Senior Scrapbook link youtube

Senior Scrapbook

1. I will be finished with my project in about a week. 2. The end product will have 8 pages, and will look exactly like a real life scrapbook, only it's virtual instead. 3. During dead week or finals, I will present my scrapbook by showing it online.

My Progress

1. So far, I have made an account on myscrapnook.com. I have also chose what pages I will be including, and chose some pictures im going to use. 2. I still need to accomplish how it will all come together and the order. 3. My work will benefit myself and others because it will remind us of all the memories we've made.

My Plan

1. My goal is to make a scrapbook of my most memorable and favorite high school memories.
2. Materials that will be needed are a computer, and pictures
3. So far, I have made an account on MyScrapNook. com
4. I will present my scrapbook to my colleagues by posting it to my blog.

AP Progress 3

Today I have been studying the lit. terms list. The words I have the hardest time memorizing are the words in the middle. I know the words near the beginning and the end of the pack well. By the time the AP yet comes, I will know all the words.

AP Progress 2

This week I have been looking over and answering some of the analysis questions.  It seems I have the most problem with questions about the work as a whole, but not as much about answering questions about a certain line, phrase, or word. 

AP progress

Over the weekend I have been looking at some of the essay questions. The essays are the most challenging part for me because I always run out of time. I am trying to train myself to be able to quickly organize my ideas and get them down on paper.

Journal topic

I reviewed one of the open essay prompts about a character that had made little or no appearance in a novel or play, but was still an unimportant character. It took a limitless time for me to come up with a character, but I chose hamlet's father's ghost from the play hamlet. It took me about 5 minutes to get all my thoughts organized intoa plan. Which is always the hardest part of writing an essay.

A Reflection of Unstructured Learning

The themes of the text are preparation and fate. The man had spent everyday focusing and preparing for his journey. "I wanted to spend as much of my evenings working out in the Police Gymnasiums as possible, after which I'd usually go to bed around nine o'clock and sleep through until five the next morning." Fate was also a theme is this excerpt because although he had spent hours trying to come up with a name, a name was presented to him when he wasn't searching for it.  "Eventually, a suitable handle was provided inadvertently by one of the other cops."

1. In retrospect the reader often discovers that the first chapter of a novel or the opening scene of a drama introduces some of the major themes of the book. Write an essay about the opening scene of a drama in which you explain how it functions in this way. Do not summarize the plot. 2. 1979 Choose a complex and important character in a novel or a play of recognizedliterary merit who might, on the basis of the character’s actions alone, beconsidered evil or immoral. In a well-organized essay, explain both how and whythe full presentation of the character in the work makes us react more sympathetically than we otherwise might. Avoid plot summary. 3.1982 In great literature, no scene of violence exists for its own sake. Choose a work of literary merit that confronts the reader or audience with a scene or scenes of violence. In a well-organized essay, explain how the scene or scenes contribute to the meaning of the complete work. Avoid plot summary.

My plan

Each night, I will look at one of the resources Dr.preston has posted. I'll look for tips, strategies, and how to make quicker decisions because I struggled with time last year on the AP test.

Poem Recitation

Recorded by Alexandro Rae Contreras

MacBeth test notes

1. A
2. B
3. C
4. C
5. C
6. C
7. B
8. A
9. C
10. A
11. Macbeth started off as a good man. When the desire for power overtook him,beginning wih r witches' prophecies, his character began to change. At first, he didn't want to kill Duncan, but by the end, he killed anyone necessary to keep tr throne, ad didn't think twice.
12. What motivates him is the desire for power.
13. Te witches cause Macbeth to act anyway they goose, he holds everything they tell him as truth.
14. Macbeth became obsessed Wth the prophecy, and dwelled on it. Banquo was not as interested, and didn't delight in it as much either.
15. Their relationship is lady Macbeth telling Macbeth what to do. Many of the evil things he did was because she told him to.

