I Declare a People Watching Course!

This is the first unit of my Junior Humanities class A Nation's Argument. In this class, we are learning about the fundamentals of an argument by analyzing The Declaration of Independence. We learned about premises and conclusions as well as inductive and deductive reasoning. These are all key tools in forming a solid argument. We also took part in Yale University's online lecture series. We participated in a lecture on American history from Professor Freeman where she argued her take on the Declaration of Independence. We then read a passage from A Peoples History of the United States where Howard Zinn argued his take on The Declaration of Independence. We compared and contrasted the views of Zinn and Freeman where they had discussed if the preamble or the grievances were the most important in Jefferson argument. We had a Field Experience where we went to the Daley Center in Chicago. We participated in their Black History Month tours where they let schools experience a hearing in a courtroom. For this action project, we declared our independence. I chose to exercise my right by declaring an independent study on people watching!

The Declaration of Independent Study: People Watching

I am a student exercising my right as I announce our Declaration of Independent Study. Going against the social control comes in many aspects one being the 1800's rebels, Flaneur. The concept of the flâneur, the casual wanderer, observer, and reporter of street-life in the city also known as People Watching. In a city that attempts to change at the speed of time, a stroll that went with time and passed by seconds and seen in stills were seen as scums. Flaneur was the arch-conservatives with a serrated change of an awakening, as Benjamin describes in “The Arcades Project”, “Empathy with the commodity is fundamentally empathy with the exchange value itself. The flâneur is the virtuoso of this empathy.” Detaching oneself from a continuous routine is in our nature. The same nature that questions is the nature we possess to act on our aptitude.

Learning starts when students develop ideas not the absorption of comprehension as if deliverables were the physical health exams to “check-in”. Ideas take place in all means, at all time and everywhere. An Adapting education can take numerous structures, for example, formal, casual, and non-formal and happen anyplace whenever. whoever we are, wherever we live we are given chances to learn regularly of our life. People are learning all through life, as life is learning people all through. GCE Lab school withstands with the principles of establishing innovative learning spaces, the school was founded by the same rebellion instinct of a capitalistic structure of standardized learning. That being said this accentuates the nature of peripatetic style (see Vergunst 2017, this issue). The figure of the flâneur catches a sense of inertly strolling in the city, with no particular goal, enjoying the act of strolling while at the same time mentioning objective facts on urban life. As a meandering figure who was traditionally gendered and elite, he represents the look of advancement which is both “covetous and erotic”(Pollock 1988: 67). This routine with regards to transgressive urban walking(Martínez 2015) has been stretched out to incorporate the female flaneuse (Richards 2003), as well as the impaired flâneur (Serlin 2006), meaning its job as a persuasive figure, beyond its manly connotations. Flanerie, the demonstration of the flâneur, has motivated writing, film ponders, craftsmanship history and practice, urban investigations and human sciences. It urges individuals to draw in with questions identified with the critical engagement of a cutting edge city. That being said the ways of a wanderer explores your inner self as much as it does in your environment. The concept of flaneurism makes up the meaning of learning. That being said I hold these Truths to be self-evident, that quality learning is ubiquitous, that they are endowed by nature to revolt.

I will pursue my means to explore my independent study by discovering the following Guiding Questions:

How did Flaneurs contribute to society?

Who is drawn to the Flaneur concept?

Who is deterred to the Flanerie?

How did the Flaneur method influence the arts?

GCE Lab school urges understudies to utilize their voice to take responsibility for learning. By following similar rules I declare my entitlement to think about outside the dividers of a classroom and wander the avenues utilizing the Flaneur strategy. My recorded suggestions will legitimize my rights.

P1. Peripatetic practices perform well-rounded learning.

P2. GCE Lab school encourages innovative learning spaces.

P3. Flaneurs detach themselves from a capitalized structure just like GCE detachment from standardized learning.

P4. Flaneurism influences fields of anthropology, sociology, and human geography, as well as artistic practice and subjects more commonly found within the humanities.

In order to absorb as much from my experience I will require the accompanying sources:

- Permission slip allowing me to leave GCE to roam the city

- Student Ventra card

-Art Institute of Chicago exhibition, The Flaneur: Kunstmuseum Bonn

- “Charles Baudelaire: A Lyric Poet in the Era of High Capitalism” written by Walter Benjamin

-“Key Figure of Mobility: The Flaneur” written by Jamie Coates

-“The Flaneur, the Sandwichman and the Whore: The Politics of Loitering” written by Buck Morss

I, therefore represent as a student to solemnly publish and declare, That I have the right to make the city my classroom by utilizing the Flaneur strategy.

http://blindflaneur.com/contact/browse-the-archives/tutelary-spirits/the-return-of-the-flaneur/

Works Cited

“Baudelaire, Benjamin and the Birth of the Flâneur.” Psychogeographic Review, 13 May 2014, psychogeographicreview.com/baudelaire-benjamin-and-the-birth-of-the-flaneur/.

kul, Tapanshu. “Morss 'The Flaneur, The Sandwichman and The Whore: The Politics Of Loitering'.” Academia.edu - Share Research, www.academia.edu/24817800/Morss_The_Flaneur_The_Sandwichman_and_The_Whore_The_Politics_Of_Loitering.

