Post #6 Second last post this week. I promise.

Now, now. There were more complains than the agreed, that, I— just an ordinary student like everyone else here— have my posts too often. Thus, it is decided by I that starting next week I shall update weekly. I apologyze for my troublesome inconuenience.

As vsual, I must have myselfe read Shakespeare every daye. And every daye, I learn something newe in his writings. “Tut”, a phrase in which appeare appear euer so often in his plays, have the means of shame and disapprouement. Now, if this was common knowledge shared by everyone else except me, I apologyze once again. If ye recall from my proposal, ye wille know that I haue almost zero experience in Early Modern English. I haue chosen such a dark path—like to a midnight forest trail— with respect to the language, that I must try the best of my ability to accomplish something that might only take the others half the effort. Tut, I have traveled away from my topic yet again.

Like I was saying, Shakespeare does teach one an amount of knowledge no other can achieue. Hee is the crystal of that language in that era, the foundation of our language todaye. His sentence structures are so impeccable that although it might make no sense, not one can deny the enlightment of his writings. Speaking of which, I haue discouered a rather interesting sentence straucture in his play: Romeo and Juliet

And then dreams he of smelling out a suit; And sometime comes she with a tithe-pig’s tail

Do you see that?! The verb is placed before the subject! And look at how BEAUTIFUL it sounds! This type of sentence structure isn’t very commonly found in Modern English todaye is it? This is one of the things that I was looking for in this project, like the video shown below.

 

Although this might not have a significant poetic pattern mentioned in the video, I have to admit that I am made drunk by the graceful words of Shakespeare. If possible, I prithee thee to hark to Shakespeare’s play. Euen if ye might not vnderstand a single phrase, the poetic pattern of his writings is enough to make anyone intoxicated with the beauty. That was one of the main reasons that I chose to study Early Modern English despite of how difficult it is.

O my. This post hath gotten longer than I expected. I am very much sorry, for yet again I have spammed the blog with majestic Shaekspearean English.

So sorry.

GIF courtesy giphy.com

Lame Rap Music

Slam Poetry. Spoken word.

And maybe you don’t care cause it’s not as cool as rap, but it can do the same, entrap you in its words, distract you from your hurts. Because I’ve experienced the fireworks exploding when I’ve been holding in the anger and tears, that disappears until what I fear becomes reality and I come close to losing my sanity. The feelings are inevitable their stronger than gravity, and they pull me down. They pull us all down.

See. This is why at times I prefer it to the music, because when I’m writing in my room I tend to lose it. Consumed by my thoughts, and that I’ll admit. And sure it may not be fire, It may not be “Lit”. But I don’t get something from Kanye, it doesn’t feel the same. Like Comparing Burgers from McDonalds to The Kegs Fillett. Its plastic, manufactured, it doesn’t compare to the bareness of a single voice of a person who made a choice to speak out, seek out, take the tough route and say what’s on there mind. (with a little help from a thing called rhyme).

Now again don’t get me wrong, nothing gets me hyped like a Macklemore song. Their talent is unreal. I mean thats why their the stars. But that shouldn’t mean we don’t reach for the stars, be who we are, or do something thing hard or try something new. Thats what I’m trying to do. Thats why I wrote this poem for all of you.

And on that note I’ll take it to a close. Thank you for reading and I can’t wait for my show!

Thank you.

ZIP post #1- an amalgamation of my work thus far

I finally decided to upload my log so far onto my blog. I haven’t done much, but I’ll be working on it so that the work doesn’t pile up. Haha….

GIF courtesy of giphy.com

Today I read a few writing prompts. A lot of them include Death as a character, and it reminds me of The Book Thief, which is told from the perspective of Death. I think it’s really interesting to try and personify something that is more of an idea than a thing.

I read Double Identity, a story starting in media res. It would be a challenge but it would also be really fun to try and write in media res. Apparently Homer’s stories the Odyssey and the Iliad were written in media res, and the Odyssey includes several flashbacks but the Iliad does not.

I decided to do a few character sketches and decide on the protagonist of my first story. I chose the name Sophie because I was thinking about Sophie’s World over the weekend. I’m still figuring out the plot but I’ve got a pretty clear idea of the setting and the characters. I decided to start writing just to give myself something to work with.