1. B
2. B
3. A
4. A
5. A
6. A
7. A
8. C
9. B
10. C
11. This quote signifies that distinction between right and wrong has disappeared. There is no longer a right or wrong.
12. Macbeth functions as a morality play because it deals a lot with death.
13. Dramatic irony in Macbeth is used to develop characters and the plot.
14. Lady Macbeth persuades him by saying he is a coward.
15. Macduff was very sad, and planned revenge. Macbeth was indifferent to her death.

MacBeth Notes

Act 1
- begins with three witches saying they will meet again
- Irish invaders led by Macdonwald
- MacBeth/Banquo Scottish hero generals
- Norway defeated, MacBeth will take thane of Cawdor's title
- witches tell MacBeth he will be king, and Banquo won't be king but his children will
- Duncan declares Malcom will take throne
- Lady MacBeth tells MacBeth to do what is necessary to seize crown
- MacBeth decides not to kill Duncan, but Lady MacBeth calls him a coward
- he agrees, plan: make chamberlains drunk, kill Duncan, then smear his blood on sleeping chamberlains

Act 2
- MacBeth has vision of dagger (tip- duncan, handle- hand), tries to grab,fails
- Lady MacBeth will ring Bell to signal chamberlains asleep
- Lady MacBethe couldn't kill Duncan he resembled her father
- MacBeth sid he heard chamberlains wake but said prayers and went back to sleep
- couldn't say "amen" with them
- "Sleep no more, MacBether does murder sleeep."
- Lady MacBeth takes dagger into room, MacBeth forgot to leave it with chamberlains
- They hear knocking, it's Macduff
- Macduff goes to see king, finds him dead
- The king's sons Malcom and Donablain flee because they fear they are in danger
- Suspicion then falls on them
- Strange: its daytime, yet dark.  Owl killed falcon.   Horses ate eachother.
- Macbeth travels to Scone to be crowned

Act 3
-MacBeth fears prophecy of banquo is true, and that Bangquo will overthrow him as well
- MacBeth gets two assassins to kill Banquo, saying banquo murdered King Duncan
- Fleance escapes, Banquo is killed
- Banquo's ghost is sitting in Macbeth's dinner chair
- They speak, only MacBeth can see him
- Witches meet with Hecate, and say htye must give MacBeth false security
- Lennox blames MacBeth fro murders and calls him a tyrant
- MacBeth hears of this and he prepares for war

Act 4
- MacBeth goes to witches for predictions
- Floating head said beware of Macduff
- Bloody child said none of women bron of him shall harm MacBeth
- Cornwed child holding tree said he's safe until Birnam Wood moves to Dunsinane Hill
- sees 8 crowned kings in line, Banquo at end carrying mirror
- MacBeth sends murderers to capture Macduff's castle and kill family since Macduff has fled
- Malcolm will return to Schotland only with 10,000 soldiers
- Ross tells Macduff about his family, and he plan to get revenge on MacBeth

My Top 3

http://kmrhsenglitcomp.blogspot.com/#!/2012/03/la-video.html

http://sfrhsenglitcomp.blogspot.com/2012/03/analysis-remix-of-lord-of-flies.html

http://jprrhsenglitcomp.blogspot.com/2012/03/help-by-kathryn-stockett-remix-video.html