Gated Community

In my Humanities class, Rhetoric, we recently finished our third and final unit “Unity”. In this unit we furthered our knowledge on rhetoric the impact it can have. We studied different situations where rhetoric has been used to inspire, unite, and bring about change. We then focused on the certain devices used to create this unity. Some being  Alliteration, Assonance, Hyperbole, Metaphor, Antithesis, and more. We studied certain passages to really grasp how these devices get used, For example Common Sense by Thomas Paine was a pamphlet that continuously used rhetoric to persuade  independence from Great Britain to people in the Thirteen Colonies. With this we were simultaneously seeing the strong connection politics have with rhetoric. This all led to the eyes of our creative selves to create an art piece that speaks on our mayoral candidate to shine light on what they represent as a unit. I decided to create a abstract collage that is based on the school system to show forth what my candidate is about. I wanted to challenge the idea of abstract as it is seen simplistic and open for interpretation with this I created a intentional theme that simplistically holds analogies to this one fight. As our unit ends I hope you have gained knowledge to go out and VOTE!

GA, "Gated Community", 2018

This piece challenges what a gated community is. The word gated is defined as confinement, elaborating on that it’s not very inviting. Community defined as a group, it can be taken as inclusive to a lot of people, very inviting. Yet, once put together it becomes contradictory, gated community draws the idea of the people seeing education as this untouched community that doesn't play within the rest of the corrupt system when in reality we built a "gated" playground to invite pipelines of prison industrial complex, rigged funds, censorship, military practices, and bordered white walls. This serves as a recording of what has been said by kids, teens, and adults it unites the stories into a collective theme that breaks the barriers that have been made to separate the thought of education being affiliated with Greed of money, power, Luxury or any other market desires. Engravings and recordings have been used rhetorically throughout the years to convince a certain way of living, thinking and being. I was influenced by that concept to visualize my drawing with recording incidents. Theodore de Bry was a famous engraver who depicted the early European expeditions to the Americas. Theodore influenced the European perception of the New World, Africa, and Asia by showing negative illustrations of how the Indians live. The tradition of recording history to your advantage has been successful and will continue to be. My piece carries the tradition of serving a plate filled with the nutrition you need(education) and letting you see it be poisoned(systems). I grounded this piece with lightly sketched lines to show how classrooms create these invisible borders of conformity that subconsciously restricts students to these fabricated dynamics. Within the lines that represent the frame of the school, I started adding concepts that make up the student body and what it does to us. The "RM 102" is a small door that rooted the rest of the chain. "RM 102" represents how schools are designed and structured around the same set up of prisons and manufacture. Organizing classrooms by numbers send a message to the students that the space they occupy to learn isn't for them. Classrooms aren't built to feel connected its just a border that separates another classroom with a different number. This is what lead me to the school to prison pipeline, gravitating with the set up of a classroom I explored what makes up these tendencies reoccurring with the students. Factors such as school disturbance laws, zero tolerance policies, and practices, and an increase in police in schools these were all put in for SAFETY! safety for who? safety from who? We've created a system where we don't see children skills and growth, we have created an inventory of social, economic, racial demographics. We've created a resume for these children to prepare them for their set up pipeline. This chained analogy is a rhetorical device that I used to demonstrate the issue around the structure of cps and its harm it brings. Another rhetorical technique is the strong balance of pathos and logos. Facts can cause an emotional connection when the truth that's being given is destroying generations to come. This piece isn't an exaggeration. This is the system finally bleeding into the walls of the schools and the student lives, the chain isn't invisible anymore. You need to speak up, stop censoring your children in what they are being enrolled in don't let the schools built a resume and choose the path for your kid.

Aisle of risk

In my Humanities class, Rhetoric, we recently finished our second unit called “Challenge”. In this unit we furthered our understanding on rhetoric. For instance, we focused on the three rhetorical appeals: ethos (trust), pathos (feelings), and logos (logic) to our greater advantage when analyzing the use of it. We also studied rhetorical challengers, which are those who challenge the norm. We discovered the significance of these challengers who challenge the social norms in society. We studied real life examples of rhetorical challengers on several FEs. For example, we studied Martin Luther King Jr. and how he challenged the status quo during his time. This AP called for us to study a chosen rhetorical challenger. We then had to explain, using the rhetoric in their language, to justify what makes them significant to be commemorated. Therefore, as you read I ask that you imagine yourself stepping into a exhibition and as audience analyze the rhetoric of my candidate.

This is a link to my rhetorical challenger website I created.

GA, "aisle of risk", 2018

Sales Griffin Collective Risk

In Humanities class, Rhetoric, we recently finished our first unit called “Suppose”. Focused on the principles and powers of rhetorical language, we studied rhetoric and the different components. The three rhetorical appeals; ethos (trust), pathos (feelings), and logos (logic). Also studied rhetorical stylistic devices. We came to an understanding that these concepts can help make a rhetorical situation successful. We learned about the march that took place in Marquette Park by MLK. Our first FE, where we met Alia the organizer of IMAM, the monument created as a remembrance of what that riot did for the community and the voice MLK brought to Chicago. We had the opportunity to meet Troy LaRaviere one of the candidates for the mayoral position to help us get the notion of as a speaker. What we have learned transitioned into the action project. In this action project we all picked a candidate of our choice to later create a question along with a scripted response as the candidate.

Question: Being that you have no government experience or a substantial track record as an entrepreneur how are you any different from any other bad incidents that have been elected with no government experience in the past?


Audio:

GA, "Logo", 2018

Scripted response:

The Chit Chat

As my last Action Project for my spring course Drama. In this unit, we read A Doll's House. We also discussed what it means to live in a patriarchal society. We learned how to write a script as our last task as to reading plays. The purpose of this Action Project was to write a script with two partners, my partners were. JSN and GA. We had to write about the different views on how females were treated. We went to the Goodman Theater to tour the space and as to help us know how to set up dialogue, set, and expression. Hope you enjoy this lovely take on what we learned in this class!

