp. The ushers and organizers swiveled through Holygrove Garden, placing the final touches to make it to perfection. There are always the guests who arrive too early, and now there were a great amount of people outside of the gates of Holygrove, waiting for their entry into the most prestigious party imaginable. If the staff found that they were complete, then they would allow for the guests to enter ahead of schedule, which would allow for ease of the entire evening. Suddenly, from the road’s horizon, clearly visible from the slight plateau that Holygrove Palace was located on, a black car could be spotted, donning the official Royal seals. Behind the initial car, followed another, and one more, a total of five cars in all, the third, middle car was the largest, it was a limousine to be exact, and in addition to the seals, it had the two flags at its hood, one the Royal Coat of Arms, and the other the nation’s flag. This was evidently the motorcade of a Royal, and this was confirmed when Palace guards opened the gates for the vehicles, which briskly enter the open courts of the Palace’s interior. Once inside the gates, the formation was broken, so that now only that one, largest car headed toward the Palace inner-gates, and into a tunnel, which included a door that lead to hallways and corridors that made up sections of the Main House. The tunnel was added to give the Royals protection and privacy when they enter the home, which at times, and especially depending on the Royal, was quite essential. Yet today, there was no concern of the prying eyes of the public, as the only spectators didn’t watch with the intentions of intrusion but instead of awe of who was inside the car. The Royal’s identity was kept a secret until the car reached inside the tunnel, where the Queen’s eldest stepped outside, with no fear of the public spotting his presence.

 

            HRH Prince Alexander, the Crown Prince was his official title, the “Crown Prince” section was actually a privilege, and tradition states this title is reserved for the eldest son of the Sovereign. A fairly young man he was, in his forties yet still very handsome and young-looking for his age, and quite tall and with a nice build, the Crown Prince stood there, only a few feet or so from where he exited his state car, yet towards both his left and right we’re guards and Secret Service agents for his protection, the guards in their usual outfits while the agents dressed in their standard, black suit and tie combinations. The Prince’s suit was black as well, yet one could see the faint pinstripes in a certain light, and one could also see well the suit fit his body, how it was cut and tailored in its appropriate places. He stood there, as if to allow all the marvel in his splendorous presence, then he gave a few, Royal waves to the adoring public, watching his every move. After doing this, guards guided him to the tunnel door, and he entered to the sight of Barnes, who received word of the Prince’s planned arrival at this time the previous day.

“Good afternoon, Your Royal Highness. It appears you arrived on time,” said Barnes.

“Of course, I did. Is Her Majesty available?” said Prince Alexander, terse and sharp.

“Why, yes, of course” answered Barnes, with a few stutters prior.

The Royal Assistant led the Heir to the Royal Throne through the hallways of the Palace until he reached the study, where the Queen, his mother, was currently working in one of Holygrove’s many drawing rooms.

With a quick stand, the Queen stated, “Alexander! It’s been too long, it has.”

“Yes, Mother,” said the Prince, who greeted his mother properly with a steady bow from the neck, “it has been quite some time.”

A attendant in the room pours a cup of tea for the Prince, who takes a seat across from the Sovereign.

 I’d say about a few months or so, yet I believe that the Royal duties of the Heir to the Throne would suffice of being the reason of our absence from each other.”

“Of course, of course. Your responsibilities are far greater than those of your siblings, and also are more imperative, as they will teach you how to become a proper monarch.”

“Yes, they will. So all is well?” Alexander quipped.

The Queen dashes a familiar, mothering look, and then said, “Yes, all is fine here.”

There was a silence after that. The Prince’s face smirked of hesitance, and the Queen could clearly see it, and pondered at its presence. The Prince instead sat on one of the chairs in the study and gently clasped his hands together in the proper manner. With that, Her Majesty sat at the desk and continued the final revisions. At last, after she sat, the Prince finally gained the courage to speak.

The Prince gulped, and with his voice faintly cracking, “I’m sure you’re wondering why I arrived so early. To be honest, I chose to arrive earlier than the others would.”

“And by ‘the others’, I’m sure you truly meant Jacob?” said the Queen, sure of her response.

“Why, yes. Jacob, my son, your youngest grandson, and third in line to the Royal Throne. And from the lack of television cameras or photographers outside, I’m assuming he hasn’t arrived yet?” The sarcasm was evident with this Royal father, speaking of his son, a media deity and target.

“Why, no, not yet,” said the Queen, equally sarcastic in her voice as well.

 

            HRH Prince Jacob of Wales is the younger of two boys of Prince Alexander, and his lineage to the Heir of the Throne has him at third in the Line of Succession. He was the Queen’s grandson, and his looks, as well as his persona caused for much public and media attraction, and at times scrutiny. Though the likelihood of Prince Jacob becoming King was very small, in order to do that, he would have to survive the reigns of his father and his older brother, HRH Prince Andrew of Wales, yet his public appeal was unprecedented, yet at times his behavior was despised by his family.

 

            Nevertheless, Prince Jacob was a member of the family, and was treated as such. The Queen and Prince Alexander continued their conversation; the opinions clear in their speech. As they talked, their solidarity in their perspectives of Prince Jacob’s celebrity status was prevalent.  The speeches of the elder Royals ceased, however, when Prince Andrew arrived in the room.

            His Royal Highness Prince Andrew of Wales was Prince Jacob’s elder brother, and the two were very close. The straight-laced future heir to the throne was very in tune to his brother’s sense of fun and freedom, as he would never have to endure the responsibility of the Crown, and often defended his brother’s behavior and conduct.

“Father, grand mum” the Prince greeted his elders.