I have two short stories in progress now, but they might not be in the final copy of my ZIP project. Anyway, I figure my updates will get longer as I do more interesting things. I guess that’s it for this post!

GIF courtesy of giphy.com

Post #… I think it was 5? Talking about my rubric today. No Shakespeare involved (maybe).

This blog is still written with the autour’s best Early Modern English skills.  

As ye can guess from this title, I do not haue any major findings in Early Modern English todaye, thus, my Prescribed Learning Outcome(PLO) would be made our talk.

For this indiuisual ZIP project, I am to create and asses my own learning vsing the PLO as a guideline. Therfore my own rubric is to be created, and my final product is to be judged— All by myselfe.

Here are the three PLO’s that I used from the BC English guideline:

C12

 use and experiment with elements of style in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including  – syntax and sentence fluency  – diction  – point of view  – literary devices  – visual/artistic devices

C13

use and experiment with elements of form in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including  – organization of ideas and information  – text features and visual/ artistic devices

B1

read, both collaboratively and independently, to comprehend a variety of literary texts, including  – literature reflecting a variety of times, places, and perspectives  – literature reflecting a variety of prose forms  – poetry in a variety of narrative and lyric forms  – significant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels)  – traditional forms from Aboriginal and other cultures  – student-generated material

As I mentioned in my proposal, vnderstanding Early Modern English I dream not of. Much less to write it. How euer, the result would only be euer so brief in this beautiful sea of literary enjoyment.

Effort

Comprehension

Final Presentation

Excellent

The final product clearly demonstrates a strong understanding

and comprehension of the writing style and rules in Early Modern English.

The end presentation is highly engaging and interesting to look at.

待办事项  The student spent a high amount of effort in studying the topic.

待办事项 The student worked on this project almost every day.

待办事项 The student tried their best to achieve their goal of this project 

待办事项 The student has a thorough understanding of most Early Modern English texts.

待办事项 The student is capable of translating basic Modern texts to Early Modern English or vice versa.

待办事项 The presentation is highly engaging and interesting to look at.

待办事项 The presentation is very polished and shows strong effort.

待办事项 The presentation demonstrates a clear understanding and/or improvement in the area.

Very Good

The final product clearly demonstrates a fair understanding and comprehension of the writing style and rules in Early Modern English. The end presentation is engaging and interesting to look at.

待办事项 The student spent a good amount of effort in studying the topic

待办事项 The student worked on this project frequently .

待办事项 The student tried really hard to achieve their goal of this project

待办事项 The student has a good understanding of most Early Modern English texts.

待办事项 The student is capable of translating few basic Modern texts to Early Modern English or vice versa.

待办事项 The presentation is engaging and interesting to look at.

待办事项 The presentation is fairly polished and shows effort.

待办事项 The presentation demonstrates a fair understanding and/or improvement in the area.

Good

  The final product demonstrates a basic understanding and comprehension of the writing style and rules in Early Modern English. The end presentation meets the expectations of the audience.

待办事项 The student spent effort in studying the topic

待办事项 The student worked on this project for a basic amount of time

待办事项 The student tried to achieve their goal of this project

待办事项 The student has a basic understanding of most Early Modern English texts.

待办事项 The student is somewhat capable of translating simple Modern texts to Early Modern English or vice versa.

待办事项 The presentation is somewhat engaging and interesting to look at.

待办事项 The presentation is somewhat polished and shows some effort.

待办事项 The presentation demonstrates a basic understanding and/or improvement in the area.

Poor

  The final product does not demonstrate any understanding and comprehension of the writing style and rules in Early Modern English. The end presentation was incomplete.

待办事项 The student did not spend effort in studying the topic.

待办事项 The student barely worked on this project.

待办事项 The student hardly tried to achieve their goal of this project.

待办事项 The student does not have any understanding of most Early Modern English texts.

待办事项 The student is not capable of translating Modern texts to Early Modern English or vice versa.

待办事项 The presentation is boring, and not engaging to look at.

待办事项 The presentation is not polished and does not show any effort.

待办事项 The presentation does not demonstrate any understanding and/or improvement in the area.            

So keep an eye on me, alright? May thee be well.

GIF courtesy to giphy.com

Through the many centuries of history… Where do I fit in?

“We are not makers of history.  We are made by history.” – Martin Luther King Jr.

