#Artifact3

[maxdimo]

drawing dave every day until 3.5 releases, day 71. artifact 3.

This artifact is interesting to me. We know from a (dubiously canon) QnA that Madden wrote various messages, and I think Dave found one of them w/out realizing. This is set during his research, so lots of purple going on here. Uses the bg asset darkSpace.png from the game for the background.

Addendum: I fucking forgot one of the external links in the terminal literally is a picture of maddens writing titled artifact3. Forget the qna its just canon

[poliscilioness-blog]

ARTIFACT 3

Just a sample of the fun had at a White Elephant Christmas Palooza. Wear your PJs…  Bring some food, some wine, a gag gift and get ready for lots of laughs. This is one of my favorite girl group events we enjoy every year. These events are always held AFTER the new year so it doesn’t interfere with family time. We eat, drink, gossip and have a white elephant gift exchange. We draw numbers and chose the gifts at random. There is NEVER a dull moment with girls, gossip and gag gifts. 

[ponz-onigiri]

Monk Artifact3&4

FINAL FANTASY XIV

[skchambers7-blog]

Field Notes 3

I picked out this fan art because it is representative of the ship “MerDer”. This is arguably the most well-liked relationship by the fandom. Most of the fans love this relationship because of everything that this couple has been through, and how they have stuck with one another throughout the show. The candles represent when the couple finally decides to be together, as well as the outline of the house that they end up building together. The creator of this art used a popular scene from the show to design a work that represents this couple and what it means to them and many other fans. A large number of fans still create fan art of Derek Sheperd, even after his death in the show. The quote is from the couple, but from a different time. This photo has different details that incorporate different events in the relationship of the characters, and it is well thought out to weave them together in this art.

[gabrielleblogposts-blog]

Artifact 3-Youtube Video

https://www.youtube.com/watch?v=FoCYZSWsyDk

This video was chosen for my third artifact, specifically because of the response by the Seaworld employee. After a tragic death of a Orca trainer at Seaworld, seemingly caused by the frustrations of the whales building from being in captivity, Peta, a vegan and animal rights activist group, flew a sign over Seaworld condemning the park for keeping these animals in captivity. The employees response was extremely negative and in fact belittled the message being portrayed by the group and their sign. Described as “theatrics”, the employee did not want to hear the message because of the way it was being delivered. I chose this artifact because it supports the question I am proposing to this fandom group, are their literacy practices and events conveying their message in an efficient and effective way? Or can they come up with a method that will gives others a better view of vegan ideologies?

[georgehumcdns3600]

ARTIFACT 9: 4Rs Youth Movement

http://4rsyouth.ca/

The 4Rs Youth Movement is an initiative designed to promote cross-cultural, face-to-face dialogue between Indigenous and non-Indigenous young people. It corresponds with the themes of engaging and inspiring youth and promoting reconciliation with Indigenous Peoples. A $398,000 contribution to the group was made by Canadian Heritage as part of Canada 150 (Government of Canada 2016: http://news.gc.ca/web/article-en.do?nid=1070919). Unlike some of the pageantry associated with the Royal Tour, 4Rs is a genuine example of rhetoric matching reality with respect to reconciliation. However, this may be because of its origins in civil society rather than the bureaucracy. Interestingly, 4Rs offers a large variety of programs including delivering training, hosting workshops, and hosting general gatherings. It also engages young people by letting them play an active role in steering the conversation, which contrasts with the hierarchy present in the bureaucracy. The funding of such groups can also be understood in the context of neoliberalism: rather than using limited resources to emulate an existing service offered in civil society, governments can instead invest in these groups.