LA Remix

Mind Map

http://www.mindmeister.com/148779450

LA #2- Animal Farm

1. This novel begins with farm animals wanting to revolt against human control.  This rebelliousness is started by a boar named Old Major that gives a speech to all the farm animals.  They devise a plan to overtake the farm and gain control of it.   Their plan works, they drove away all human contorl, and all is well for a while on the farm.  However, a particular pig Napoleon becomes power hungry, and suddenly his whole objective is to have complete power over the other animals.  He succeeds in brainwashing the animals, and becomes a tyrant, keeping a few pigs in his circle to justify and carry out his every ideal.  The rest of the animals are neglected by him, being overworked with little food.  As time passes by, the animals start to become more and more human like.  By the end of the novel, when the animals see Napoleon and his minions dining with his human neighbor, they cannot tell the difference between the humans and animals.
2. The theme of this novel is the corruption of power.  While the pigs may have had good intention in the beginning, their desires soon changed.  When someone is given total power, it never ends well.  Napoleon become ignorant to anyone else, only doing things that benefitted himself, and that would keep him in power.
3. The author's tone is pessimistic.  This is demonstrated throughout the novel with the constant misfortunes in the novel.  Examples include when Old Major dies, when the animals become extrememly unhappy and devalued, and when Napoleon kills anyone that defies him.
4.        ~Imagery
- "It was given out that the animals there practiced cannibalism, tortured one another with red-hot horseshoes, and had their females in common."
- "Mr. Jones, of the Manor Farm, had locked the hen-houses for the night, but was too drunk to remember to shut the pop-holes. With the ring of light from his lantern dancing from side to side, he lurched across the yard, kicked off his boots at the back door, drew himself a last glass of beer from the barrel in the scullery, and made his way up to bed, where Mrs. Jones was already snoring."
- "The tale of confessions and executions went on, until there was a pile of corpses lying before Napoleon's feet and the air was heavy with the smell of blood, which had been unknown there since the expulsion of Jones."
      ~Diction
- easy to understand, not too formal:
- descriptive: "red- hot horseshoes"
- action words: " tortured"
       ~Allegory
- Napoloen represented Stalin
- Old Major represented Lenin
- Spuealer represented Russian propaganda
       ~Symbols
- the windmill: how overworked the animals were
- the barn: the center/beginning
      ~Repetition
- "Napoleon is always right."
- "I will work harder."
- the seven commandments

Socratic Seminar Notes

• Mistakes
- children need to make mistakes
- example: even though the child might spill the orange juice, the parent needs to let them learn how to do it. Or they will never learn.
- A person must learn through experience, not just by being told
•Instruction
- if kids are always being told what to do, they will suffer creatively, emotionally, and socially
- free play helps us use our learned ideas
•How do you remix ideas to make them relevant to your life?
-People in school are being taught how to take tests, not how to actually use that information to help them in the real world.
- Makd ideas into something that will interest you, then you won't have to be forced into it.

1a. These concepts can enhance my learning when grades no longer matter because I understand I need to keep growing, stretching, and challenging my mind in order to continue to develop my skills. Just like young children must develop creativity, older people must as well. Perhaps that's why people say adults have no imagination; they no longer had "free time."
1b. These concepts can enhance my ability to master content for the AP exam by seeing the exam as something enjoyable. Rather than having a negative attitude about it, I can choose to enjoy it. Which will make spending time with the material and mastering it much more easy.
1c. I can use these concepts to collaborate an inspire others by doing both previous techniques. Instead of posting an article, I could post a video so it would be enjoyable and then others would be more willing to spend time with it. Also, by sharing ideas we will be developing our creativity together, instead of keeping the information and experiences to ourselves.

"The Serious Need for Play" and "Table For Free Voices" video notes

Video
1. Choices = happiness
-Changing the world begins with choosing to ask questions
-Everyone should have a chance to express their ideas
2. Convention
- topics discussed were reinventing economics, understanding power, global frontier, perceiving eye, cOnscious recognition, politics of violence, the human footprint, innovation acceleration
- celebrating diversity... Multiplicity of viewpoints
- Magnitizes voices not normally given much attention to
3. Internet
-Internet should be used to learn about other societies, religions, and beliefs
-Site developed offers inclusiveness, sustainability, copy left, public ownership, transparency, and independence

Article
1. Rules
- Too many rules can ce a bad thing for children
2. Making mistakes
- making mistakes is important in a child's development because they learn and grow through them
3. Free play
- free play is a vital part for a child
-Allows them to think on their own and develop creativity

Poetry Analysis Remix

This song is an example of my poetry analysis remix because it is talking about beauty. Which was one of the themes of the poem.

Remix the Textbook (I)

Sonnet 18

Francesco Petrarch

                                                  Translated by Noti

1. The dramatic situation is that the speaker cannot convey how beautiful a woman is and how much she means to him through ryhme.  Her beauty cannot be conveyed through mere words.

2. Structure in the poem includes quatrains, and couplets.  There is alos many commas and semi-colons, which is when one thought switches to the next.

3. The theme is beauty.  He is so enthralled in her beauty that he believes it is indescribable. "But no fit polish can my verse attain."

