Blog Post #2: Sourcing a significant personal object

1. What is the Story of my 2002 Canadian Mint Specimen Set?

Image result for 2002 canadian mint specimen setImage result for canada 2002 mint specimen set

2. What type of source is this? Who created it? When and where was it produced?

This is a primary source, as the coins contained inside were made straight from the mint in Ontario during the time of printing in the beginning of 2002.

3. What other events or developments were happening when the source was created? How might they have influenced the source?

Events that were currently happening in the area was none other than a new year, influencing the year, designs and picture on the set, differing it from years past and future.

4. What do you notice that is important about the source? What is interesting? What can’t you explain?

When I first found it, I noticed that it was made with a smooth leather-like case around the coins inside, all of which were in mint condition and shining in the sunlight. The one thing that I found most intriguing was the 50 cent coin, as I had not seen one before, and before I figured out that there was a such thing, that was the one thing that I could not explain.

5. What groups might the creator have belonged to? Why do you think they made the source? Who was the audience? How might the background / values of the creator and audience have influenced this source?

The creator was most likely part of an organization, or directly employed with the Canadian mint, designing and replicating the sets to be produced and distributed throughout Canada.

6. What can you learn from examining this source? Does it help you answer you inquiry question? Does it confirm, extend, or contradict what you know? What does it not tell you? What further questions do you have?

I can learn that the coins were made in Canada in 2002, the amount of coins our country had in distribution as well as their values, and from the symbols I could learn what animals / boats / plants were closely affiliated with Canada. It confirms my thought of it being made in Ontario, the fact that there is a 50 cent coin, the composition of each coin, and the symbols our country uses on their currency. It does not tell me how many were made, and where they were shipped to. As it is a fairly good means of historical documentation in the economic field, I have no more questions that I haven’t already found out due to this, or have researched and answered for myself over the past few years.

Social Studies post: Best question to focus on this year

After careful thought and consideration, eliminating the questions in which I believe we have already delved deep into, I came to the conclusion that the best question from the “Guideposts to Historical Thinking”, is “The Ethical Dimension”, or “How can history help us to live in the present. The main reason I have selected this question is due to the different view and route we can take, should we use it.

Last semester, we focused a lot on historical significance in any socials studies conversation, and as such, that is the topic that the majority of the class knows the most about. I propose that we switch gears, falling into a new category: “The Ethical Dimension”. This “Guidepost” focuses on learning how to understand our mistakes in the past, and attempting to eliminate or never repeat them again. Such events include great tragedies such as the holocaust, where many people were killed over a misled leader’s skewed view of how the world should be run. Back then, it would not have been uncommon for people in Germany to see his actions as justifiable, or correct, as that was what they grew up with, and were used to. Nowadays, most of us wouldn’t dare do anything like that, all due to the examination of the fallout and price of the events that occurred, and comparison to what that could do in today’s world. As dumb as it sounds, this is how people have risen to their current state. They learned from the consequences of their actions, and realized that some things just wouldn’t be good for them to survive, thrive, or get along with one another.

The reason this is important is so that we can build, grow, and survive a society, rather than focus on other topics without as large of an impact on daily life, like “[understanding] the people of the past”. With time, discussion, and independent inquiry, I am sure that we will be able to learn from this topic, implement it into our lives, and share the knowledge with others.

In depth post #3

Hey TALONS,

During my last meet-up with my mentor, we made breakfast cookies, literal cookies made from rice cereal and oats, making it a breakfast cookie, made from breakfast, that you can eat for breakfast. During the meeting, I copied down the flour recipe, and can now use it at my own house, both for in-depth, and for recreational baking. My mentor and I managed to get rid of ingredients that we no longer needed, and split the cookies up fairly. Overall, we have completed 4 recipes out of my 7. After consideration of the state of my current homework load, I will do all of the second bakes, or memorization bakes, where I make all of the baked goods again, but without any assistance. This consists of chocolate muffins, cinnamon buns, breakfast cookies, and oatmeal chocolate chip cookies. The next meeting is on the 24th of February where we will make banana chocolate chip mini muffins. One important fulfillment of my in depth contract that I have completed is substituting and editing recipes, which I have definitely finished seeing as all of the recipes, except for the chocolate muffins, were originally not gluten free.

1.What went particularly well during your mentoring sessions?

During my mentoring sessions, everything goes extremely well, from communication, preparation, clean-up, baking, and tasting. This is possible because of our pre-made bond from piano lessons over the last 5 years. This relationship allows for increased trust, respect, knowledge of how the other works, and where the cookware is stored. If I could change one thing, I would change my knowledge of the rules of baking, but as that takes time, I am happy to learn it along the way with my mentor.

2.What three strategies could improve the quality of your mentoring  interactions?