[mistertomholland]

Daddy Yankee. Although it may sound ridiculous, this Puerto Rican artist was a big part of my childhood, particularly because his song “Gasolina” was played at nearly every party I went to where Hispanics were present. The opening beat of the song made everyone in the room freeze for just a second, before launching into an aggressive and difficult to understand rap. Now, to be clear, I do not identify with the lyrics of the song itself, because, well, they don’t make any sense, and to this day I have no idea what they mean. Watch the lyric video above and you’ll see what I mean. Basically, the girl he’s with likes gasoline and he wants some more gasoline. Maybe it’s a metaphor for something. Anyway, this song instilled a sense of the Hispanic community within me. In those moments, when everyone in the room was just singing and dancing together, because everyone knew the words, I was filled with an indescribable sense of belonging. My friends at school wouldn’t have understood, but there at those parties, I felt I was exactly where I needed to be; with people who shared me background and all the little things that came along with it. Daddy Yankee’s ridiculous song provided me with a sense of community and with that came a deeper appreciation of my background.

[katharineseducationportfoli-blog]

Artifact 3 Reflection

One of the reasons that we may be so “behind” other countries, specifically Asian countries is that we spend significantly less time in school, or studying than others. “In every society, schools reflect their history and culture.” (Oakes and Lipton, 36) And in America, that is something that we should take pride in, and be a little scared of. In Korea, education is incredibly important, and because of influence from their collectivist culture, which puts the group ahead of individuals, they have a very memorization and respect based education system. This gives them an advantage on things like standardized tests, where memorization and the ability to regurgitate information is key. However, they might lack the creativeness that our students have, possibly putting them at more of a disadvantage in the long run.

Something else that is interesting, is that education takes priority over all other activities. They spend all day studying, for hours longer than the average American student. So do we really want to surpass them, if this is what it’s going to take? Mind-bending hours of studying, even for toddlers? I didn’t pick this artifact to bash on the South Korean Education system which also has positives. I wanted to compare it to the U.S. to pose the question why can’t we cherry pick? We have access to dozens of different education systems across the world, so if we are so interested in improving our students’ rankings worldwide, why aren’t we picking some specific traits to implement in our own education system? South Korea has a great one, that I think should be implemented everywhere, which is, respect.

Especially when compared to America, South Korea has great respect for their teachers. Teaching is something to aspire to, and instead of being asked “Are you sure?” or “You know that doesn’t pay well right?” they are encouraged to study hard and then pass their knowledge onto other students. Why can’t we implement this in our own culture? Why can’t we fund our teachers? Decide that education is indeed a priority and pay them more? Politicians claim education is so important, but look down on teachers as people who couldn’t do anything else? If we really want to improve education, we need to fund more than just opportunities, we need to fund people who are already working to educate the next generation. We need to change how we, as a society, view teachers and education. We need to decide how important education is to us, and how far we are willing to go to improve it.

Oakes, Jeannie, and Martin Lipton. "History and Culture: Wrestling with the Traditions of American Education." Teaching to Change the World. Third ed. Boston: McGraw Hill, n.d. 35-50. Print.

[allegrasedproj-blog]

Artifact 3

http://teachertomsblog.blogspot.com/2012/04/teaching-play-based-curriculum.html

My next artifact is a blog post written in April of 2012 on the blog Teacher Tom. This in itself is already really cool because the teacher is male, which combats stereotypes about teachers being female, good teachers being female, and the wider reaching stereotype that men as humans are less gentle. People often believe men are not a calm, violent, not nurturing...the list goes on and on. Because of this, male teachers are seen as harder and stricter, which would not go well with teaching in a play based learning classroom. 

This blog post answers all of my questions from the introduction in a glass half full way. He lays out exactly what he does as a teacher in a classroom where his students are learning through play. It is a lot of different things, not just sitting there watching the students. He talks about setting up different stations that accommodate all different types of learning- from blocks, to puzzles, to art, to story prompts- so no student feels like they have to do something they don’t feel comfortable with. In addition, he talks about “make[ing] children ask, ‘why is this here?’ In doing that, though, he makes a hypothesis “without wedding myself to them, because there's always the risk that [he] will try to force my guesses onto the children, preventing the experiment from teaching the children what they seek to know.” He says it is up to them, using what he set out in the environment, to make out of it what they choose. They can choose to share his observations, or they can come up with their own. They can formulate anything and learn anything in what he created; they can succeed or fail, with his help, support, and service, but not his control. I especially liked his last quote- “How do you define teaching in a play based curriculum? I'll bet there are as many answers as there are teachers.” Just like his students learn to foster their own ideas using their brain and others’ observations, each teacher can come up with a different view on how play based learning will take affect in their classroom. 