4. Grammar is long, lenghty thoughts. They all are connected to eachother, however.

5. There is much imagery in the poem.  He uses good action verbs which help readers visualize the situation.

6. The diction is romantic, formal language.  There are no colloquilisms.

7. The tone is admiring. He is constantly complimenting the woman.

8. There is a rhetorical question in the poem. "But say what muse can dare so bold a flight?"

9. The procity is a well flowing poem.  The commas and semi- colons help emphasize at the right times.

 

 

Sonnet 69

Pablo Neruda

Translated by Stephan Tapscott

1.  The speaker is a young male, speaking about a young female.  The poem takes place in olden times.  The speaker is confessing his undying love, stating that he is nothing without her.

2.  The sonnet is written in two complete sentences.  It is a romantic sonnet about love, so all of the pieces flow together quite nicely.

3.  The theme is undoubtedly love.  The speaker notes at the end, "and through love I will be, you will be, we'll be."  It is about two people that cannot live without the presence of the other.

4.  The meaning behind the grammar of the sonnet is meant to invoke feelings of romanticism.  There is a part that reads, "…without the light you carry in your hand, golden, which maybe others will not see."  The meaning behind these two lines is to show that they are soul-mates for one another.

5.  The sonnet begins with the line, "maybe nothingness is to be without your presence."  This figure of speech likens how the speaker would feel without the presence of his love.

6.  The diction is related to words associated with love.  For example, when I think of a red rose (as talked about in the second stanza), I automatically associate that item with love.

7.  The tone verges on desperation.  The speaker continually mentions that he has to have this person in his life, stating that he would be nothing without her.

8.  Imagery and similes are the two literary devices predominantly used.  The second half of the first stanza reads, "like a blue flower, without you walking later through the fog and the cobbles.

9.  Although the structure fits together nicely, the prosidy is rushed, making me think that this sonnet was written as an apology.  I think that the speaker is worried that he will not be able to get his love back, and so is pleading for her forgiveness by quickly stating how much she truly means to him.

Sonnet 28
Francesco Petrarch
Anonymous Translator

1.      Dramatic Situation: It is through a female perspective of how to deal with the loss of a lover; first person.  She wants to shut herself from the rest of the world and hide away with her woes for the rest of her life.
2.      Structure:  Sonnet; ABBA rhyming scheme; broken up with commas and semi-colons.
3.      Theme:  The effects of losing a loved one.  She is so depressed she cannot not go on with life; with the end of her love’s life, her life ended as well.
4.      Grammar:  Uses correct grammar, punctuation such as commas and semi-colon to separate the end of a sentence or end of a paragraph.
5.      Imagery:  There us a lot of usage of metaphors, similes and symbolism.  She describes losing her love as “alone, and lost in thought, the desert glade…”
6.      Diction:  She uses depressing and sorrowful words such as lingering, shun, anxious, dreary.  They are powerful words that make the reader feel empathy for the woman in the poem.
7.      Tone: Sad and depressing; she has just lost the love of her life and so she expresses such loss through a disheartening tone.
8.      Rhetorical Devices: Pathos and ethos is something that the reader will feel when reading the woman’s loss.
9.      Procidy: All the words flow with one another, and there is a complete start and finish to the poem’s story.

Remix of Poetry Analysis

1. Drinking (dramatic situation)
2. Sour (structure)
3. Things (theme)
4. Got (grammar)
5. Ilene (imagery)
6. Definitely (diction)
7. To (tone)
8. Regain (rhetorical devices)
9. Personality (procity)

Creating a mnemonic phrase will help me remember these elements.

Open Essay

Q:  Although literary critics have tended to praise the unique in literary
characterization, many authors have employed the stereotyped character
successfully.  Select a work of acknowledged literary merit and, in a
well-written essay, show how the conventional or stereotyped character or
characters function to achieve the author's purpose.

In Of Mice and Men, by John Steinbeck, the author presents the characters in a stereotypical manner.  Many of the characters such as Lenny, Curley's wife, and the Boss, are characterized in a well-known, cliche fashion.  However, this technique facilitates the reader's ability to understand the novel.  The purpose of the novel was demonstrated and made evident through Steinbeck's conventional approach.