Main Focus

1. Where are you (with respect to socials studies)?

Although socials studies is not my favourite subject, I think that I’m fairly knowledgeable in distinct areas within the socials classroom.  Some topics I tend to understand better than others, and other areas I’m excited to learn more about.  Reading the news and internet has allowed me to widen my knowledge in particular fields and gave me some ideas and thoughts that I can research more about and expand on.

In history, I love learning about the Second World war.

Hayes Park Blog

I have read many books and conducted studies based on the story of Anne Frank and while researching, I began to be curious about the people and the thoughts that went through their mind during wartime.  This led me to inquire into this war and I have a lot of knowledge that I would like to share with other people.

Political science is an area of learning that has just recently begun to intrigue me.  In grade 8, Lucas taught our whole class a course about Canada’s Parliament for his passion project.  We learned about the House of Commons and the United States election going on very closely. Through the assignments and lessons he shared with us, I discovered more about the way that our country operates and how the many figures in history have developed the political pathways that we continue to follow today.

 

2. Where are you going?

During the socials studies experience I will have in high school, I look forward to continuing my relationship with history in World Wars and politics, and want to learn more about the mindsets of some of the major figures during that time.  I find that studying past events can help people prepare for the future and prevent mistakes from happening again.

I would also like to develop new goals within the topics of economics and anthropology because those two topics are the ones that intrigue me the most.  (Further discussed on the second focus)

 

2nd Focus

1.What interests you about this topic? Why? Examples?

I feel like economics and anthropology can be done together, because human societies and their evolution is one of the main reasons of economic change.  For example, I really want to study the social changes that occur when an economic disaster affects a particular resource.  It would be interesting to look back in history and assess the chain reaction that is caused by the disruption of an economic staple.  After I’m done reviewing past events related to the loss of economic resources, I want to conduct a mock simulation of what would happen if I took away a resource in time today.  In modern culture, everything is interrelated with each other, and the declination of one resource can affect different things.  While assessing the different problems that occur, I will observe the many benefits and advantages the resource gives to the community.

This mock simulation will also allow me to observe human behaviour comparative study of human societies and cultures and their development.  This is where anthropology comes in.  I could study the cause of the resource failure, perhaps it could be due to humans over using products.  It could possibly be the other way around.  How did the failure of a resource affect economy and in return affect the ways humans behave? How could they adapt to the new environment?

 

2.  What challenges you about this topic?

One of the challenges I will face with studying economics is that sometimes, it might be hard to research about.  For example, the study I want to conduct with a mock simulation of a failed resource is something that did not happen yet.  If the event did not occur before in real life (such as history), there won’t be as many facts or thoughts on the internet I can base my ideas off of.  To really grasp my understanding around the topic, I have to use my brain a lot and think about it rather than researching the information.  In the past, I have done a lot of projects based on a research- based assignment and to use a lot of my own ‘imaginations’ (that are based off facts) will be a difficulty in itself.  However, I also believe that because there is no right or wrong answer to this type of simulation, I will be more relaxed and confident when I present the information to other people. As I begin to do more projects based on my own thoughts, I think it will get easier and ideas will come to me faster.

 

3rd Focus

1. What have we/done/discussed so far that provides an example of the Main or 2nd focus? Q’s?

So far in Socials, we have read the different perspectives of Columbus’ findings and the morals of the story.  We discussed what is ‘right’ and what is ‘wrong’ and how these opinion can change depending on the progress gained from the event.  Since I love reading about history, I find that going back to the contexts of historical events is a fun thing to do.  I also believe that reading about past accomplishments or mistakes can direct us on the path of the future.

“The more you know about the past, the better prepared you are for the future.” – Theodore Roosevelt

ZIP #4… Sorry for the “majestic” Shakespearean spam

O dear. I realise that I only have four more weeks to work on this project but I am making a progress not. I know it’s only the fourth post, but what I’m doing here is almost next to learning a brand new language. Enough chatter, that is. Let’s begin.

As usual, I read a scene from Shakespeare’s play every daye to improve my comprehencyon in Early Modern English. And ouch! My mind was to be wrecked. According to what I’ve read so far, I belyeue that “ay” means “yes” and “nay” means “no”. Although there was some occasyons where Shakespeare just used “yea” as well. Meanwhile, “methinks” would probably be “I think”. Agayn, these art simple guesses taken from my read todaye.