Script:

Petruchio Sonnet

In this first unit of the new sophomore class, Drama, we read play written by Shakespeare: The Taming of the Shrew. We started this unit with the understanding of what exactly this class was going to be about. The Taming of the Shrew is a play about a woman who speaks her mind getting pushed into a marriage that will tame her. We looked into the Elizabethan era to get a feel of the setting and the social setting of this play. For the action project, we created a sonnet about the characters of the play, I chose Petruchio, a rich man who only wants money. I chose to take a spin on his persona and talk as if i'm justifying why he treated the way he did to Kate.

A. Who says money can’t buy you love?...not I
B.“I come to wive wealthily, happily”
A. Changing the act of the women to mine
B. Tame her to your wants and love you receive

C. I rightly do inherit heaven's grace
D. Draw the dowry, i'll greatly wine and dine
C. Money is love, that’s simply the lord's way
D. Fool you are to see jewels as set in divine

E. A king's death in chess plainly ends the game
F. But that of a queen’s power fights to die
E. Surely, a lords ill fated end their days
F. Sweet wife obey and bear the anguished cry

G. So fool i'm not to think money buys love
G. But fool you are to think love from above

Petruchio Sonnet from GenesisAndrade on Vimeo.

Conservative Point of View

In the final unit of our class Forbidden Books, we learned about censorship. We did not do an action project for Unit 2 because our teacher thought this project hold more substance. In the 3rd unit, we learned about the censorship of books. We read Sherman Alexie's "The Absolutely True Diary of a Part-Time Indian." We had weekly book clubs to discuss the book. We visited our local public radio station, WBEZ, to meet with their south-side correspondent Natalie Moore. Ms. Moore wrote a book about the South-Side that was banned in Illinois prisons. We talked with her about what it was like to be an author of a banned book. At the beginning of this class, we chose one of five banned books. The options were: The Outsiders by S.E. Hinton.The Color Purple by Alice Walker. Animal Farm by George Orwell. Lord of the Flies by William Golding, and The Catcher in the Rye by J.D. Salinger. I chose The Color Purple because i've seen the movie before and really enjoyed it. We then had to read the book and write an essay about why it was banned. I wanted to take a spin on this essay and write about the banning in a conservative point of view.

Conservative Point of View

Love has traditional values in the way it should be shown, given, and more importantly in the way it should be written. Love is the theme that was portrayed in The Color Purple. For example, Celie and Shug in a rather odd way, shifting between a very physical attraction to her to a sisterly love, and then right back to the love a daughter has for a mother. She says "I love looking at Shug." (Walker, 77) and "I work on her like...she mama." (Walker, 55) Even in the very beginning of the book, you get this feeling that Celie envies Shug's life, and really wants to be like her. Then it transforms from an admiration to a genuine love for Shug as she gets to know her, and then settles in on a sisterly love. The Color Purple is written in the form of letters that Celie (main character) writes to God. Celie is a uneducated, poor, African American 14 year old girl. The letters she writes to God talk about the trials and tribulations she faces. Her father Alphonso is mentioned heavily throughout her letters because of the damage he has done to Celie. Celie's father beats her harshly and rapes her continuously, she has been impregnated twice, but the children were both been abducted by her father. Eventually Alphonso marries Celie off to a man who is just as bad as him. The name of Celie’s husband is not mentioned, only written as Mr.__. Mister marries Celie to take care of his four kids, look after the house and work in the fields. Celie seems somewhat content with her marriage because she can take her younger sister Nattie out of her Father's house. Soon enough Mr. kicks Nettie out after Nettie rejects his sexual advances. After Nettie leaves, Celie’s life gets worse as she’s now separated from the only person whom she loves and who loves her back. Shug is Mr._ mistress, she becomes Celie's friend and eventually her lover. Shug remains a mentor who helps Celie evolve into an independent and assertive woman. Celie tells Shug how Mr._ beats her repeatedly and decides to stay to protect her. Shug and Celie’s relationship grows intimate, and Shug begins to ask Celie questions about her sexual habits. Celie grows admiration for Shug as she was the first person to show her signs of affection towards her. This form of love is not one that is rooted in traditional roots and should not hold educational values because of it. The Color Purple does not hold any educational values in the school system; therefore, it should be banned.

The Color Purple does not have any educational values based on the non systematic theme that it holds. West Virginia took action and banned The Color Purple in 1986, like several other school boards because of its troubling ideas about abuse, man’s relation to God, and human sexuality. Bernard King, a member of the school board said, "It could lead to different sex games and violence and other things" (Washington Post). The long established curriculum keeps the students formulated into a systematic ideology and detain from the toxicity emotional attachment does. Ultimately, these are topics that have no matter in a school system that holds the majorities inclination.

There are several examples in The Color Purple that school system point to as reasons it should be ban. For example, “He [Pa] never had a kine word to say to me. Just say You gonna do what your mammy wouldn’t. First he put his thing up gainst my hip and sort of wiggle it around. Then he grab hold my titties. Then he push his thing inside my p****. When that hurt, I cry. He start to choke me, saying You better shut up and git used to it”(pg. 1). This quote was problematic because its explicit depictions and language. Secondly, “Ain’t no way to read the bible and not think God white, she say. Then she sigh. When I found out I thought God was white, and a man, I lost interest. You mad cause he don’t seem to listen to your prayers. Humph! Do the mayor listen to anything colored say?”(pg. 194). This quote depicts the controversy of religion in a demeaning way. Quotes like these are throughout the book and holds no value. They are only expressing vulgarity with no necessity. The Color Purple influences political, religious, and diversity disputes, but because the delivery speaks figuratively the vulgarity outweighs the significance. That being said, it was problematic from the fact that the book hold text that triggers every social aspect. The Color Purple touched on religion when talking about God being a white male, politics when talking about the government not listening to colored folks, and lastly the diversity in race.