[loveshinyfirestudent-blog]

While I am not wanting to rush through the holidays, I am extremely excited to start watching the ShadowHunters series!  This is the poster that was just released and it is awesome!  Starting in the center with Clary (main character) and moving to the front right is her soulmate and fellow Shadow Hunter, Jace.  I loved reading about these two characters and then watched them ‘come to life’ in the movie and again in the series.  Moving around the poster clockwise, we have Isabelle and Simon.  They are not the conventional or acceptable couple according to the Clave (council), since Isabelle is a bad*** Shadow Hunter and Simon is a vampire, a Downworlder. Then in back we have Luke, werewolf pack leader and true love to Jocelyn, Clary’s mom not shown on this poster.  Then we have Magnus Bane and Alex.  Another forbidden couple with the Clave, as homosexual relationships and the fact that Magnus is a warlock (mixed with demon) and Alex is a Shadowhunter.  I really love how they captured some of the special skills that each character has. Just like the poster states, “All the legends are true.”

[jimmyklecker]

Artifact #3

Jimmy Klecker History of Mass Media “Artifact #3” The TV show “The Fresh Prince of Bel Air” has an interesting portrayal of an African American family living in Los Angeles. The main character, Will Smith, grew up in West Philadelphia where the neighborhoods were much less appealing and abundant in poverty. He went over to live in this wealthy neighborhood with his wealthy extended family, who were also of African decent. A very well known line from the theme song consists of the words “shootin’ some B-ball outside the school.” This is definitely a reflection of the stereotype that male African Americans and even female African Americans are “all good at basketball.” Like Germans and Slovaks, Africans are known to be very tall, though not in every case. The stereotype of Africans being tall is definitely more broadly known than any other culture such as Germans and Slovaks. Therefore, most Americans have heard jokes about the white kids in gym class being picked last to be on teams due to the expectations of a superior athletic ability from the African American students. Unlike many of their stereotypes, this one is not only a more positive view, though people still tend to make jokes about it, but it is also more or less true in the sense that they come from a background where many of them are taller than the average person due strictly to genetics. The main character of the show, Will Smith, is 6’2” in both real life and the show. While on the topic of the theme song, it should also be recognized that the theme song is a rap song. This is very unique compared to most TV show theme songs. Many of them will be voiceless instrumental or a contemporary sort of ballad that indicates the values portrayed on the show. Compare this rap about Will Smith’s background story to the theme song from Full House, a show about a white family, there is quite a contrast. The lyrics of the chorus from the theme song of Full House read: “Everywhere you look, there’s a heart, a hand to hold onto. Everywhere you look there’s a face of somebody who needs you.” Or Seventh Heaven’s theme song, which revolves around the theme of “home” and “family.” It seemed to be a trend to have a very serious and touching theme song that reflects the elements valued on the show. The Fresh Prince’s theme song is a complete outlier to shows of this style though they in a way value the idea that Will Smith was able to start a new life with his new immediate family in a home with greater opportunity. Many rap songs in general happen to consist of the subject of opportunity or lack of opportunity for people, many times African Americans specifically, coming from less fortunate areas of the United States. Another interesting portrayal of race in the show is Carlton. He is used to living in a rich area of Los Angeles where he does not experience what many African Americans experience on a daily basis. For this, Will Smith, who is used to experiencing racism from back home, often makes fun of Carlton. This is the basis for a large portion of the comedy on the show. The following is a quote from Will to Carlton: “Oh, I get it now. We were stopped because we were driving too slow. Yeah, we were breaking the slowness limit, huh? Well you see, I've never heard of that law before. But there's one law that I've heard before. It's called the "if you see a black guy driving anything but a burnt-out Pinto, you better stop him because he stole it law". Yeah I've heard that law before. But you see, I thought it was the black guy law, when in actuality, it was the slowness limit law. Gee, thanks for sharing that with me, Carlton. Good night.” (Bernhard, 2011) This accurately portrays Carton’s obliviousness to how African Americans tend to be viewed by other people. Carlton was viewed as a “white black guy” as some would call it. One that doesn’t fit the stereotype of an African American or understand the hardships they face. Another example of Will Smith picking on Carlton for this is when Carlton offered Will an Oreo, and said, “What do you say to an Oreo?” Will Smith replied with, “I say, ‘What’s up, Carlton?’” It is very important to be careful of how writers and directors portray certain elements, such as racism. There are people in the broad audience that both agree and disagree with both sides of racism. The Fresh Prince of Bel Air generally did a good job not offending anyone on either side. Though sometimes they got a bit testy, such as in the quote from Will Smith about him and Cartlon being arrested, mentioned above. Many police officers from certain areas who don’t discriminate were probably offended by that episode. People take the media very seriously and sometimes act violently based on what they see or hear. When Medgar Evers spoke of the need to end segregation on air, he was assassinated three weeks later. (Kovaric, 251) Though the show made certain jokes about racism, they did not depict African Americans in a negative way. The jokes were made by African Americans themselves and were not meant to offend anyone. They were just explaining realistic concepts in a comic fashion. In reality, they portrayed this African American family in a very positive way. They were living very comfortably in an enormous house and were, in general, law-abiding citizens. Citations Bernhard, Colleen. "The Construction of Race In 'The Fresh Prince of Bel Air'" Women's Studies. University of Pittsburg, 15 Dec. 2011. Web. 9 Nov. 2013. . Kovarik, Bill. Revolutions in Communication: Media History from Gutenberg to the Digital Age. New York: Continuum, 2013. Print.