When I researched online about those irksome Early Modern grammar, I discovered that the phrase to be was rarely used beside a present tense. On the other hand, to do was vse’d beside a negative or affirmatives declare or quescyon. Such as I do not loue, I do loue.  In addicyon, adverbs that did not end with  –ly were vsed more common.

Todaye, two new words I did learn. “Thither” would be equivalent to “there” todaye, and “whither” would be equal to that of our “where”. UIz time! What do thee think “hither” means? Three seconds to think! 3! 2! 1! It means “here”!! Did thee get t right?

Now, now, people do complayn about my logs being too long. My very own brayn included. Therfore, I wish ye the best of luck todaye, for this report I shall depart. May thee be well.

GIF courtesy to giphy.com

Life is a spider web with you caught in it.

You’re stuck there, vainly wriggling for freedom while actually tying yourself tighter.

This metaphor may seem harsh, but this is what our studies of Columbus, history, and progress are leading me to believe. I thought the world was “complicated enough, thank you very much”, but now, I think I’m beginning to realize the full extent of how utterly backwards life is these days.

I have just recently set off on this journey of confusion, having average knowledge of politics and anthropology, and small tidbits of knowledge on most other socials-related topics.  But I actually knew (compared to most people my age) a lot about the other side of the story- the stuff never told in history books. That knowledge I attribute to the MACC program (especially my Grade 8 Humanities teacher, Ms. Stewardson) and the book series, “Horrible Histories“, which I re-read countless times.

But even that, and my occasional musings, didn’t quite prepare me for what our topic was: PROGRESS. As I type this, I am still rather shocked by the idea that our purpose in life (which can be linked back to progress) is often counterproductive. It feels almost paradoxical, in a way.

Courtesy of clipartkid.com
Courtesy of clipartkid.com

But as I progress move forward through this confusing topic, I’m also learning more about how things are connected, why things happen as they do, and a variety of other topics. Keep that in mind as I continue to discuss progress.

I mentioned earlier that everyday life is way more complicated than you’d think. Why? Well… you know how some third-world countries are full of people desperate for just one cup of unclean water? Well, we use many litres of good, clean water every day JUST TO WASH AWAY OUR EXCREMENT. Progress seems awfully one-sided (see the earlier link).

I’m just interested in the fact that the world is getting weirder every minute. I want to know how the world works and why. I want to know why (Thanks, Mr.Jackson!) “wicked problems” exist. The problem with learning about these things is the fact that they are VERY hard to understand. Sometimes, brainpower just isn’t enough.

Courtesy of feedyoursoul.com

Fortunately, some answers (and a million more questions) are coming up in class. We’ve been discussing and reading about progress- and its dark side. We have talked about why we’re wrong. But I think, if there’s one thing we should talk about, it’s why we’re right. Because, in spite of the hidden evil in society and progress, we still overcome many big problems and mainly stay true to our good hearts. I think we should move forward in learning and life with lots of reflection, some skepticism, and maybe a bit of pessimism. But we need to have hope and not be totally be blinded by one side, be it good or bad. Be happy.

 

Hicks Lake Self Evaluation

Hicks Lake Self Evaluation

1. What did you actually accomplish, learn and/or experience for the first time?
For the first time, I felt a sense of community. I didn’t fully understand what all the older TALONS students were talking about when they talked about the TALONS family until the retreat. The environment was incredibly safe, comfortable, and excited, and I was pleasantly surprised with how close we all got. I got to truly feel accepted, and I didn’t feel as if I had to pretend to be someone I wasn’t. Our community is amazingly close, and I was very happy to experience that closeness for the first time on our retreat!

2. What specific trip committee skills do you need to improve on? Why?
I feel like I have to improve on my communication skills. Because there were two people in our group in the foods committee, only one member in our group went to buy food, which meant our food order got mixed up. I feel like because there wasn’t as much collaboration as there should be. When Phia got sick for the trip, I wasn’t notified and therefore I didn’t bring the menu and recipes for the trip. This wasn’t a huge problem because we had made the menus together, but it was a bit of an inconvenience for the the other students in my food group. A quick check-up and a bit more communication would have fixed that.