The ideologies the book expresses holds no substance in any systematic matter. This ratifies how the banning of The Color Purple is justified to be out of reach for kids. Reasons be the vulgarity in the depictions of violence, the lack of educational values based on the non systematic theme that it holds, and how love has traditional values in the way it should be shown, given, and more importantly in the way it should be written and with that being The Color purple portrayed love being an unhealthy in every standpoint. Alice Walker the author of The Color Purple implemented these ideas with a purpose, her controversial text was apart of her creative writing to expose a certain system that has been oppressed by the majority. As she states, "Also, I think it is anyone’s right to do what they feel they have to do. They have a job. I have a job. I will write what I think is right for me to write. They will oppose it. In a way that makes us equal. Though when one’s work is completely suppressed this is a bitter acceptance."(GuernicaMag).

The censorship of books has been a necessity for many years, whether they were banned because of vulgarity, suggestive themes, religion, or just plain hate against a certain group. The "forbiddance" of a book keeps us safe from a world thats created with ideologies and nonsystematic themes. Looking into a school system we should feel safe that our kids are going to school filled with factual strategic knowledge and no unhealthy ideas. In conclusion The color Purple holds no matter in any learning environment.

“The Pipeline of Book Censorship.” Tavaana, tavaana.org/en/content/censorship.

Works Cited:

“WEST VIRGINIA SCHOOL BOARD BANS 'THE COLOR PURPLE'.” The Washington Post, WP Company, 9 Nov. 1997

“Why was the book "The Color Purple" banned? What was done to allow the book "The Color Purple" not to be banned?” Enotes.com, Enotes.com.

The Socratic Method with Mikeal and Elizabeth

In the first unit of Forbidden Books we were assigned a book called Fahrenheit 451 and have discussions about the book. The discussions were usually about why do we think the book was censored. Not only this we learned about how censoring another person’s view or idea can only be detrimental to your process of learning. We also learned about the Socratic method, the purpose of this action project is learning the Socratic method. Socrates believed that the examined life is not worth living, when you are having an argument with another person but your suppose to only ask questions that challenge the opposite argument and allows the you and the person you're arguing with to think more critically. we analyzed the reading The Apology by Plato. In the reading we examined how Socrates would often ask questions to help corner the thought process of his accusers and to get more forced out of them also. In the Apology,Socrates was supposedly apologizing for his actions of corrupting the young but actually is justifying his cause by asking questions. Inspired by this belief, we were assigned the task of choosing a topic we want to talk about entitling my own interest priority over that of the community.



Theme:
Am I entitled to give my own interest priority over that of the community?

Character:
Character #1: Mikeal - IF
Character #2: Elizabeth- GA

Script:

E: *jaywalks

E: Hey wassup Mikeal, How are you doing today?
M: Hey wassup, wait…..WHOA, did you just jaywalk to come over and talk to me?
E: Yeaah, what gives haha?
M: YOU JUST BROKE A LAW!!!
E: psssh, oh Mikeal, It’s just jay-walking. It’s a little law, it doesn’t matter that much haha.
M: mmm so, What makes a law less substantial than other laws?
E: Well… I guess some laws are less substantial than others because some laws cause less harm than others, like jaywalking to a felony. Are you allowed to give your own interest priority over the community’s interest?
E: I don’t think so, The community all works as one unit, but I think it’s fine for little slips to occur in our complete agreement. So like, no; but kinda.
M: Yes, but what is stopping me from calling the... police right now, and reporting you as a jaywalker. Jaywalkers are lawbreakers afterall.
E: Because, you are my friend and that is rude.
M: Is it rude to separate from the community’s ideas?
E: Yes, I guess. Nobody is being offended or hurt, so I guess it’s fine.
M: Can you be sure that nobody is getting hurt?
E: No, I suppose not.
M: Tell me, What does being part of a community mean to you?
E: Mmmh coming to think about it being apart of a community means that I work with all my fellow community members to make the place we live a better one.
M: Well, you just jaywalked all over that darned street, what if you had gotten hit by a motor vehicle?
E: Yes, that would have sucked but I like to beat the odds. As long as I remember look both ways Elizabeth i’m sure ill be fine Mikeal.
M: But what if everybody in the neighborhood started to do that darned jaywalking? Would the community still be a safe place? Would we need sidewalks at all?
E: I guess a lot more people would be getting hit by cars. But I can't speak for the whole community I think you’re over exaggerating Mikeal. that would never happen to me
M: *I ask again, can you be sure that you won’t get hit? What if someody decides to jaywalk and that causes a car to swerve in front of you and you happen to get hit? You might be careful while jaywalking, but you can’t guarantee that everyone will be.
E: You know what, your right Mikeal indeed I am selfish for prioritizing my own interest and not the overall safeness of the community. Boy o boy I sure learned my lesson Mikeal. HAHA
M: So you won’t be jaywalking anymore right?
E: tsk tsk tsk si
M: So what now?
E: You wanna play futbul?

THE END.