“Andrew, how are you, darling”, the Queen uttered in clear delight, as Andrew walked across the room to greet his grandmother in the customary fashion.

Prince Andrew swiftly pours himself tea as he takes a seat next to his father and across his grandmother.

“I believe that today will call for a very pleasant party,” stated Andrew cheerfully.

“As do I,” his father chimed in with delight.

The young prince sat with his elders.

“You know, I was talking to a man in crowd the other day during some of my military training and above all else he couldn’t stop talking about what the monarchy meant to him. It really makes this all seem worth while.”

“So before, did it seem like a waste of time?” Prince Alexander joked.

“No, father”, Prince Andrew chuckled, “However now, I think I see what the monarchy truly does to the morals of this country”.

“I see that the Crown will rest safely on your shoulders, Andrew,” the Queen stated.

“Thank you, grand mum,” Andrew concluded as he placed his finished cup of tea on the coffee table. He rose to leave.

“I’m sure everything will go exactly as planned today; it’ll be great. I’ll be off now.”

The second in line to the throne proceeds to exit, but stops at the door.

“Has Jacob arrived yet? I’d like to practice some polo with him before the game today.”

“I suppose you would know where he was more than we would,” the Queen stated sharply.

“I haven’t the slightest clue. Father, do you know?”

“No, I have not,” stated the Crown Prince.

“Predictable, I suppose. Your brother does have a reputation for such behavior.”

The Prince was very willing to defend his brother, as he often does, but didn’t. He was wise enough to know not to argue not only with the Queen, the Sovereign, but his grandmother. Instead, he said his good-byes and went off his way.

Prince Andrew was very popular not only amongst the public, but with many of the palace workers and government official as well. To them, the Prince represented the new monarchy, with his younger, looser approach to certain aspects of duty. His blend of dedication to duty as well as ability to modernize had many very optimistic as his future as King. This unique method of duty was evident on the day, as the Prince spoke with many of the staffers of the Garden Party, giving his input and sharing his suggestions when needed. Soon after, other members of the family arrived.

Prince Benjamin, the Duke of York, Andrew’s uncle, arrived first, with his children, Their Royal Highnesses Princesses Elizabeth and Margaret, and Prince Robert. The Duchess of York completed the set of the family. Another one of Prince Andrew’s strong suits is his indomitable ability to socialize. Within minutes of greeting his cousins, a polo game was already in the works, between the two young princesses and the Princes Andrew and Jacob; even if he hadn’t arrived yet. Prince Andrew soon became a bit concerned; he had enough faith in his brother to believe that he wouldn’t arrive late, and he did know that he had a Royal engagement earlier today, but feared for the worst, as he usually did. The Prince had no more to fear, however, as His Royal Highness Prince Jacob arrived.

Prince Jacob had no flashy entrance, as he knew such a thing would be frowned upon. In fact, his arrival was less ostentatious than many of the other members of the family earlier. His exit from the car, and subsequent entrance to the palace, however, was conducted much differently than all previous Royals, as it was a very rushed ordeal; both the Prince and the guards knew that absolute media frenzy would ensue should a photographer spot the popular Prince. When Prince Jacob arrived at the Palace, there was a different aura than that of his brother. With Prince Jacob, it almost felt as if one was in the presence of a celebrity instead of royalty. There have been many occasions when one forgot to greet Prince Jacob with the customary bow upon meeting him. However, as a member of the Royal Family, he was treated with the respect due.

The Prince was lead through the halls by Palace guards, in the search for his older brother. He and his brother’s close relationship was highly evident at social events, as one could often see the two sticking together. After a while, the Prince spotted Andrew outside, with their cousins and greeted him with a hug, a break in formality.

“The traffic was dreadful today,” the Prince said, excusing his nearby tardiness.

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M. Ferry & J. Pullins: Physics and What-Not

Posted by Justin Pullins in Physics - Echols on Monday, January 9, 2012 at 12:52 pm
QUARTER 2 | Driver's Ed Physics Project
This is from our Physics Driver's Ed project, meant for teenage parents to stay focused.
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Justin Pullins & Nick Manton: Voting Turn-Out Assignment

Posted by Justin Pullins in American History - Laufenberg on Wednesday, November 9, 2011 at 12:13 am
Voting Turn-Out, History Project
This is our collaborative effort on Voter Turn in Philadelphia's 2011 Mayoral elections. Enjoy.
Tags: #votervoice11, jpullins, nmanton
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Evolution of Voting Rights, [Justin, Imani, Yasmeen, Nick, Symone]

Posted by Justin Pullins in American History - Laufenberg on Monday, October 24, 2011 at 1:58 pm
This is the timeline of Symone S., Nick M., Yasmeen B., Imani J., and Justin P. Hope you find it informative and enjoyable.

Copy of Evolution Of Voting Rights In America on Prezi

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J. Pullins, Why I Write

Posted by Justin Pullins in English 3 - Rami on Thursday, October 20, 2011 at 1:50 pm
​ In life, there are often times in which the established order is the norm. It becomes taboo to question it, and one must go about and simply accept it as fact. In situations where argument is invalid or holds no merit, the power of writing is necessary.

Throughout the world, powers and political influences the citizens of a nation. In situations where one's voice is silenced, the power of writing is freedom.

In everyone's life, there are times in the measures of the world prove too daunting and the problems are far greater than the solutions. The words to describe the feelings are non-existent, and the eloquence of a pen may be the only thing one can depend on. In situations of life, the power of writing is mandatory.



