DOL Women’s Sufferage Interwar Period

Cause and Consequence:

Between the first and second world wars, there was a dramatic social movement within Canada to improve women’s rights and grant them the vote. The main leaders of this movement are known as the famous five. These five women were Emily Murphy, Irene Parlby, Nellie McClung, Louise McKinney, and Henrietta Edwards. The famous five were five women from across Canada who petitioned the Supreme court to consider women as persons under the British North American Act of 1867. Moreover, these five women petitioned for women’s and children’s rights within provinces and eventually won women the vote and right to sit in the Senate. The reason that women’s rights were so prominent during this time was due to the challenges and war acts during World War I. In 1917 the wartime elections act was passed allowing women to vote if they served in the military or had male relatives fighting in the war. This was the first step towards the many acts and policies that followed during and after the war. The economic despair faced during World War I forced employers to hire women into professions normally occupied by men. After the war ended there was a push for women to give up these professions causing attention to be drawn to gender roles. This attention allowed women such as the famous five and other rights activists to use the media and create a discussion around women’s rights.Related image

Historical Perspective:

There were many different perspectives on the women’s rights movement during the interwar period. Some viewed the change as an inevitable event as women had already secured the vote in the US and England. These people believed that women should have identical rights to men, and it had taken too long for Canada to solve the discrepancy in rights within the law. However, some people also viewed the movement as an attack on the male gender. They believed that activists had chosen a time to corrupt values when society was at its weakest, right after the first World War. In their eyes, the famous five were opportunists who had jumped at the opportunity to overthrow the fragile balance of power within Canada. Overall, values don’t change overnight, and there were many groups opposed to women’s rights and many in favor.

 

Continuity and Change:

Women’s rights within Canada was not clearly defined until after the first World War. Before World War I Canada did not specify if women were people. Within the law, those of the female gender was sidelined in favor of men and the countries political and economic success. The value of Canadian citizens had much to do with their gender. However, during the campaigns during the 1920s changes began to become evident within Canadian society. After the acceptance of women as people in 1929, the right to vote and campaign in federal elections gave a voice to women in Canada. Moreover, there was a drastic improvement within the court system to recognize and assess complaints by females in society. Overall, changes made to the value of women during the interwar period shaped the way feminism is perceived today.

 

Historical Significance:

This social movement was the beginning of a long-standing tradition of Canadians being trailblazers within social change. Women’s rights allowed Canada for the first time to separate its laws from British rule and begin to change. We were able to critically evaluate the laws that Britain helped us shape and morph them into laws specific to our country. Without the women’s rights movement our laws and parliament may not have changed into the distinctly autonomous nation we are today. By adapting our laws to give women the vote Canada also took a large step in beginning to address the problems of minorities within our society. In this way the activism towards women’s rights allowed Canada to autonomously adapt to a socially progressive movement and distance our social connections with Britain.

 

 

Math Art With Functions

https://www.desmos.com/calculator/pwq0bvv0or

Throughout creating my image using graphs I learned and used many mathematical skills. The most common equations I used was linear, quadratic, and square root functions. I also used circle, reciprocal, and trig functions for specific parts of my project. I started creating my project by using sin to create water. I then used a circle function to create the island. During these first two equations, I experimented with restricting domain and range. The next part of my project was to create the main part of my palm tree using quadratic equations. I had to experiment with different coefficient values in order to line up all the parts of the trunk of my tree. Moreover, I then started to create the coconuts and leaves. I finished the coconuts with relative ease filling them in using inequalities, but then came the leaves. This was the hardest part of my project as I had to experiment with different equations to create the angles for each of my leaves. Each leaf has a different variety of equations that were used to create their curves. Moreover, I had to spend a lot of time taking pieces out of different graphs to form the divots in the leaves of my project. This process was especially annoying even though a majority of the lies were linear. This is due to the exorbitant amount of time it took to adapt each graph. However, this added detail to my project and gave me more practice. By the end of graphing, I noticed an evident improvement in my estimation of domain and range. Overall, this project allowed me to become a lot more comfortable with graphs and more confident in my own mathematical skills.

Independent Novel Speech: Nellie McClung

In 1929, “the word ‘persons’ [finally] include[ed] members of the male and female” gender (pg153). I have been a person for less than 100 years. My biography by Charlotte Gray chronicles the life of Nellie McClung. “Nellie was a key figure in two of the critical campaigns of first-wave feminism: the fight to win the vote and the fight to be considered persons” (pg5). Through studying Nellie McClung and her actions within first wave feminism we can begin to understand the social identity of Canadians.