A Boy Within the System

A Boy Within the System

A boy within
the system
made the boy go crazy
Ima victim of the system
Big man cutting treatment bills from the ill
That's mental
Survival of the fittest
That’s the way they got us livin
Addicted
Liquid pistols and pills
This is how we get committed
system gotchu restricted
Thin white lines
Now your jurisdiction
Turn to crooks that do time
When did we decide
This is a victimless crime
But that's the big man's plan
Keep you weak with a strong extended hand
Bills written in riddles
You misunderstand
Take your right hand
And sit in the witness stand
While the wise man gets tongue taken and tied
Bills get certified
Big man wears power
To hide his vile sty
Making deals with the devil
Roll the 6 sided die
Bills are even
And you’re oddly left with dry bones
mentally acidified

This boy Within
this system
Sees these people
These are the people stuck within this system
Aunt Sally still nagging with a few pumps of oxygen
Little junior taking the wrong path but little junior brings home the dough so he's a fine young man
Crazy old man goes by the name of joe
Joe owns no home
He reeks and sneaks rocks up his nose
Kids on the block knows what's cool
These kids know how to kick it, pop it, and do a flaming lock it
Pass the joint
Don't dare to drop it
This is the system in which we disguise as poverty
Quick pills to take the eaz
Get rid of stress is all they need
This is mental illness, not poverty
These are chains that have not been broken
These are people who have lived unspoken
Brainwashed to believe they need no help
It's not the system
It's poverty
To think your ill is a mockery
Just keep thinking one day you will win the lottery
Say goodbye to poverty
Live a long healthy life
Only to find out
I'm back to the same chain
Wondering why it is this way
But all along you were stuck within
the system
not poverty

I'm the boy within
This system
The boy that's sick
Not mental
Loudspeakers keeps the voices away
Baggy trus white tee glistening shoes keeps me cool
And keeps the abnormality away
Fed with lies and hypnotized life scares the hunger away
Boxes of antioxidants don't make me obey
I'm Delusional
Amphetamine got the best of me
Blurry vision
Got me
straight trippin
Hope the prayers start kickin
Admirable intoxication
Is what build this nation
The world domination
The world is our creation
The matrix
kill the ill give me eaz
Just take the blue pill
I'm mental
Hard to say
The red pill is existential
My demons write my future
Erase my brain with a pencil
I'm fed up
Choked up
Knees shake
Eye roll
God, please
Save my soul
I'm begging you
I'm not worthy
But this little boy needs sum lovin too
Good kid M.A.A.D city
Made the good kid cruel
I'm not ill,
I'm just sick of the same old stew
Same cig don't wanna light up too
Ignorance is bliss
Until the demons take that too
I'm gone
I'm not mental

I'm just sick

My political issue is mental illness. In this poem, I take on the point of view of a, "A boy within the system."In the first second stanza, I observe the community has this brainwashed concept of not needing the help that this bill is taking from them. The third stanza provides insight on how the boy feels in the system, that being stuck. Through the poem, I provide sensory images, slant rhyme, perfect rhyme, rhythm, multisyllabic rhyme, anaphora, as windows to the point of view of the community ad the boy. The volume/ cadence changes in the last stanza when presented the dialogue of "demons".

My Heroes!

For our last unit in stories, we analyzed the journey of heroes. The purpose of this unit was to apply Joseph Campbell’s hero mono myth to our own real and fictional heroes journey. The main guiding question of this unit was how do you analyze a hero? One of our major concepts that lead to our guiding question was Joseph Campbell's hero mono myth this made it possible to analyze the character journey more profoundly to make connections on their journey.

In our final AP we compared a fictional heroes journey and a real persons heroic journey. In my slideshow I analyzed Nacho Libre journey with my dads journey and made connections throughout their experiences. The reason I choose Nacho Libre was because my family grew up with this movie. Nacho Libre was a real person that just cared for the kids and that really just connected with my dads call to adventure. Nacho Libre and my dad had similar characteristics that helped them with their journey. Nacho and my dad did not give up completely during there abyss and showed strength from the positivity they have as a person. Overall Nacho Libre has a lot of heroic symbols that are seen in real people  just like my dad. My dad and Nacho both went through trials with the help of god as a supernatural mentor, allowing them to persevere.

Busy Beaver Bill

For our second unit in our humanities class stories, we learned all about fables and moral lessons. In order for us to really grasp on this AP, we learned about an Aesop's Fables, character analysis which we discussed personification on different animals and even made our own observations to get a feel for what are AP might consist of. I personally found this really challenging knowing I don't have the biggest interest in fantasy stories but as we got to analyzing more on the characters and the setting I really like the idea of adding symbolism in fables.

GA, "Busy Beaver Bill", 2017

Did you ever hear the story of the busy beaver Bill? Well, I'm here to tell you this story. It all started in the great lakes of Beaverville where there is always work to be done leaving no room for chit-chats with friends. The beavers that lived in the great lakes were not the nicest when it came to new incomers, making no exception of the new kid in town Bill. Bill walked through town making himself at home skimming through trees seeing the beautiful dams watching how the sun glistened on his polished tale he was ready for a fresh new start. As Bill started adapting to his new home he decided he needed to make friends despite the fact that he is incapable of having normal conversation although you must admit small talks are the worst. As Bill spent the whole day thinking he finally decided he will make the kind gesture to help the beavers in Beaverville with anything they need in order to make friends.