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J. Pullins, Extra Credito (ESPANOL TRES)

Posted by Justin Pullins in Spanish 3 - Gierke on Sunday, October 2, 2011 at 10:42 pm
Screen Shot 2011-10-02 at 10.26.28 PM
Screen Shot 2011-10-02 at 10.26.28 PM
​What I Learned:

Well, firstly, and on an insignificant note, the global influence and impact of Facebook became very clear when finding Español on the seemingly endless options of language.

Also, one of the most important things I think I learned in this experiment was the importance of immersion when learning a new language. I think if the SLA Spanish curriculum has showed anything, it is that the out-dated, learning-terms-from-a-textbook is outdated and tends to be ineffective. However, when one is surrounded by the second language, and nothing else, one is forced to learn 

Throughout this whole experiment, I was forced to use context clues and educated guesses to easily navigate my way around the site, and in doing so, I've added quite a few new words to my Spanish repertoire.
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"Infinito" de Leonardo-Alejandro (Spanish Song from Justin Pullins)

Posted by Justin Pullins in Spanish 3 - Gierke on Tuesday, September 27, 2011 at 10:04 pm
Leonardo-Alejandro (Justin Pullins, Espaol Song
_________________________________________________________________​

*This song is a blues-rock cover of John Mayer's "Gravity". I've named my cover of the song, "Infinity" (Infinito), and the songwriting uses phrases and metaphors opposed to extremely forward, literal speaking.

*I've learned the songwriting is very dificult and trying to find metaphors in Spanish is also extremely difficult.

*I am glad that my cover of "Gravity" payed off, and I am proud of my songwriting.

*If I had more time, I would improve on my vocals, as well as the sound mixing of the overall song.



__________________________________________________________________



La lyricas de "Infinito":

(En el estilo de John Mayer.)



REFRÁN:

Infinito,
¿Dónde comienza?,
Infinito,
¿Por dónde empezar?

#1:

Nunca supe,
no se preocupe,
mi familia hace que todo vaya

Filadelfia, mi tierra natal,
generación tras generación
mis padres son contento y ver

REFRÁN:

Infinito,
¿Dónde comienza?,
Infinito,
¿Por dónde empezar?

#2

La más diversa
esto se
Esto es tan grande
Este es mi lugar
Importarle un comino a alguien...


REFRÁN:

Infinito,
¿Dónde comienza?,
Infinito,
¿Por dónde empezar?

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J. Pullins, Immigration Visualization Project Reflection

Posted by Justin Pullins in American History - Laufenberg on Friday, September 23, 2011 at 11:37 am
JP, MF, CP, Final Immigration Visual
JP, MF, CP, Final Immigration Visual
​Click here to download our visual piece.


  • What surprised you most about this information?  What seemed quite obvious about explaining this data set?
    Among the things that surprised me the most were the dramatic decreases that the data showed in certain decades of US History. However, once I considered the decades with the decreases and the different events happening in America at the time, they made perfect sense.

    Also, one thing that really intrigued me was how the overall American population had a nearly linear, steady increase, where as the immigration arrivals often changed.



  • Looking at the overall trend and incorporating what you know about the US presently, predict and defend the immigration trend for the next two decades.
    I believe that the immigration trend in the US will suffer a slight decrease, due to the dissolution of the American economy. I believe that these problems in the federal government will not attract people from foreign countries to inhabit the US.


  • Describe how you made a decision on how to visually represent the information.
    We decided to place emphasis on the push/pull factors that encouraged immigration.  We decided that each decade had multiple perspectives, and so we wanted to display that in our visual piece.


  • What parts of group work were challenging?
    I think everyone in the group had a massive amount of ideas, and it was very hard to compress those ideas into a singular image.


  • What would you do differently if you had this project to do over?
    If we had more time, I would include photos in the decades as well. I feel that this would have really solidified the multiple perspectives that we were trying to convey.
Tags: immviz1112
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Leonardo-Alejandro ... Santiago (J. Pullins): El Refrn

Posted by Justin Pullins in Spanish 3 - Gierke on Wednesday, September 21, 2011 at 8:30 am
​El refrán para la cancion:

Infinito,
¿Dónde comienza?,
Infinito,
¿Por dónde empezar?



*What is your refrán supposed to communicate?

The refrán is supposed to state where I am now and how I got there with who and where I'm from.

*What are you especially happy about your first draft?

Nothing yet; I wrote this first draft with the full intention of eventually changing it completely.

*What would you like to improve about your refrán first draft?
I'd like to include more metaphors and symbolism; I think the songwriting won't be very good without it.


*What was difficult about writing your refrán?
I think the difficult part of writing the refrán was trying to write something that sounds very cool, catchy, and original.


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"Where I'm From" by Justin Pullins

Posted by Justin Pullins in English 3 - Rami on Friday, September 9, 2011 at 2:24 pm
​Where I’m From
by Justin Pullins

“I’m from the living room designed be an inviting,
where a portrait hangs above the sofa.

From my desk, my movie collection, my book-self, my possessions,
I’m from Tammy, Bryant, Marie, Kiemp, Dorthy and Walter,
From Spring Breaks in the Poconos,

From hard work, independence, responsibility, and respect,
I’m from snack foods and Kindergarten memories,
From the Northeast, with its hot summers and cold winters,

From the best of the business world, and the bluest of collars
I’m from the world where television and films are gods,
From memories that grow with wisdom.”
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Humanities Portfolio, 2011

Posted by Justin Pullins in English 2 - Block on Sunday, June 12, 2011 at 10:35 pm
​Throughout English and World History, it has been gradual process of learning and working. Throughout these courses, we have all been asked to form opinions and beliefs about the various world issues of yesterday and today.
In my opinion, I hope that every single student does not hold the same beliefs, opinions, and learning techniques and skills that they had in September. Hopefully, we all have grown in our educational journey and process.