Literature Analysis- Of Mice and Men

1. This novel is centered around two men named George and Lenny. The duo had known each other since they were young boys. Their relationship consists of George looking after Lenny, who always manages to get himself into trouble. George and Lenny are foils to each other. George is a smart, quick witted man, while Lenny comes off as partially mentally challenged. Both men share a dream of one day owning their own piece of land and farming it. In order to raise money, they get a job at a farm. However, this job wasn't the right decision. Lenny quickly gets himself into trouble by accidentally breaking a man's wife's neck on the farm. Knowing he will get in trouble, the two flee the farm. Sadly, the angry farmers find them, with the intention of lynching Lenny. George knows this, so he chooses to shoot Lenny instead of Lenny having to face embarrassment and suffering.

2. The theme of this novel is friendship. Throughout the novel, George shows his devotion to Lenny. Even though Lenny can get hard to handle at times, George never gives up on him. He cared enough for Lenny to live with the guilt of shooting him because he didn't want Lenny to suffer. He would rather have himself suffer.

3. The tone of the book is sentimental.  Examples of this include when George and Lenny share a dream together, when George constantly sacrifices to take care of Lenny, and when George chose to take Lenny's life instead of Lenny being lynched and humiliated.

4. Symbols
- the dream: represents George and Lenny's hope
- Lenny's puppy: represents new beginnings
- Curley's boots: represent harshness and no mercy

Foreshadowing
- when Candy's old dog was killed
- Lenny's previous bad luck on farms
- when George constantly complained his life would be easier without Lenny

Imagery
- "Both were dressed in denim trousers and in denim coats with brass buttons. Both wore black, shapeless hats and both carried tight blanket rolls slung over their shoulders."
- "Evening of a hot day started the little wind to moving among the leaves. The shade climbed up the hills toward the top. On the sand banks the rabbits sat as quietly as little gray, sculptured stones."
- "Slowly, like a terrier who doesn't want to bring a ball to its master, Lennie approached, drew back, approached again."

Diction
- unformal
- "Well, we ain't got any."
-  shortens words: 'em, an'

Characterization
- direct
- "He walked heavily, dragging his feet a little, way a bear drags his paws. His arms did not swing at his sides, but hung loosely."
- "Curley's like a lot of little guys. He hates big guys. He's alla time picking scraps with big guys. Kind of like he's mad at 'em because he ain't a big guy."

Dr. Gresham Notes

-came up with the main idea of this story while acting with children and friends in drama of The Frozen Deep
 - novel has personal significance to Dickens
- novel was written with pieces not put together, since this is how his memory is
- claimed London was disconnected and unorganized, unlike Paris
- events in the novel coincided with present turmoil in the cities
- Dickens made series of visits to London that spanned a period of political change
-  A Tale of Two Cities  moves between England and France, during a crucial period of French history
- A Tale of Two Cities was published in weekly parts

Dickens' Purpose for Writing Great Expectations

In the quote by Keith Richards, he stated, "It becomes almost an obsession to touch other people. To write a song that is remembered and taken to heart is a connection, a touching of bases. A thread that runs through all of us."  I believe Dickens wrote Great Expectations because he wanted to reflect on his own life, and at the same time provide a piece that others could relate to.  Many people have the feeling that Pip did in the novel.  They want to do something great with their life, and not lead a common life.  Most likely, this is how Dickens felt when he was young and went away from home in hopes of becoming a writer.

One of the literary techniques included in Dickens' writing that led me to this conclusion was characterization.  He portrayed the young boy Pip as eager to do something extraordinary with his life.  He showed how he increasingly became less content with being a blacksmith, and his ideas of education burgeoned.  Another technique was the use of allusion.  Dickens made a reference to Hercules when regarding Joe.  I believe Joe represents Dickens' own father.  His own father was in prison for much of Dickens' life, but he got out and never looked back.  Lastly, setting led me to this this novel was a representation of Dickens' own life.  Dickens grew up in England, which was where to story was set in.