On the very next day, he hurried to blow dry his fur, polish his tale, and sharpen his sharp pearly white teeth. As he steps out of his dam he was surprised how every beaver in town is already working so diligently. Bill starts to walk towards the group of beavers working on cutting up trees

“Hey, guys need any help” stuttered Bill.
The beavers were looking at each other with smirks on their face.
“Sure kid what can you do? ” asked one of the beavers in a intrigued manner.
“I can do just about anything whatever it takes too kindly help”- said Bill
“How does this sound you cut down this tree and we will see how much of a help you can really be to us,” said one of the beavers
“Let's get chopping,” said Bill excitedly.

As bill chops down the tree the group of beavers notices how fast and precise he does it.
“Wow, that is amazing work, you can come and help anytime you want kid,” said one of the beavers
“thanks, I try my best, and oh, by the way, I’m Bill,” said Bill.
“Haha well, nice meeting you Bill,” said one of the beavers.
Bill smiled and walked away bursting with joy knowing he made friends that day. Bill ran home to get ready to sleep as he could not wait for what tomorrow beholds for him.

Morning arrives with the same routines Bill does blow dry his fur, polish his tale, and sharpen his pearly white teeth only this time he sharpens them twice to impress his friends on his big chompers. Bill heads out to the same place as yesterday as he sees the group of beavers he rushes with a big smile to see if anyone will notice.

Before Bill can say anything one of the beavers interrupt saying “ Hey Bill hope you don't mind us making a list of the things you can do today”
“No problem buddy whatever it takes to lend a hand,” said Bill.
Bill felt a little down that nobody asked how he was feeling or about his teeth he was so eager to show. As bill starts working busily as a beaver he notices the group of beavers isn't working. Bill didn't think much of it and went back to his chores. Once Bill was done he was ready to say his goodbyes to the beavers, strangely enough, they were not in plain sight Bill found it really odd. As he gave up he left to his dam disappointed of how boring today was. But knowing Bill’s pure heart he cannot wait until the next day and help out his friends in need.

Morning comes like every other Bill jumps out of bed to do his daily routine and walks out his door. As Bill walks towards the group of beavers he says “ hey guys I wasn't able to find you guys last night, what happened?”
“ oh..we went to catch a game… we weren't sure if you wanted to come you looked busy next time tho” said one of the beavers
“Wow that sounds like a lot of fun yeah guys it’s okay there is always a next time right,” said Bill.
“ We were able to see the great work you did yesterday and decided to do a bigger list knowing you have a good eye for this kind of stuff.” said one of the beavers.
“Umm...sure  why not I am the handy helper after all,” said Bill.
As Bill left the gang to work on the list he started to feel different towards his friends. He wasn't sure on what was going on but he was too delusional to admit anything.

Days went by with no change what so ever unless you count the list of things I had to do every day. One night Bill was not able to sleep and was up all night thinking why were his friends treating him that. Bill was not sure if he should be happy because he's helping his friends or sad from never going out with his friends. Until he had enough from everything and decided he will not be treated like this anymore.

The very next day he jumps out of bed excited to see his friend but this time for a different purpose. So as always Bill blow dry his fur, polish his tale, and sharpen his pearly white teeth and rushes out the door. Bill walks over to the gang ready to rip.
“Ay Bill ready for today?” said one of the beavers laughing.
Bill gets the list and doesn't say a word. He walks over to the station and started chomping everything down bits and pieces destroyed tearing apart every single thing written on the to-do list. Once Bill felt satisfied he calmly walked over and ripped the paper and front of them. BEfore anybody was able to say anything Bill had left back to his damn feeling happy he stood up for himself the way he knew he could and peacefully went to bed.

“Goodnight,” said Bill.

Moral: Don't let people take advantage of you.

Deum non esse

For our first unit in Stories, we studied stories and specifically creation myths. In this class, we had to study creation myths and make them into our own. We had a professional storyteller come in on an FE and tell us about the history of myths and why they are important to learn from. Although I was absent aour class went to the Field Museum and visited the Ancient Americas exhibit as well as the Ancient Egypt exhibit to get a better grasp on creation myths. For our action project, we were asked to create and write a creation myth. We had to describe our planets name, how it got it's name, and some features of our planet.

Deum non esse the planet of non existent god. The planet was created by a man living on earth who was a psychopath and only talked to his subconscious. The more and more he talked to his subconscious, the more his subconscious had a mind of its own. As time went by, the man could not stand the constant conversations in his mind, so he killed himself with only one remaining thing……..his subconscious. His subconscious flew out of earth searching for somewhere to live because it did not want to die. He quickly figured out his existence and knew he needed to start a fresh life by creating a new world. So he gathered stars to bring light, and stole clouds to bring in shade and rain to his fresh new world.

As Deum non esse started to be pieced together, Subconscious knew he would not be able to take care of everything, so he started building groups of people out of dirt, but something was not right with the creations he was making. These people did not have a sense of feel, think, or act. That’s when he sacrificed himself to give each and every human a sense of feel and wisdom. Before he gave his power to his people, he made sure there were to be no ruler nor god as it would bring destruction and power. Subconscious made his people kill him taking one piece of its flesh to eat, by doing this they will have wisdom to take care of the planet. The death of Subconscious was not celebrated knowing he was apart of his people now in a deeper level.

The people in Deum non esse were unlike like any other human beings. These groups of people grew up white head to toe, as thew grew up they learned how to express themselves through art allowing them to paint what they imagined their individuality should look like, to each there own. The people fro, Deum carried themselves through mind over body to feel spiritually connnected to Subconscious.

When the people of Deum non esse started populating, they had a hard time figuring out what they should call the planet. They got together in a sacred meeting on what they should call their planet. The people of Deum non esse knew they wanted to have the name symbolize the remembrance of subconscious. That's when Deum non esse came to be as it symbolizes one of them and not god. The life in the planet was to be seen as a temporary assignment with no strings attached to god's plan, rather live by the swey of trees.