In English, I feel that we have been encouraged to use our opinions more to decipher the text we read and to find "deeper meanings" within. One of the key examples of this is the very first Q1 Benchmark about The Lord of the Flies. In this paper, I expressed an idea through my opinion, and then I took the readers through my journey to reach my conclusion. This is a prime example of allowing one to understand multiple perspectives of the same topic in order to receive a well-rounded education.

Throughout the English course, I was also encouraged to immerse myself into the world of various people, from prisoners to world leaders. This was the goal of the Jarvis Jay Masters' readings. In my response to the readings, the observations of the powerful effects of desperation is evident.

In World History, the focus has changed slightly. Instead of exclusive opinion-forming, we are also required to learn non-biased facts about the past and present them to people. A prime example of the was the Museum Exhibition Benchmark we created to education patrons about colonialism. In the presentation, we had to state the facts to our classmates and allow them to form their own opinions.

Also, History encouraged us to explore different fields, such as traditional art during the Renaissance. In the Exploration of a Renaissance Artist assignment, I had to highlight the work of a great artist of the day and try to find the meaning of their work.

However, one of my favorite assignments in History is by far the trials. In the Aztec trial, we had to learn facts about the topic, just had he had in the Museum Presentations, but then, we had to use those facts to alter the opinion of everyone else. This taught us a new skill of using facts to sway the opinions of a majority.

English and World History has merged and separated in order to teach us things about the the world, ourselves, and each other. The lessons we have learned here are invaluable.
Screen shot 2011-06-13 at 8.55.10 AM
Screen shot 2011-06-13 at 8.55.10 AM
Tags: Final Portfolio, History, English, jpullins
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Justin Pullins, Children's Book, Q4 BM

Posted by Justin Pullins in Spanish 2 - Gierke on Friday, June 10, 2011 at 2:34 pm
​I chose to do a biographical children's book, which sort've tells the story of my life up to now and into the future.


*My project required me to depend heavily on the charts we made, and then subsequently look relentlessly for illustrations that will match the story perfect. Then, I placed or altered the text to the illustrations.


*One thing I like about this project are the illustrations. I'm think they all look great and really help with the story.

*One thing I would change is extending the story, or making a fictional story, opposed to simply telling the story of my life.

*One thing I learned in doing this project is how to try to create an interesting story.



Click here to see my creation.
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The Interesting Life of Caleb Marcs

Posted by Justin Pullins in World History - Block on Sunday, April 10, 2011 at 4:52 pm
Cast of Characters:
Caleb Marcs - A young adult, who works as the Assistant Secretary of State for Democracy, Human Rights, and Labour the State Department, living in the times of one of the greatest economic downturns of the nation’s history (2007-2010), and struggling to stay afloat with his wife and friends, as well as dealing with the massive affects the recession has on  global human rights.

Michelle Marcs - Caleb's wife.

Timothy Grey - One of Caleb Marc's "business associates".



“The Interesting Life of Caleb Marcs”
______________________________________________________________________________

Monologue #1
Act 1. Scene 1.


INT., STATE DEPARTMENT OFFICE - DAY

Our main character, CALEB, is sitting at his desk. He’s talking on the telephone. 


He’s writing and typing away, busy at work. There are two phones on the opposite sides of his desk. He works and works for a few moments, until one of his phones begins to ring. He picks it up and answers.

CALEB
Hello. Assistant Secretary Caleb Marcs speaking (pauses) Umm, uh, no. I’m not too busy (pauses).

He puts his pen down and focuses on the phone call.

CALEB (cont’d)
(laughs) Yeah, yeah, it’s-it’s crazy here. The recession is, uh, it’s really getting to us (pauses) Well, uh, well yeah. (pauses) No, no, here in the State Department we’re, uh, we’re completely topped. Funding’s gone heywire (pauses) What, huh? No, no, I, uh, I don’t watch the news anymore (pauses) Well, uh, I don’t watch the news that much anymore (pauses) Why? Because all I get is FOX News now (pauses) No, no, I just watch Jon Stewart for all of that (pauses) Wait, huh? What story? About what? (pauses) Ok, ok, I’ll, uh, I’ll read the report online.

He puts the phone on his desk, not hanging it up. He pulls out a laptop and types for some moments. After a while, he picks up the phone again, his voice fearful.

CALEB (cont’d)
Is any of this stuff accurate? (pauses) Well is it!? (pauses) No, no. I’m sorry. I just have to be sure. (pauses) This can’t be true. Do you know what this would mean if this was true? (pauses) Yes, yes, I uh, understand. (pauses) I understand. Thanks for the call.

He hangs up the phone. He walks over to the front of his desk and sits down. He sighs.

CALEB (cont’d)
This can’t be true.

END OF MONOLOGUE.


Monologue #2
Act 1. Scene 2


INT., STATE DEPARTMENT OFFICE - DAY

CALEB is in his office again. There are papers everywhere. On the ground, all over his desk. There is a stack of papers that are holding up one of his phones. The phones continue to ring off the hook. He walks in from stage left, with his coat on, coffee in one hand, and a briefcase in the other, making it clear that he just came in for the day. He hears the two phones ringing and looks at them for a moment.

CALEB
Meh.

He ignores both phones. He takes off his coat, and sits at his desk. After a while, he becomes so annoyed with his phones that he unplugs both of them. He sits and his desk and writes at his desk for some moments. As he works, his phone vibrates in his pocket, he pulls it out of his Blackberry out of his pocket. He doesn’t even bother to look at the screen.

CALEB (cont’d)
A Blackberry call is a work call.