3. What was the most difficult part for you during the trip? Why?
The most difficult part of the trip would have to be leading the group back to camp. Because I’m doing Duke of Edinburgh, I had to stand at the front of the group and make sure we were on track. I don’t have a lot of experience in pioneering, and it was a challenge for me to make that endeavor. I had to push myself to notice signs and hints I wouldn’t have had otherwise. It was a strange feeling to be completely responsible for a large group, and it was not a feeling I was used to. In the past I have been in many leadership roles and events, but it was nothing like what I had experienced. However, I found myself enjoying the role, and I liked being thrown into a situation I would not have otherwise been in.

4. What would you do differently on the next trip? Why?
Next trip, I would spend more time trying to get to know more people. On the retreat I got a lot closer with many friends, but I didn’t branch out often. Many of the new friends I made during the retreat were a product of them reaching out to me, or my friends creating connections I would then benefit from. I wish I had spent more time talking to people I usually wouldn’t have talked to. TALONS is an amazing space for making connections, and I wish I had spent more time doing so.

5. What did you expect of our retreat before we went? Did your expectations get met? Explain.
I expected to be more scared. I guess I didn’t envision the kind of atmosphere our program has. I could write a book about how amazing TALONS feels, and how everyone is accepted with open arms. I thought there would be more drama, fighting, and loneliness, but in reality I felt loved. I feel like we all share the same views, morals, and social-justice-warrior traits. I’m very glad my sad expectations were very much avoided. I can’t wait to spend the next two years here.

6. Describe your openness to this retreat experience.
I was fairly open to what the retreat was going to offer. I was happy to sit back and watch the retreat fold out. Unlike my old school, I didn’t feel pressure to be ‘cool’ and reject the games, laughs, and memories. I felt open and excited about the history that was about to be made. I guess I knew that whatever happened, I wouldn’t forget. And I was definitely open to that idea.

7. How well prepared were you for this retreat? Explain.
Equipment wise, I was very prepared for this trip. I was not short of anything I needed, and I felt comfortable the entire time. I had all of the knowledge I acquired over the weeks prior, and I did not feel inadequate in any way during the trip. I was short of the menu for food because our other Foods member was sick, but as I had helped compose the list I was also prepared there.

8. What are you most proud of? Why?
I am most proud of myself for being brave enough to do the night solo. I have struggled psychologically for the past two years or so, and it was a big step for me to be alone in the dark woods. I did not expect that of myself, and I was extremely proud when I managed to stay calm for the majority of the time. The night solo was a big step towards my happiness, and I’m glad I passed the test with flying colours!

9. How did this experience change you? Explain.
This trip made me realize how strong I really was. I’m not the most self-assure, but having a strong group of friends who feel the same way morally made me see how passionate I am about social justice issues. In the past, I had always stayed quiet about matters concerning social justice because of how other may perceive me. The experience of having many strong people feel the same way made me look at myself differently. It wasn’t bossy to stand up for the less privileged; it was confident, strong, and right. And how people see me shouldn’t change the way I approach topics that are important to me.
10. What did we learn from each other? Be specific.
I learned leadership from Aislyn and other strong leaders. I learned compassion from Emily, and close friends. I learned teamwork from my fellow tent-mates every morning and night. I learned organization from Phia, my other food committee member. And I learned community from the whole of TALONS. We are a team, a single unit, and a family. I learned from TALONS that we don’t leave anyone behind. That in our community we are all the same, and nobody is any better than another. I feel that it’s strange that I learned and experienced so much in just two nights, but I did. I guess I learned that’s possible too.

11. Predict what the long term effects of this experience are going to be for you as an individual.
I’m a lot more honest now. The nights my tent-mates spent together talking helped me open up. In the past, I was scared of sharing details about myself because of what they might think of me. I realize now that the worry I had was futile, and as long as I am kind and true they won’t think any worse of me. Everyday I get a little more honest with my new friends, and it feels good. In the future, I think I’ll be a lot more comfortable with not being ‘mysterious’ and instead being close as family. I’m looking forward to building trust with my TALONS family through the honesty and acceptance I have learned.

11. Who made the retreat special for you and what did he/she/they do?
Aislyn made this trip amazing for me. She and I are so alike, and I find myself being completely comfortable with her. We have had many of the same significant experiences, and because of this we bonded unusually fast. Instead of it feeling like I had knows her for weeks, it felt like I’d known her a year already. Just having her around made my trip that much better. I can’t wait to see what our friendships like in two years!