In the book of Genesis specifically the last supper Jesus sits down with the apostles to receive wine and bread that embodies the blood and body of Christ. This compares to my planet when Subconscious fed his people his flesh to obtain wisdom. The book of Genesis and Deum non esse have a very distinct difference. Deum non esse believes in no god unlike the book of Genesis God is the one who created everything.

GA, Deum non esse, 2017 

Genesis's Food Review

On our third unit of food for thought, we were asked to be in the mindset of a reviewer, more importantly, a food reviewer of our chosen dish. I chose to analyze ceviche as it is a versatile dish that is easy to make and enjoy any time of the day.

Welcome to Genesis's Food Second Thought

Hello, fellow food eaters, today we will be reviewing the inquisitive flavor of ceviche. We will take on the fight of a home cooked ceviche made by the one and only (me) and ceviche from a Mexican restaurant called the "El Burrito Jr."

DS "Bomb.com  Ceviche" 2017

My ingredients:

• Tilapia: .5 pound
• Tomatoes: 1
• Onions: half of 1
• Cilantro: 3
• Lime Juice: 1 1/4 cups

Presentation rate: 3/5
The presentation was not appealing to the eye from the drenched juice that was balled up in the boring container. As they say, don't judge the book by it's the cover.

Taste rate: 5/5

The mouthwatering acting up quenched my thirst with a mix of lime juice and tilapia juice melting in my mouth with a soft crunch of white onions including an earthy kick of cilantro with a small hint of sweetness of the tomatoes. 

Texture rate: 4.5/5

The texture was really spongy with the lightweight chew of every ingredient. The longer it sit on the container the more infused it got making it the same consistency. Overall I rated it a 4.5 considering to my liking I like ceviche to fall in mouth making it easy to chew to be able to savor and enjoy most of the flavor.

GA "amazing ceviche" 2017

El Burrito Jr." ingredients:

• Tilapia
• Lime: 2
• Cucumbers
• Tomatoes
• Tostada: 1
• Cilantro

Presentation rate: 5/5
The presentation was aesthetically pleasing to the eye. This gave a more clean look to the dish adding a tostada. Overall the presentation was good quality.

Taste rate: 4/5
I was very disappointed knowing I set high bars from the presentation. The saying don't judge a book by it's cover definitely followed into this category too. The ceviche had the lime optional making the cucumber the ingredient that makes the dish sour. The tilapia was also cut in bigger pieces from the tomatoes, onions, and cilantro making it a overpowered by other ingredients. I personally like a balanced variety of ingredients to be able to savor each flavor and sadly I was not able to say that for this dish. Even though it was not to might liking I will still recommend you purchasing  just to have an idea of what you might or might not prefer to add in your ceviche.

Texture rate: 4/5

The texture was dense with the chunks of cucumber and fish. It wasn't a sharp of a taste knowing they used lime instead of processed lime juice. Once it hit your mouth it was a smooth feel from it being watery.

Both of these dishes were made from fresh ingredients knowing it only consist of fish and vegtables but they were definitely not organic. Knowing making ceviche is really versatile to the persons liking rather it be the acidic, sweet, or an earthy feel it really does not matter rather it is organic or non. I personally think non organic vegetables are more convenient and cheaper for me which is why I choose it but there should be no reason why you cant use organic products. 

The relation i would reflect my dish with 5 food transformation would be quantity over quality. Restaurants like "El BurritoJr." may not cater to the individual liking of a dish like ceviche knowing they care more about efficiency which follows into the category of quantity. Versus making the ceviche yourself you really get a wide variety of ingredients of your choice. Many consumer may enjoy the fact they know where their products came from.

In conclusion ceviche is very versatile to the consumers liking. I would recommend you to make it at home knowing you get a bigger portion and satisfaction knowing you know it will be good and a light weight dish to eat at any time of the day.

GMOs are the Way to Ho!

On our third unit of Food we did a debate on GMOs. In this presentation I show the reasons on why I am pro GMO including the reasons on why you should too. A challenge I faced doing this action project is the rebuttal. Finfing a strong argument on how GMOs does not cause health benefits

Threat to the World!

In my second unit Death in our class Food for Thought, I made a video discussing how monoculture is the biggest threat to the global food system.

Works Cited:

"Bee collapse is the result of their enslavement in industrial monocultures." The Ecologist. N.p., 28 Apr. 2015. Web. 23 May 2017.

"How do monocultures influence bee health? (John Tooker Lab)." John Tooker Lab (Penn State University). N.p., 02 Aug. 2014. Web. 23 May 2017.

"6 Problems with Monoculture Farming." Regenerative. N.p., 16 Dec. 2016. Web. 23 May 2017.

Hi, my name is Onion Onion

In this unit Food for Thought, we learned about the origin and value of food. We were able to choose any crop of our choice and reflect it to our own family recipes. I choose an onion because my family always have onion as an important topping to any of our foods and personally I just love it. The video you will about to see will be an interpretation of brown onion perspective in the first person and several intentional puns.

          

Cited Work:
The National Onion Association. N.p., n.d. Web. 03 May 2017.

Dreamcatchers

For my second unit in Who am I we learned about dreams. In this class we analyzed our unconscious and consciousness mind and the affects it has on dreams. We learned about the Freud theory which consist the id, ego, and superego. With this information we learned how and what is pathologist. In this process we learned the definition and meaning behind making a dream catcher. As we created our own into our own definition.