He doesn’t hesitate to promptly throw his phone into his wastebasket. He gets back to silent work for some moments. After a while, another phone vibrates in his pocket. He pulls this phone out quickly and worriedly.

CALEB (cont’d)
But an iPhone call is important.

CALEB pulls out the phone and talks to his wife.

CALEB (cont’d)
Hey, honey. (pauses) Yeah, I’m at work. (pauses) I know, I know. (pauses) Listen, listen. I understand why you’re angry. (pauses) Listen, listen, please listen to me. I’m sorry, ok? I’m sorry from keeping that from you. (pauses) Why? Why? I don’t know why. I can’t understand why. I honestly don’t know why I lied to you. (pauses) All I can tell you is that I’m sorry.

END OF MONOLOGUE. 


Monologue #3
Act 1. Scene 3.

INT., THE MARCS’ HOME - DAY

MICHELLE Marcs, CALEB’s wife, is in their home. She is in the living room of their home, which is messy. She is dressed in pajamas, somewhat sloppily. She is eating cereal from the box while sitting on her sofa, watching TV. The phone rings, and she has to look for it for a few moments. She finds it after a while, and she answers the phone.

MICHELLE
Hello? (pauses) Oh, hi mother. (pauses) No, no, I’m not dressed yet. (pauses) Well it’s only (looks at a clock next to her) 11 o’clock? Jesus. (pauses) Oh well I lost track of time, mother! (pauses) Oh, well he left for work already. (pauses) Well, uh, not quite. Actually, do you have a minute to talk? (pauses) Yes, well, it’s been pretty tough for the country lately, you know, and a lot of people are out of work and losing jobs because of the economy. (pauses) Well it turns out a lot of people are dying, too. (pauses) This economy is affecting human rights all over the world. (pauses)  Well with no money, mom, the government can’t afford all of the foreign programs and things like that, a lot of which actually keep people alive. (pauses) Oh, that’s terrible, isn’t it? (pauses) Oh, he’s distraught. Absolutely distraught. He’s, he’s really getting into this. (pauses) Well, that’s the thing, mother. He’s getting a little too into this. (pauses) Well I’m afraid he’s begun to take matters into his own hands.

END OF MONOLOGUE.


Monologue #4
Act 1. Scene 4.

INT., STATE DEPARTMENT OFFICE - DAY

CALEB walks into his office. He leaves the door open, he is yelling out of it.

CALEB
And you tell him, Dan, that if goes through, it’ll be your ass that suffers for it! (pauses) Yeah, that’s right, your ass!


He firmly closes the door. He walks over to his desk, but before he’s able to sit down, he receives a call.

CALEB (cont’d)
Assistant Secretary speaking. (pauses) Yes, may I, uh, may I inquire whose calling? (pauses) Oh, oh, great, great. How’s it going, Tim? (pauses) Good, good, that’s great. (pauses) Now, uh, now listen. This is very important and I don’t want this message to be forgotten. (pauses) Also, I would like all of this to remain between you, I, and any third party I may bring in in the future. (pauses) No, no, Tim. Rest assured that we will be doing nothing against the law, or too against the law, rather. It’s just too sensitive of information to be common knowledge. (pauses) Ok, ok, now listen up. I don’t quite know you well, but I am a good judge of character, and I can only assume and hope that you are not a cold-hearted man. (pauses) Oh, well I guessed right. (pauses) Now, thousands of people are dying now, so there needs to be no slip ups.


END OF MONOLOGUE.



Monologue #5
Act 1. Scene 5.

INT., TIMOTHY GREY’S OFFICE - DAY

TIMOTHY Grey is our new character. He is a member of the executive branch of government. Working in the confides of the White House, he holds important power. Timothy walks into his office, a stark contrast of CALEB’s as it’s much larger and tidier. He also has an assistant, who does not speak.


TIMOTHY
It appears that Mr. Marcs knows a bit more than he should, unfortunately. If he thinks he can change the world, he’s sadly mistaken. Now surely, I’m not happy about what’s going on, but what can I do? I’m just one man, but furthermore, a man who knows his appropriate place in 
society. 


TIMOTHY pauses, as he sits at his desk. He swiftly rests his feet on his desk surface, looking calm and confident.

TIMOTHY (cont’d)
Mr. Marcs. Caleb, Marcs. A very foolish man indeed.


He looks down at his desk, in which his phone is resting, and notices a call.


TIMOTHY (cont’d)
Ah, (looks at his phone), it appears it that’s Mr. Marcs now. (TIMOTHY answers his phone) Mr. Marcs, how are you? (pauses) No, no, not yet, there are many things we have to do before we get to that point, Mr. Marcs. (pauses) It would suppose so, now wouldn’t it? (pauses) 
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The Interesting Life of Caleb Marcs (By Justin Pullins)

Posted by Justin Pullins in World History - Block on Sunday, April 10, 2011 at 4:00 pm
Cast of Characters:
Caleb Marcs - A young adult, who works as the Assistant Secretary of State for Democracy, Human Rights, and Labour the State Department, living in the times of one of the greatest economic downturns of the nation’s history (2007-2010), and struggling to stay afloat with his wife and friends, as well as dealing with the massive affects the recession has on  global human rights.

Michelle Marcs - Caleb's wife.

Timothy Grey - One of Caleb Marc's "business associates".



“The Interesting Life of Caleb Marcs”
______________________________________________________________________________

Monologue #1
Act 1. Scene 1.


INT., STATE DEPARTMENT OFFICE - DAY

Our main character, CALEB, is sitting at his desk. He’s talking on the telephone. 


He’s writing and typing away, busy at work. There are two phones on the opposite sides of his desk. He works and works for a few moments, until one of his phones begins to ring. He picks it up and answers.