12. What other question should have been asked on this evaluation? Write it in the space below and answer it below.
Question: What was your favourite memory from the retreat?
Answer: The last night on the beach. It was dark, but the sun wasn’t completely set, leaving a faint glow in between the mountains. They were dark, creating a silhouette. The water was pitch black, with glistening waves lapping on the shore. We laid down on the sand and watched the thousands of stars’ glitter. I made sure to implant that image in my mind before we left, so if we would never go back I would always remember. I had all my amazingly close friends beside me, and it’s nice to think we all have the exact same beautiful memory.

13. How is this experience going to prepare you for your adventure trip next semester? Explain in detail.
I think I will be more physically and mentally prepared for the next trip. While I was technically prepared for the retreat, I feel like I will know what to expect for the next trip. This retreat gave me the experience of being outdoors without significant items in suburban life, such as technology, electricity, and flush toilets! Because I got to experience this unique feeling, I think I will be more prepared for future trips.

14. What would you change about this retreat? Be specific.
I loved everything about this retreat! If I had to change one thing it would be the length and weather! I would have loved to go for a week and spend more time playing games, singing, and exploring the area! It also would have been nice if the weather was a little warmer. This retreat was surreally amazing, and it exceeded every expectation I had. It was an overwhelming positive time, and it makes me even more excited to be part of this amazing program.

Log 2, Day 6: Getting the Ball Rolling

Yay! I started! That’s an accomplishment, considering I spent most of the weekend recovering from our retreat (it was amazing). But I made a few changes to my project, the biggest being swapping out the war poet Isaac Rosenberg with Canadian poet John McCrae. I had considered McCrae, but didn’t think he had written any other poetry besides In Flanders Fields. But he did! And he’s Canadian.

I started – and finished – taking notes for my overview of poetry. I’m making a video about all the various elements of poetry, which should be out Monday or Tuesday. Hooray!

Lucas

ZIP project: #3. Let’s hope that I won’t die this time.

Greetings, my fellow readers. How now? (Hehe apparently this is how you greet people in the Early Modern English era).

All in all, todaye I was harking to Shakespeare’s fine play: Romeo and Juliet. Only part of it, that is. For the whole play span too long for my brain to liue.


By listening and reading the words I can vnderstand a basic meaning of what is happening, which, I belyeue to be quite impressiue. Though there is a small problem, the pronouncyacyons was incorrect in this video. During this period, much of the pronuncyacyons was different from that of ours todaye. Many words that did not rhyme in modern English would in Early Modern English. Thus scholars art able to predict what the original word would sound like. Great, another thing to add on to my list. Well, I’m most definitely not going to be able to accomplish this, how can anyone do so in the fleeting period of six weeks? I suppose I’ll only acknowledge the difference, but not studying the subject itself. Or else there might as well be over 9000 posts for anyone to care.

Wh

at’s next now? Right. I looked back at some websites that I was reading yesterdaye, simply because I cannot let the confusion stay in my mind. And I did vnderstand some parts of it! During an adjective gradacyon, phrases like more easy, more easier were all accepted. In addicyon, a diverse varyety of past tenses were used. Regular past tense of the word “write” was found (wrote), but there are also tenses like “writ”, “wrate”, or “written”.  When adding -ed to the end of a word as a past tense, ‘d, d, ‘t, t was commomly found. Which could lead to confusion. For example, “rap’t” could either end up meaning “rapped” or “raped”.  Vnless if I am very much mistaken, there’s quite a big difference between the two words. Also, “it” was replaced with”he” in Early Modern English.

Now, I have noticed another pattern in Shakespeare’s writings, but I’m not sure if it’s a rule or just a coincident of Shakespeare’s style. Verbs always happened to appear at the end of a sentence. Here’s an example from Shakespeare’s play:

 He that is strucken blind cannot forget
The precious treasure of his eyesight lost:


 

There on the ground, with his own tears made drunk


 


My sword, I say! Old Montague is come,


Well, it might just as well be the fact that this type of sentence structure is accepted. Your choice.

I’m verry sorry to say this, but vnfortunately my brain died again. I fayled the title that I gave to myselfe. Fare thee well, o dear readers.

 

GIF courtesy to giphy.com