[brookecampi]

“It’s much easier to not know things sometimes. Things change and friends leave. And life doesn’t stop for anybody. I wanted to laugh. Or maybe get mad. Or maybe shrug at how strange everybody was, especially me. I think the idea is that every person has to live for his or her own life and then make the choice to share it with other people. You can’t just sit there and put everybody’s lives ahead of yours and think that counts as love. You just can’t. You have to do things. I’m going to do what I want to do. I’m going to be who I really am. And I’m going to figure out what that is. And we could all sit around and wonder and feel bad about each other and blame a lot of people for what they did or didn’t do or what they didn’t know. I don’t know. I guess there could always be someone to blame. It’s just different. Maybe it’s good to put things in perspective, but sometimes, I think that the only perspective is to really be there. Because it’s okay to feel things. I was really there. And that was enough to make me feel infinite. I feel infinite.”

Artifact #: Artifact #3

Topic: Unit Topic: Conflict

Focus Question: How can you demonstrate strategies to manage, or resolve intrapersonal conflicts?

Artifact: Passage from “Perks of Being A Wallflower” (above)

Summary: The message being portrayed in Stephen Chbosky’s “The Perks of Being a Wallflower” is one that most teenagers have experienced; conflicts within us. The main character, Charlie, goes through conflicts within himself, intrapersonal conflicts, continuously throughout the story. The quote above fully generalizes the incidents that Charlie experiences.  Charlie portrays the idea that what he believes and feels is not the same as the others around him, especially in school. One of the biggest problems Charlie faces is trying to make new friendships and even create a relationship with his new “love” Samantha. Charlie believes he is much different from the individuals he is surrounded by, one reason he creates a conflict within himself; simply stating, “or maybe shrug at how strange everyone was, especially me”.  Another intrapersonal conflict that Charlie faces is finding his sexuality. Charlie definitely has feelings for Samantha, but when Peter, one of his new friends, starts to make moves towards him, and even kisses him, he starts to question himself. He doesn’t know who he is. He knows that he likes girls, but he believes that Peter made him feel wanted by someone. Referring to the quote, Charlie goes on to state, “I'm going to do what I want to do. I'm going to be who I really am.” This was the instance to when he realized that he was an individual with his own beliefs, values, ideas, and thoughts; no one could change him. He progressed immensely throughout the story, understanding that we have to create conflicts within ourselves to become a stronger person. Overall, the quote relates back to the idea of intrapersonal conflicts. Charlie experienced what most teenagers have had to go through, ultimately, the conflicts we face within ourselves.