CALEB
Hello. Assistant Secretary Caleb Marcs speaking (pauses) Umm, uh, no. I’m not too busy (pauses).

He puts his pen down and focuses on the phone call.

CALEB (cont’d)
(laughs) Yeah, yeah, it’s-it’s crazy here. The recession is, uh, it’s really getting to us (pauses) Well, uh, well yeah. (pauses) No, no, here in the State Department we’re, uh, we’re completely topped. Funding’s gone heywire (pauses) What, huh? No, no, I, uh, I don’t watch the news anymore (pauses) Well, uh, I don’t watch the news that much anymore (pauses) Why? Because all I get is FOX News now (pauses) No, no, I just watch Jon Stewart for all of that (pauses) Wait, huh? What story? About what? (pauses) Ok, ok, I’ll, uh, I’ll read the report online.

He puts the phone on his desk, not hanging it up. He pulls out a laptop and types for some moments. After a while, he picks up the phone again, his voice fearful.

CALEB (cont’d)
Is any of this stuff accurate? (pauses) Well is it!? (pauses) No, no. I’m sorry. I just have to be sure. (pauses) This can’t be true. Do you know what this would mean if this was true? (pauses) Yes, yes, I uh, understand. (pauses) I understand. Thanks for the call.

He hangs up the phone. He walks over to the front of his desk and sits down. He sighs.

CALEB (cont’d)
This can’t be true.

END OF MONOLOGUE.


Monologue #2
Act 1. Scene 2


INT., STATE DEPARTMENT OFFICE - DAY

CALEB is in his office again. There are papers everywhere. On the ground, all over his desk. There is a stack of papers that are holding up one of his phones. The phones continue to ring off the hook. He walks in from stage left, with his coat on, coffee in one hand, and a briefcase in the other, making it clear that he just came in for the day. He hears the two phones ringing and looks at them for a moment.

CALEB
Meh.

He ignores both phones. He takes off his coat, and sits at his desk. After a while, he becomes so annoyed with his phones that he unplugs both of them. He sits and his desk and writes at his desk for some moments. As he works, his phone vibrates in his pocket, he pulls it out of his Blackberry out of his pocket. He doesn’t even bother to look at the screen.

CALEB (cont’d)
A Blackberry call is a work call.

He doesn’t hesitate to promptly throw his phone into his wastebasket. He gets back to silent work for some moments. After a while, another phone vibrates in his pocket. He pulls this phone out quickly and worriedly.

CALEB (cont’d)
But an iPhone call is important.

CALEB pulls out the phone and talks to his wife.

CALEB (cont’d)
Hey, honey. (pauses) Yeah, I’m at work. (pauses) I know, I know. (pauses) Listen, listen. I understand why you’re angry. (pauses) Listen, listen, please listen to me. I’m sorry, ok? I’m sorry from keeping that from you. (pauses) Why? Why? I don’t know why. I can’t understand why. I honestly don’t know why I lied to you. (pauses) All I can tell you is that I’m sorry.

END OF MONOLOGUE. 


Monologue #3
Act 1. Scene 3.

INT., THE MARCS’ HOME - DAY

MICHELLE Marcs, CALEB’s wife, is in their home. She is in the living room of their home, which is messy. She is dressed in pajamas, somewhat sloppily. She is eating cereal from the box while sitting on her sofa, watching TV. The phone rings, and she has to look for it for a few moments. She finds it after a while, and she answers the phone.

MICHELLE
Hello? (pauses) Oh, hi mother. (pauses) No, no, I’m not dressed yet. (pauses) Well it’s only (looks at a clock next to her) 11 o’clock? Jesus. (pauses) Oh well I lost track of time, mother! (pauses) Oh, well he left for work already. (pauses) Well, uh, not quite. Actually, do you have a minute to talk? (pauses) Yes, well, it’s been pretty tough for the country lately, you know, and a lot of people are out of work and losing jobs because of the economy. (pauses) Well it turns out a lot of people are dying, too. (pauses) This economy is affecting human rights all over the world. (pauses)  Well with no money, mom, the government can’t afford all of the foreign programs and things like that, a lot of which actually keep people alive. (pauses) Oh, that’s terrible, isn’t it? (pauses) Oh, he’s distraught. Absolutely distraught. He’s, he’s really getting into this. (pauses) Well, that’s the thing, mother. He’s getting a little too into this. (pauses) Well I’m afraid he’s begun to take matters into his own hands.

END OF MONOLOGUE.


Monologue #4
Act 1. Scene 4.

INT., STATE DEPARTMENT OFFICE - DAY

CALEB walks into his office. He leaves the door open, he is yelling out of it.

CALEB
And you tell him, Dan, that if goes through, it’ll be your ass that suffers for it! (pauses) Yeah, that’s right, your ass!


He firmly closes the door. He walks over to his desk, but before he’s able to sit down, he receives a call.

CALEB (cont’d)
Assistant Secretary speaking. (pauses) Yes, may I, uh, may I inquire whose calling? (pauses) Oh, oh, great, great. How’s it going, Tim? (pauses) Good, good, that’s great. (pauses) Now, uh, now listen. This is very important and I don’t want this message to be forgotten. (pauses) Also, I would like all of this to remain between you, I, and any third party I may bring in in the future. (pauses) No, no, Tim. Rest assured that we will be doing nothing against the law, or too against the law, rather. It’s just too sensitive of information to be common knowledge. (pauses) Ok, ok, now listen up. I don’t quite know you well, but I am a good judge of character, and I can only assume and hope that you are not a cold-hearted man. (pauses) Oh, well I guessed right. (pauses) Now, thousands of people are dying now, so there needs to be no slip ups.