  1. Asking one another for anything that we may need from them rather than assuming it will be noticed and completed
  2. Asking ourselves if we can help one another when it looks like they are in need.
  3. Planning ahead of time for future meetings, and informing one another of complications

3.What is the action plan for implementing each of the three strategies?

We have shared any events that would complicate our future meeting for the next few months, and are constantly looking for ways to improve our baking experience by aiding with their tasks, and before you know it, we have switched tasks.

In-depth post #2

It took awhile to recover it, but I managed to re-post my indepth post 2

 

How did your mentor gain their experience/ expertise?

  • Over the years, my mentor has gained her experience through the years of toil and trouble of being on a gluten free diet. With years of practice, you tend to uncover a few secrets or in this case, recipes of great quality, and my mentor has done such. This collection of recipes, experience in the culinary arts, and ability to make substitutes in non-gluten-free recipes allows for an easy, but highly educational interaction during our meetings.

What were those experiences like for your mentor?

  • When my mentor first went gluten-free, it took a toll on multiple things in her life, taste, texture, cost, and current ingredients were all immediately changed, forcing her to adapt. As the cost rose and the taste got worse, she improvised and went on a year long journey to find what she could use and eat in her life to bring it closer to the level it was once at. After 9 month of trying different bread brands, she finally found one that tasted like something other than a brick, and from that point on, she collected these brands, recipes and flours until she had the amount and variety of supplies today which can fulfill nearly any gluten free recipe I can find.

What wisdom have you gained from your mentor so far?

  • I have learned how to make a flour mix, use a variety of cookware, the qualities of various ingredients, recipes, and the places where I can get the best GF ingredients.

What have you learned so far, in terms of facilitation strategies, that might contribute to your own development as a mentor?

  • Throughout our last few meetings, I have learned how to organize and label my food for maximum ease of access to ingredients and tools, activate yeast and allow it to expand to a desired point, substitute gluten ingredients, change the thickness of a batter, and how to remove a yolk from an egg. All these things I have learned in a mere 3 weeks. To think that I would be able to learn that much in such a small amount of time

Romeo and Juliet 16 personalities

In Shakespeare’s Romeo and Juliet, there are a variety of main characters, and the one I chose to analyse with the Myers-Briggs test was none other than Juliet’s mother figure, the nurse.

nurse

The nurse, known by no other name than that, leaves a lasting impact on the audience with her unique sense of humour, and is about as dense as a iron ball. However, she has a lot of experience with taking care of children, namely Juliet, and after her daughter and husband died, she took over the role of Juliet’s mother. After analyzing and inputting the results into the 16 personalities test, I came down with the predicted result of one of the explorer options, The Entertainer, or ESFP. The E, standing for extroverted, fits the nurse quite well, as she is not afraid to make a show to complete strangers whenever she so chooses. This is shown greatly with her wild insults to the boys in act 2 scene 4. S, for sensing, also fits well with her character, for rather than relying on her intuition, she looks at a scenario and just feels what would work (even if she could be wrong), mostly relying on crude jokes or sarcasm. The last two, feeling and perception also reflect her personality, showing that she would rather jump into a situation and act as she sees fit, rather than plan beforehand.

English 10 Romeo and Juliet ‘Puppy love’

In William’s Shakespeare’s Romeo and Juliet, it is claimed by a critic, Jo Ledingham, that what they are both participating in is no more than ‘Puppy love’, and I disagree and agree with that statement. As speculated by Robert William, “[w]e know too that it can’t be any later than 1596, or any earlier than 1591” (William, Robert). This idea of it being set in such a time raises the question of whether or not the two, Romeo of 18 years and Juliet of 13, were qualified as adults, or if they were even capable of real love at such an age.

  1. The idea of Puppy love being true: Seeing as Juliet and Romeo originally fall for one another based merely on looks rather than what they are on the inside, it is clear to see that they are not necessarily experienced in love, and instead follow an idea of love at first sight. Romeo, more than Juliet, has this one quality shining through him more than anything else, lustful and depressed when what he wants does not come his way, but also quick to change when another beauty catches his eye. After lamenting over his lost Rosaline, and being forced to go to a party, seeing Juliet for the first time, and then immediately describing her as “beauty too rich for use, for earth too dear” (1:5 47). Juliet, likewise falls for the son of her enemy, but with a hint of logistics and understanding of the issue that could be their relationship, realizing the stress and anger could boil over in to an all out family feud war. As she stands on her balcony wondering “O Romeo, Romeo! [Why] art thou Romeo?” (2:2 33), she realizes that her love is doomed to fail due to her lover being Romeo, and not one of another name. This shows that Romeo follows the path of puppy love,while Juliet can think more deeply, for certainly looks would not compel the intelligent Juliet to cross a lifelong family rivalry.
  2. In another perspective, it can be seen that Romeo and Juliet have seen through just beauty and looks, but have established a fate-like connection bonding the two for life, till death do they part. Romeo instantly strives to do all he can to win over his love, marrying almost immediately, and while Juliet may have her doubts, she agrees to marry Romeo if “[He] purpose marriage, send [her] word by to-morrow” (2:2 144).  This shows that they have found the connection, and thus would like to secure it before it is found out by their parents who would immediately destroy the relationship and punish their kids for participating in such a relationship. This shows their true commitment to one another, to the point of where Romeo asks Friar Laurence to marry them, and follows through in a very short period of time. During the end of the play, they even die for one another, and as a result, break up their families long bitterness.