Discussion Notes

1. Characters
- Miss Havisham: wealthy woman, was going to educate Pip, encourages Pip to seek greater objectives in his future than a blacksmith, pays for Pip to become a blacksmith apprentice
- Estella: Miss Havisham's daughter, is forced by mother to get close to guys, then break their heart.  Tries to harden Estella's heart towards men so that she won't be hurt by a man the way she was
- Mrs. Joe- cranky, discouraging toward Pip, negative figure in Pip's life
- Joe: Pip's father figure, blacksmith, has great relationship with Pip, Pip shows him admiration
- Convict: threatening, has a good side (didn't get Pip in trouble when he could've)

2.Family
- lives with his sister Mrs. Joe
- Joe is his father figure, married to his sister

 3.Time Period
- early 1800's

4. Literary Techniques
- Foreshadowing: Graveyard is dark, and eery
- Allusion: Hercules- to describe Joe
- Syntax: low-class diction
- Irony: Mrs. Joe uses "tickler" to beat Pip

Great Expectations Q and A

Questions:
1.  Who does Pip meet in the village churchyard on Christmas Eve?
2.  Being an orphan, who does Pip live with? How do they treat him?
3. What does Pip feel guilty about? What does this reveal about him?
4. What thoughtful thing does the convict do when he is caught by a search party?
5. Why does Pip want to confess to Joe about his interactions with the convict?
6. How does Pip react from discouragement from others?
7. What causes Pip to want to get serious about his education?
8. What does "the file" represent?
9. Why is Miss Havisham obsessed with weddings?
10. What are Pip's thoughts about being a blacksmith?

Answers:
1. Pip meets an escaped convict, whom threatens him into bringing him food and cutting him free from his chains the following morning.
2. Pip lives with his older sister and Joe.  His sister treats him horribly; constantly putting him down or getting angry at him.  Joe and Pip have a great relationship, he often finds comfort in Joe when his sister is treating him bad.
3. Pip feels guilty about stealing from his pantry and a file for the convict. This reveals Pip has great morals and is innocent.
4. The convict does not reveal how Pip helped him out previously. This shows he may have a good side.
5. Pip wishes to tell Joe about how he helped the convict and stole things.  He can't stand lieing to Joe.
6. Pip does not take criticism from others well.
7. When Estella tells Pip he is going to lead a common life, Pip wants to become serious about his education and make something out of himself.
8. "The file" represents Pip's guiltiness.
9. She is obsessed with weddings because is appears she has been wronged by a man, and is still bitter about it.
10. Pip does not want to be a blacksmith. It is too common of a life.

Great Expectation Summary pgs. 1- 15

 Phillip Pirrip was given the nickname Pip.  Pip has become an orphan, and is living with his sister in England.     Pip goes to a cemetary to visit his parent's tombstones, and all of the sudden he is attacked by a man.  It turns out this man is an escaped convict. The man beguiles Pip into bringing him food, and to cut off his chains!
 
From the lecture notes, I learned Pip was separated from his parents at the young age of 15.  Which may have been why he wrote about an orphan, having no parents.  Dickens can depict Pip the way he felt when he was young.  Perhaps he wrote about the escaped convict because his father was in prison.

Research Paper Intro

 Déjà vu can be defined as the experience of believing a current situation has

taken place previously.  When translated from French it means, "already seen."  Déjà vu

is a common occurrence; almost every person has experienced it once or more in their

lifetime.  There is not any recorded background on déjà vu before about the beginning of

the 1800's.  One of the earliest accounts of recorded déjà vu was written by Sir Walter

Scott in 1815.  He wrote, "Why is it that some scenes awaken thoughts which belong as it

were to dreams of early and shadowy recollection, such as my old Brahmin Moonshie

would have ascribed to a state of previous existence."  Since then, people have began to

study this topic in hopes of learning more about it.