END OF MONOLOGUE.



Monologue #5
Act 1. Scene 5.

INT., TIMOTHY GREY’S OFFICE - DAY

TIMOTHY Grey is our new character. He is a member of the executive branch of government. Working in the confides of the White House, he holds important power. Timothy walks into his office, a stark contrast of CALEB’s as it’s much larger and tidier. He also has an assistant, who does not speak.


TIMOTHY
It appears that Mr. Marcs knows a bit more than he should, unfortunately. If he thinks he can change the world, he’s sadly mistaken. Now surely, I’m not happy about what’s going on, but what can I do? I’m just one man, but furthermore, a man who knows his appropriate place in 
society. 


TIMOTHY pauses, as he sits at his desk. He swiftly rests his feet on his desk surface, looking calm and confident.

TIMOTHY (cont’d)
Mr. Marcs. Caleb, Marcs. A very foolish man indeed.


He looks down at his desk, in which his phone is resting, and notices a call.


TIMOTHY (cont’d)
Ah, (looks at his phone), it appears it that’s Mr. Marcs now. (TIMOTHY answers his phone) Mr. Marcs, how are you? (pauses) No, no, not yet, there are many things we have to do before we get to that point, Mr. Marcs. (pauses) It would suppose so, now wouldn’t it? (pauses) 
Tags: humanrights, jpullins, monologueproject
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MDG's: Why Bother? ~ Justin Pullins - Op-Ed

Posted by Justin Pullins in World History - Block on Wednesday, March 30, 2011 at 1:38 pm
Development is one of our nation’s key issues. From infrastructure like roads and schools, to educational and societal development, which allows our country to move forward. Our nation’s developmental goals allow us not only to push forward, but gives the people something to look forward to. However, this nation’s goals of development are constantly merged with the goals of other nations. Is this the right direction?

 

At the turn of the millennium, the United Nations issued an ambitious set of goals entitled the “Millennium Development Goals”, which were to insure rights for hundreds of people around the world. These goals include things like give every child a suitable education; reduce child mortality rates, and many other great things that would, theoretically, better the lives of many people. However, what’s the expense to the US, and other super-nations, left to pull the weight of these poor nations?

 

For one, this should not be taken as a justification of selfishness and excuse to become frugal and hesitant with giving, especially in major times of need, such as natural disasters. That isn’t the goal here, and that thinking will leave one nowhere. However, the belief is that one shouldn’t blame themselves for situations and predicaments that are not one’s fault, nor should we take the reigns of other nation’s problems.

 

Foreign aid is an issue that is no “foreigner” to America. In 2008, figures estimate that nearly 25 billion dollars was reserved for foreign aid. Though a percentage of these went to issues of natural disasters and universal democratic uprisings, however most of these went to those precedents set by that list theoretical dreams known as the “Millennium Development Goals”.  These goals, in the expert opinion of many, cannot be reached within the allotted goal set, which is 2015. In short, from 2000 to the present, the US has spent an approximate of 100’s of billions of dollars, for goals that the majority believes will not be reached. This proves a major waste of many taxpayers’ money and many politicians ‘ time.

 

Also, who’s to say that America has any part to play in any of this? As a nation, we have no blood on our hands, no position to blame, and therefore no legitimate reason, beyond the kindness of our hearts, to continue our continued support. However, we do, and we should, as once again, that is not the issue. However, in a time where money is tight and people are struggling to make ends meet, this “kind giving” needs to meet its limit.

Tags: jpullins, Op-Ed
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The Friday Afternoon Show with Justin Pullins: Episode #1!

Posted by Justin Pullins in Sophomore Seminar - Sanchez on Friday, March 25, 2011 at 11:20 am
Here it is. The grand premiere that everyone, (and by everyone, I mean 10 people), has been waiting for! Here is the second, first episode of The Friday Afternoon Show with Justin Pullins, featuring guests Stephanie Dunda and Aimee Leong!
TheFridayAfternoonShow, EPISODE S1E01
Tags: sdunda, Friday Afternoon Show, Justin, jpullins, Homepage, aleong
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Mi Rutina Diaria by Justin Pullins

Posted by Justin Pullins in Spanish 2 - Gierke on Friday, March 11, 2011 at 9:28 am
​What did you learn from doing this project? (skills, life lessons, words etc)?

I learned how to say certain things in Spanish, as well as how to make a pretty cool video.

How do you feel about your final product?


I feel pretty confident about the final project. It's not perfect, but I think it's pretty good.

If you could do your project all over again, what would you do differently/the same?

I would change the video around a bit, and maybe include more video instead of photos.

Did you enjoy this project? Why or why not?
I did, because it was extremely creative and insight.
J. Pullins, Mi Rutina Diaria
Tags: Spanish-2, Video, jpullins, gierke, E Band, Rutina-Diaria
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The Friday Afternoon Show with Justin Pullins premieres March 11!

Posted by Justin Pullins in Sophomore Seminar - Sanchez on Monday, February 14, 2011 at 11:40 am
Hey, folks. Be sure to catch The Friday Afternoon Show with Justin Pullins every other Friday starting March 11! It's going to be a lot of fun, but in the meantime, be sure to check out this promo from the show.
Promo #1
Tags: Homepage
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Justin's Descriptive Essay

Posted by Justin Pullins in English 2 - Block on Monday, December 20, 2010 at 12:25 pm

            SWOOSH!!! I threw it so far it went past the doorframe, into the hallway and made a loud “swooshing” sound. There it went, the baseball gliding and hurling through the air with so much ease that it took the sound of a very evident crash to wake me out of the daze. As usual, something important has broken. However, panic had not yet come to play, as I figured it was only something small, thus easy to hide until I could explain myself. However, as I turned to corner into the hallway facing my parents’ room, the damage was clear, and it stared at me blankly. I looked in horror as a saw the baseball roll on the ground in the room, straight through the broken glass on the door.