So, in a way, I agree with the statement, but in another point of view, I would rather back the opposite. Overall, I would say that at the beginning, their love is merely a physical looks-based love, but as it progresses, I am certain that it has evolved past the point of poultry love, but one of understanding and willingness to end oneself to be with their loved on forever.

Sources cited

https://www.enotes.com/homework-help/what-time-period-does-romeo-juliet-by-william-57573

Indepth intro post

As In-depth starts, I have as well, having my first meeting with my mentor today, rather than waiting for a long period of time like last year. This year, I have decided to learn how to bake/cook meals or other snacks that are of a much more healthy quality than my stereo typical Cheerios breakfast. However, I seek to put a spin on this common in-depth topic, making EVERYTHING gluten free.

Baking and cooking is an essential part of each human’s life, whether it’s done for you by loved ones, or you make your own food. With my allergy to gluten, I have devised a set of goals in line with this fact to prepare myself for the future when I will no longer be able to rely on my mother’s cooking.

  1. Learn at least 7 recipes with my mentor, memorizing them if possible to replicate for meals
  2. Be able to substitute ingredients in a gluten recipe to make it edible for me.
  3. Add nutritional value to my dishes, not just mere taste value

My mentor, which I acquired on Monday, is my piano teacher, and somebody who can bake extremely well, being gluten free for almost 7 years now. I am hoping that a combination of her expertise, my mother’s guidance, and my personal will to get this completed to better myself in the future will allow this to turn out in a positive manner. As a result of my in-depth coming to fruition, I will be either cooking, baking or preparing food for passerbys live as they can use all of their senses to grasp what it is that I have learned. In regards to the final project, I will devise a combination of flavours or select a favourite recipe to share with the attendees.

Romeo and Juliet post: question and answer

Q: If you are really in love, physical appearance doesn’t matter.

A: I would agree,

In many ‘relationships’ people get together, act like they are truly in love, then split apart when the other becomes undesirable, whether in money, appearance or they change internally.  However, in true love, the only way that a relationship should, in my opinion, truly end, is when one of the members changes themselves to the point where they are no longer compatible with their significant other. In the case of Turia Pitt and her boyfriend Micheal Hoskin, Turia had been in a bush fire, and had major burns, deforming her face and body, but Micheal wasn’t deterred. Micheal is engaged to Turia, calling her ‘beautiful’ and ‘amazing’, even quitting his job to take care of her when she was in need. That is what love is at it’s core, an undeniable admiration for the person on the inside, not just the exterior, or the amount of wealth.

Zip post #4

Over the past few days, I have reached a point where I am writing my final presentation, my screenplay and devising an interactive component that could work with it. I have drafted various ideas and began writing a screenplay using the formats found online. I believe that my final product will be:

  1. A six page screenplay for a short film
  2. An understanding of what I enjoy in the comedy genre
  3. An activity done with the class

As I do not wish to spoil my work before it is formally presented, I will leave you with this. My work thus far has led me to an area where I know what I enjoy doing, and what I can do with it. Through my processes, I have realized that I would like to create a semi-outlandish piece in a suburban area like our own to open the possibility of filming should I so choose. As for the activity, I will have to finish my screenplay before I can confidently express my learning.

Leadership: 360 degree leader

After watching a week long series regarding how one can lead, nurture and support other leaders from anywhere in the chain of command, but in this post, I will only be discussing one of the points that was brought up: Do more than manage, lead. This specific idea entails that people should not just send others to do things, but instead nurture, protect and lead them in a personalized fashion to best suit their needs, setting them up for success.

To quote John,

Image result for people

“People more than projects

Movement more than maintenance

Art more than science

Intuition more than formula

Vision more than procedure

Risk more than caution

Action more than reaction

Relationships more than rules

Who you are more than what you do”

Overall, they may seem like a selfless and cliche points, however, they hold more meaning in the way that they all require you, as the leader, to step outside you comfort zone and help the group more than yourself. I view these as guidelines, arguably one of the most important and tangible things John had given us during the duration of his seminars.

Beyond that, the specific section continues into a ‘beyond management’ idea. The idea described states that people should think long-term when leading and push boundaries.

Finally, the description given to the 360 degree leaders:

People who ask questions, have answers, take responsibility and influence others to follow.

That is a 360 Degree Leader

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