    There is a need for the study of déjà vu because it is still a mystery to us.  It has

been described (and has remained) a "symptom without a psychological function." Since

so many people share this experience, it is important for researchers and scientists to learn

more about it.  It seems as though nobody can come to a consensus about the cause and

function of this occurrence.  Its meaning and mechanisms remain unclear.  Is it an

emotional, psychological, or even spiritual manifestation? There are many theories that

attempt to answer this question.  Because we know so little about it, we cannot declare

that one is the correct, definite cause.  People are left to decide for themselves.

    The purpose of this piece is to examine all of the various possible causes and

meanings of déjà vu.  By analyzing each, we will be better equipped to decide for

ourselves the purpose of déjà vu.  Why do people have déjà vu? What triggers it? Can it

be prevented? These are all questions that people want answers to, but there may not be a

definite answer.  The purpose of this paper is to examine all the possible answers to these

questions, with the highest level of credibility possible. 

    One of the first beliefs about this experience came from a young medical doctor,

in 1870, who wrote a paper titled “The Practitioner.”  In this piece,  he wrote that he had

often had déjà vu experiences as a boy, but that these had become "more intense and more

frequent than usual" just preceding his first epileptic attack.  He mentions that the latter

had been triggered during a time of overwork, which suggests that fatigue was possibly a

trigger. He said that on two occasions an incident of déjà vu was followed the next day by

an epileptic seizure. Thus, he believed that déjà vu could be indicative of epilepsy.

    A little later, in the late 19th century, medical opinion seemed agreed that déjà vu

was a disorder of memory (a paramnesia). Around the turn of the century, the problem

was ignored, and attention shifted to the development of narrow models of memory.  This

left no room for the study of the complexities of déjà vu.

    Other theories for déjà vu include that it is a neurological disorder.  When

components in the brain don’t relay information correct, it can cause this feeling.

Something that happened two seconds ago can feel like a distant memory.  Another

theory is that this experience is caused by reincarnation.  When someone experienced

their current situation sometime in their past life, déjà vu will occur.  All theories deserve

attention, and we will examine each.

    First, we will synthesize and analyze all the possible causes of the occurrence.

Included will be quotes by doctors, writers, and peoples’ individual beliefs.  Each will

have supporting evidence, and examples.  By examining all the possible theories, it will

be revealed what triggers each, what the meaning is of each, and how to possibly prevent

it.  Perhaps some people will not be afraid of it if they know why it happens.  Ultimately,

it will be left up to each individual do decide for themselves what they believe is the

cause.

"HowStuffWorks "What Is Deja Vu?"" HowStuffWorks "Science" Web. 30 Jan. 2012. http://science.howstuffworks.com/science-vs-myth/extrasensory-perceptions%3C/question657.htm>.

"Déjà Vu and the Brain, Consciousness and Self." Serendip.Web. <http://serendip.brynmawr.edu/exchange/node/1682.>

Markman, Art, Ph.D."What Is Déjà Vu? | Psychology Today." Psychology Today: Health, Help, Happiness Find a Therapist. Web. 30 Jan. 2012. <http://www.psychologytoday.com/blog/ulterior-motives/201001/what-is-d-j-vu>.

Stanton, Dawn. "Probing Question: What Causes Deja Vu?" PhysOrg.com - Science News, Technology, Physics, Nanotechnology, Space Science, Earth Science, Medicine. Web. 30 Jan. 2012. <http://www.physorg.com/news185192263.html.>

Britt, Robert. "What Causes Deja Vu? | LifesLittleMysteries.com." Home | LifesLittleMysteries.com. Web. 30 Jan. 2012. <http://www.lifeslittlemysteries.com/260-what-causes-deja-vu.html.>

Layne, Beth. "What Causes Déjà Vu? | Beth Layne." Beth Layne | Empathic Psychic Medium. Web. 30 Jan. 2012. <http://bethlayne.com/main/2011/11/23/what-causes-deja-vu/>

"What Causes Deja-Vu? - Inward Quest." Inward Quest - Spirituality, Law of Attraction & Mind Power Q&A Forum. Web. 30 Jan. 2012. <http://www.inwardquest.com/questions/1413/what-causes-deja-vu.>