            The stylized glass on the double-paneled door only covered the upper panel, however, I soon realized that now, nothing covered that top panel, and that all of the pieces of the glass were scattered amongst the floor. Being one whose been in situations like these many times over many years, I knew that panic was inevitable, yet useless, and so as quickly as I could, I ran downstairs in order to acquire a broom and dustpan to clean the mess. Once I got to stairs, however, I saw my older brother was briskly coming up, curious to inspect what was going on. “No use in stopping him,” I thought. “I’ll just be wasting time.” So, we passed each other on the staircase as I continued on my mission.

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Justin's Language Autobiography

Posted by Justin Pullins in English 2 - Block on Monday, December 20, 2010 at 12:24 pm

Justin Pullins

Iron Stream

Language Autobiography, Benchmark #2

December 20, 2010

I’ve always wondered about accents. They tell the history of any person you speak to immediately; they are the gateway to understanding a person’s culture. Many Americans can recognize a British accent instantly, and they worship it religiously. A Dutchmen can quickly distinguish a Dutch accent with influences from other European countries. And a native Boston citizen knows exactly what neighborhood another his from after merely one word. Accents give prestige, and a level of distinguished honor to the speaker.  Accents are exciting to hear and decipher, and add a level of interest to a person.  However, when one has a bland accent, or one that cannot be determined, does this make the person themselves bland? I’ve always wondered this.

Me being born and raised here in Philadelphia, I always felt that I had no accent, or that my accent is so bland it doesn’t even register to most people. I have, what many consider, to be a standard “American accent”. It comes off just as that, too: standard.

A few years back, I went to a global student leadership forum for a week, held in Washington, D.C. In the first day, I was just as nervous as everyone else, not knowing any one there. While waiting in the hotel’s ballroom on the first day, I met Sarah, an Australian born exchange student who currently lives in the Midwest. She was nice, cute, and very interesting, but I wondered what it was about her that had me so interested, besides her great looks. We talked, and talked, constantly interrupted my other kids in the forum, introducing themselves. Once she spoke, however, they were just as hooked as I was, and it was hard for them to turn away. She spoke of her days in the land down under, of when she moved to the US, and of her life now, and every word she uttered just seemed so surreal.

“Are you from Australia?,” new people asked as the first introduced herself.

“I’ve heard a lot of things about how fun it is there!”

“Why did you move to the U.S.?”

“What do you think about our accents?”

The questions went on and on, with hesitation, from everyone, and during the conservation we had, I continued to wonder what about this Aussie-born girl that made her so interesting. 

Later, I finally realized what it was: her accent. The beautiful way her words were executed made all the difference to me, and to everyone else. Her accent made her unique and interesting, and served as a glowing light into a dull room of indistinguishable accents.

I realized that with her accent, came assumptions of her life in Australia. People wondered if she did all of the things that Australians are known for, and if she stated she didn’t, they were confused and wanted to know why. I concluded that when one speaks with a distinguishable accent, one becomes an “ambassador” for the area in which their accent hails its origin. In other words, when Sarah spoke in her Australian accent, she embodied all of Australian hobbies, cultures, and lives, which thus made her more interesting in contrast to dull accents. When people heard Sarah’s accent, as they would for any accent that is not their own, they caught interest, made assumptions, and compared and contrasted their lives to hers.

I feel that people like me, whose accents bare no exciting and unique characteristics to be easily distinguishable to the majority of people, often have problems gaining an identity instantly. When I meet new people, people openly ask where I’m from, as there are no clues or indications as to where I am from. With the “bland” accent, I feel that sometimes, it takes me some other interesting ways to keep an appealing conversation going. It is a commonly known fact that interesting accents keep people interested, and those who don’t have these accents are left to pick up the pieces on their own.

However, there are advantages to having a bland accent. Like I said before, when one has a distinguishable accent, others often make assumptions about them and their personal experiences. Not having such an accent allows one to tell their own stories, without having their accents do it for them. People with no accents are not subjected to the stereotypes that those with accents would be. The lack of a distinguishable accent, in short, allows for others to truly get to know a person and find other things to make them interesting.

In conclusion, accents, as I stated before, have always interested me, as they do for many other people. The ways the words are pronounced, phrases are used, and other things provide a large contrast to the way I speak. However, there are advantages and disadvantages on both sides of the language spectrum.

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Un Verano en Espana (Justin, Sasha, Ryan, Catherine)

Posted by Justin Pullins in Spanish 2 - Gierke on Wednesday, November 10, 2010 at 10:34 am
*The purpose of this project was to TEACH NOAH SPANISH!
*For this project, we wanted Noah to be able to: 

(1)...say where and when he's been to places. 
(2) be both informative and entertaining in speech.


These were are goals as well, but we also wanted to be able to:

(3) create a video that clearly explains the past preterite tense in a clear way.


*We decided these goals because we believe that they include all of SLA's core values, and that they are the key fundamentals to the unit.
*And for our questions to Noah? 


Why did you choose to move to Spain without knowing Spanish? 
Did you enjoy our video? 
Which video have you seen that was the most informative?
Spanish II Q1 BM FINAL
Tags: Teach Noah Spanish, Tutorial, Q1 BM, jgierke, cnardone, rbarksdale-white, ssapp, jpullins, E2-X
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