Reaction/Connection/Analysis: Growing up means a lot of things, but one of the biggest changes we go through while aging is finding out who we are, and we do this by solving the intrapersonal conflicts that have occurred within us. Although with these intrapersonal conflicts, in order to mature and move along in our lives, we need to learn to cope and resolve/manage these issues. Relating to Charlie in “The Perks of Being A Wallflower”, most teenagers, including myself, have experienced intrapersonal conflicts regarding the fact of having feelings for someone. In Charlie’s case, it was with Samantha, who already had a boyfriend and was two years older than him. This lead to a conflict within himself, knowing that it was not right to have feelings for someone who already had a significant other. The one way Charlie begins to cope with this conflict is by writing and reading. He decides that reading about another’s problem or writing down his own will help him gain confidence and move past his experiences. Relating to Charlie, I have always used his similar techniques to cope with my intrapersonal conflicts. I usually decide to write down whatever I’m going through as a way to let every single detail out. It is a way to put exactly what is bothering me on a piece of paper, read it over, rip it up, and throw it in the garbage, and not think about that problem again. I also believe that this strategy could be used by many other teenagers or even adults as a way to resolve these intrapersonal conflicts. Writing what is on your mind is an ideal way to let out your problems than having them linger inside you.

[georgehumcdns3600]

ARTIFACT 8: Gord Downie’s Secret Path

http://www.cbc.ca/beta/arts/with-secret-path-gord-downie-is-illuminating-a-way-forward-to-indigenous-artists-1.3810699

Secret Path is an interesting artifact because, while it is not an official expression of Canada 150, it has been tied to the theme of reconciliation with Indigenous Peoples in advance of celebrations (Globe and Mail 2016: http://www.theglobeandmail.com/news/national/gord-downie-cries-as-afn-honours-him-for-work-telling-story-of-first-nations-boy/article33218309/). It tells the story of Chanie Wenjack, a boy who died running away from a residential school. This artifact can be contrasted with the Liberal government’s attempt to use the Royal Tour to demonstrate reconciliation, as it is a direct acknowledgement of the brutality of Canada’s residential schooling system. However, it also raises questions of allyship. The CBC article linked praises Downie for using his status as an artist to tell the story, but it remains important for these stories to emerge for Indigenous Peoples as well. While dialogue and acknowledging the truth is an important step in reconciliation, it is important that events are not appropriated and reinterpreted. While this does not seem as if it was an issue for Secret Path, care should be paid to avoid this potential issue. This artifact is thematically similar to the 4Rs movement (artifact nine), which seeks to facilitate dialogue between Indigenous and non-Indigenous Canadians.

[weareteenpep-blog]

Artifact 3: Grief and Bereavement

Focus Question: What are some positive effects that come from grieving?

Summary: After the Sandy Hook elementary school shooting, many people across the nation were left shocked and heartbroken. Twenty little children were robbed of a future along with six brave adults. After talking about the shooting in class, we came up with an activity to honor the victims. 

Analysis: While in class, we discussed the effects of the Sandy Hook shooting and how we felt that in our society, we aren't given enough time to grieve. Many of us felt that the grieving process was rushed and we didn't have enough time to stop and absorb what actually happened. In response, we decided to initiate a school wide activity by constructing green and white ribbons for every student in the school. The ribbons were the Sandy Hook Elementary school colors and they were a way to remember each and every child and adult who perished in the shooting.

Instead of focusing on the horrific aspects of the shooting, we decided to do something special. We got our entire school involved and helped promote a sense of community through the school. This goes to show that grief doesn't always have to result in depression or other negative things. Grief can result in positive things such as camaraderie and teamwork. The ribbon activity was a great way to pull our class and the school together. 

[katharineseducationportfoli-blog]

Artifact 3

BBC News: Is South Korean Education 'best in World'? https://www.youtube.com/watch?v=JFpTdEFfqXI.                          

[seniorhealthportfolio2012-blog]

Artifact #3

Topic: Conflict

Artifact: The movie This Means War

Focus Question: How can you demonstrate strategies to prevent, manage, or resolve interpersonal conflicts?