"Psychology | What-causes-deja-vu | Memory | News." Psychology | A Level Psychology | Psychology News and Resources. Web. 30 Jan. 2012. <http://alevelpsychology.co.uk/news/memory/what-causes-deja-vu.html.>

Orbinger, LeAnn. "HowStuffWorks "More Déjà Vu Theories"" HowStuffWorks "Science" Web. 30 Jan. 2012. <http://science.howstuffworks.com/science-vs-myth/extrasensory-perceptions/deja-vu4.htm.>

PNI.org | Pacific Neuropsychiatric Institute. Web. 30 Jan. 2012. <http://www.pni.org/books/deja_vu_info.html.>

Literature Analysis #4: Lord of the Flies

1. Lord of the Flies is about a group of adolescent boys forced to live on an uninhabited island because their plane had crashed. At first, they are enjoying life without adults, but conflicts and struggles soon arise.  They have difficulty coming to a consensus about anything, they each seem to have different priorities.  Ralph, one of the older boys and an elected leader, is only focused on survival and escaping alive.  However, Jack, a foil to Ralph, becomes intrigued with this foreign type of living, and loses sight of their objective.  Some of the younger boys claim to have seen a "beast." This beast exists within all the boys, and begins to present itself.  As the novel progresses, Jack and Ralph become increasingly at odds, the children become barbaric, killing eachother, and all civility is lost.   It reaches the point that the boys perform a  manhunt for Ralph. Luckily, a British naval officer has reached their island just before they could kill Ralph, and will rescue them. The boys realize how savage they have become, grow ashamed, and weep.

2. The theme of the novel is civilation vs. savagery. The choice to keep order and follow rules, or act on impulses, and violently, are constantly conflicting within the boys.  The longer the boys were apart from civilization, the harder it became for them to act civil.
"Which is better--to have laws and agree, or to hunt and kill?"

3.       Golding’s tone was serious, but indifferent.  Golding never hinted that he preferred Ralph's or Jack's tactics over one another. one thing and with  He never criticized the boys for their actions, only observed and reported them. 

4. 
Symbols

- The conch: represented order and rules on the island. 

- "The Beast:" represented the savage spirit overtaking the boys.

- the sow: represented the devil

Syntax: Descriptive sentences that gave me a visual of the situation

    - "It was dark; there was taht-- that bloody dance.  There was lightning and thunder and rain. We were scared!"

- "Ralph sat on a fallen trunk, his left side to the sun. On his right were most of the choir; on his left the larger boys who had not known each other before...before him small children squatted in the grass."

- "Then, amid the roar of bees in the afternoon sunlight, Simon found for the fruit they could not reach... passed them back down to the endless, outstretched hands."

Diction: colloquial, informal

- "Serves you right if something did get you, you useless lot of cry-babies!"
- "Ralph--remember what we came for. The fire. My specs."

- "Kill the beast! Cut his throat! Spill his blood!"

Foreshadowing:
- "We musn't let anything happen to Piggy, must we?"
- "Maybe there is a beast....maybe it's only us."
- "You'll get back to where you came from."

Indirect/Direct Characterization:
- "Piggy, for all his ludicrous body, had brains. Ralph was a specialist in thought now, and could recognize thought in another."
- "The water rose farther and dressed Simon's coarse hair with brightness. The line of his cheek silvered and the turn of his shoulder became sculptured marble."
- "Ralph wept for the end of innocence, the darkness of man's heart, and the fall through the air of the true, wise friend called Piggy."

 

Great Expectations by Charles Dickens

The meaning of this novel's title is referring to what takes place in the book.  A boy is taken from home to become an educated gentleman, instead of following in his family's footsteps and becoming a blacksmith.  His hopes of receiving his fortune by doing this are what the "great expectations" are.

A Poem Worth Loving

A friend is like a flower
A rose to be exact,
Or maybe like a brand new gate,
That never comes unlatched.
A friend is like an owl
Both beautiful and wise.
Or perhaps a friend is like a ghost,
Whose spirit never dies
A friend is like a heart that goes, strong until the end
Where would we be in this world, if we didn't have a friend

Even though this poem is short, I chose it because it is very uplifting and positive. And definitely true!