GA, Dream Catcher, (2017)

      This is a wide shot of my dream catcher it is meant to catch bad dreams and let the good dreams pass through. It advocates positive sleep, that were created by Native Americans. It lets the good dreams pass through the circle and then flow down the string into the individual. The bad dreams are caught in the circle and then they disappear when the sun rises up. The hoop of the dream catcher indicates strength and the center of the hoop means your bliss. The center of your dream catcher often is something that makes you happy. My bliss would be G-D. This symbolizes my religion which is catholic and the strong connection I have with my belief. For the hoop I wrapped it with yellow and blue pipe cleaners because they are my favorite colors. They symbolize harmonize, sooth, creativity, power, energy which is what I want to keep in my dreams. I also brought white thread in the center of my dream catcher. It symbolizes the good and the bad, such as positiveness, emptiness, open-minded, darkness, and uncontrollable. As I sleep I like to experience everything rather that is good and bad dreams as I believe they both have a powerful meaning.

GA, close up of the Dream Catcher, (2017)

      One dream that affects my dream catcher is me getting kidnapped. In this dream I had to go through games and levels to no get caught. I this dream I did not feel scared rather happy of getting kidnapped. At the end I lost and got robbed I woke up before I can see what would happen to me. The blue and yellow both have the same meaning which is the joy and rush I felt completing each level. The white thread represents how clueless and curious I was to finding out what will happen next as I didn't knew f it was good or bad.

    In the bottom of my hoop it represents togetherness. The blue strings started of as 3 individual string but as I connect them in a braid. This represents how each individual can bring there strengths to the table and share within a group to success. If I was able to ask this dream any question I wouldn't. The thing I like about my dream is how I try figure out the meaning and why I had it. So if I was to ask it a dream I would know the answer which is what I don't want. If I was able to go back to this dream I would like to have undone choices that made it harder for them to catch me. For example, I chose to help a little girl from a kidnapper and take the journey with me. If I was able to go back I would of left her behind as she nearly killed me.

I Believe

In this class Who am I we learned about truth and memory. We learned about our definition of truth and belief. My belief was dreams. My strength throughout this experience was the essay. I enjoy writing everything I learned and connecting it to a main message. One of my challenges was the audio as had not many resources. I recorded and edited all of my podcast on my phone. In closing I found out my truth and belief ties in together in a wave of change.

I Am Malala

This course was about gender inequality. The purpose of this assignment was to reflect what we are learning throughout every course and connect it to Malala. I learned to take gender inequality more serious and important. Nothing was challenging about our lesson personally as it was easy to take in. I am mostly proud of all the debates about serious topics we were able to have within each other.

U.S.A v.s Mongolia

This assignment was to compare America's similarities or differences of women inequality with any country you prefer. The purpose of this essay to open your eyes on how equality is a big challenge that should be taken seriously as it can effect in many other severe challenges. I was already socially aware I just learned statistics. I am mostly proud of the knowledge I gained through these inequalities women have to go through in their daily lives.

"Gender Equality." Wikipedia. Wikimedia Foundation, n.d. Web. 25 Oct. 2016.

Would you rather take a ride to America or Mongolia? The domestic violence to equal pay for women and marriage choices are things you might want to consider by answering my question. As a female, you might question these inequalities just to live a normal life unlike a male living with power by his gender and not by his character. America and Mongolian are far apart from distance but not from the achievement of goals. Mongolia and America are fighting for the equality as they have support systems and programs to help women have power in many categories as just equal payment, domestic violence, and marriage choices are just some.

America is one of the richest developed countries who also fight for the simplicity of equality. According to Soraya, Chemaly women experience partner violence 1 in 3. This might seem like a small number but compared to the male it is 1 in 7 who experience domestication. The equality in payment is also a struggle to have since we have decided as a society to pay women 77 cents for every dollar a male makes as Tanya Somander stated. No matter if you are struggling to make ends meat or got your own reputation in wealth you have to keep in mind a guy is still making more than you based on a gender knowing it wasn't’ your choice to be who you are physical. The marriage choice can be given by the law or by tradition. Many parents that came from very strict countries and come to America may follow the same lifestyle. Therefore we still have some marriage choices, not including America does give rights to marry whoever you want.

Mongolia unemployment of female in 2014 was 4.8% according to The World Bank. Knowing Mongolia is in between China and Russia you will think they are in a bad position on growth which there are obviously not. Mongolia marriage choices is not a big deal as America. They have the same freedom to marry on the law of being at least 18. The domestication of women in a form of rape or assault can be punished by imprisonment. Although there is no law specifically targeting the spousal rape. As NGOs said it is mostly under-reported.  

There are many differences and similarities between Mongolia and United States. Marriage choices, domestic violence, and equal payment are very similar but tackled differently in these two countries. Marriage choices are both on the same understatement of marrying whoever you want. The equal payment of women is the same in 77 cents for every dollar a man makes which is an unsatisfactory similarity. Domestic violence is still an unclear topic that has many cooperation helping this but never passed by a severe law. Mongolia has a lower rate of women labor force of 4.8% as U.S.A has 6%. That is the biggest difference they have rather than the different programs that help the women.

One thing Mongolia and U.S can feed off each other is spreading their cause to help a bigger audience. Instead of different cooperation make limited big companies have an easier resource to a support system. On making their country a better place their at the right path to have many organization to support these women in need. I found out how similar these both countries are in making a change.

Works Cited

"Unemployment, Female (% of Female Labor Force) (modeled ..." N.p., n.d. Web. 21 Oct. 2016.