 

The first thing I noticed in my biography was the extremely different way Canadians approached feminism. Their “priority was not the predicament of educated women who wanted to enter professions, but the plight of farmers wives and factory workers, and the vulnerability of immigrant” women (pg186). They kept feminism mainstream and closer to the basis of human rights. By supporting other rights movements such as rights for welfare and immigrants. Nellie McClung with others recruited support for their cause. This approach represents Canadians willingness to support social causes that do not directly represent them. The idea that values are rooted in compassion towards others and not just ourselves. Canada was built not only on the democratic right to vote on our own needs but also on the needs of the people around us.

 

See, “Nellie was operating in a male-dominated society, [but] her actions did not dislodge the deeply rooted power structure of her Canada” (pg7). Nellie McClung sought to change the views of the government as opposed to overthrowing them completely. She appealed to all social classes through performances where women re-enacted arguments against women’s rights in reverse gender roles. Peacefully protesting their absurdity. What was so different between men and woman? Why couldn’t women vote? The Canadian People respected McClung for her relatability and thought-provoking arguments. She respected governmental systems and demanded amendments in comparison to outright change. This brings to light the Canadian social value of strong governmental powers. Today we see this within our federal government which often takes the lead on social movements in comparison to advocate groups.

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McClung was never focused on her own legacy, one of her most famous quotes is “in Canada we are developing patterns of life” however “we who make the patterns are not important, but the pattern is” (Prologue). McClung wanted her movement to last not her legacy. We can see patterns of this when we compare our historical figures to those of the US. The reason why Canadians are often overshadowed by our southern neighbor is that we are modest, self-effacing. We focus on civil rights movements as opposed to civil rights icons. Our actions are rooted in slow but steady, peaceful political changes such as confederation, women’s’ rights, and even reconciliation. In contrast, the US empowers individual people and organizations outside the government. Social Canadian Identity is rooted in highlighting groups and their causes. Rarely do we remember these changemakers whose actions are so prominent in Canadian culture, but we do remember the results of their changes. Our value is of groups and their causes not recognition of individuals.

 

Overall, social Canadian identity is rooted in values: the value of the needs of others, the value of relatable leaders who respect governmental systems, and the value of groups who advocate for social change. Thanks to these values, I am a person!

John A. Macdonald for Removal

“Sir John A. Macdonald, Canada’s first prime minister, was an architect of Indigenous genocide whose name has no place on public schools” (Ballingall).

Throughout the years of 2017 to the present day, an increasing amount of media has been focused on the legacy of John A. Macdonald and his recognition within the public sphere. Many argue Canada’s first prime minister Macdonald should be removed from public recognition completely. Macdonald was responsible for passing the Indian Act in 1867 condemning the First Nations population to years of cultural suppression. As a part of the Indian Act, MacDonald enforced residential schooling for all First Nations children and therefore is viewed as a promotional figure of discriminatory views. Macdonald blindly followed the cultural norms of his time. Due to Macdonald’s discriminatory acts towards First Nations peoples, his legacy and monuments should be removed from the public sphere.

One reason to remove Macdonald is his enforcement of the Indian Act. During the creation of the Indian Act Macdonald held the position of Superintendent General of Indian Affairs and supposedly stood to create peaceful fair negotiations between the government and First Nations. However, Macdonald fully supported the Indian Act and crushed all opposition from First Nations peoples including one of their most notable leaders Lois Riel. Macdonald killed Louis Riel to stop further rebellion and keep Indigenous Peoples segregated. This directly contradicts today’s negotiations with Indigenous Peoples as we are now working towards reconciliation. In addition, residential schools were included as a part of the Indian Act and Macdonald was partially responsible for the creation of these institutions. Within residential schools’ children were “forbidden from speaking their mother languages or practicing the religions they grew up with,” separating them from their culture (Ballingall). Many argue Macdonald “meant to destroy native cultures and traditions” completely through residential schools (Olivier). Moreover, the Indian Act acted as a backbone for all future discriminatory policies towards Indigenous Peoples. By keeping monuments of Macdonald in the public sphere we are allowing Indigenous Peoples who suffered in residential schools to feel ignored and overlooked. In conclusion, Macdonald enforced the Indian Act which further dissolved indigenous cultures in Canada and his monuments stand to undermine recent reconciliation efforts.

However, some argue that Macdonald lived in another time and should be assessed by the norms and values of his time. Supporters of this way of thinking say that “these discussions are drenched in moral judgments […] without any acknowledgment that our predecessors lived in a world radically different from ours” (Gray). They argue that “changing the name on a building is another form of apology with no real punch” (Maracle). The problem with this argument is that by keeping public memorials dedicated to McDonald we are potentially promoting the ideals of his time. It may not be fair to judge Macdonald personally on his beliefs but perpetuating the ideals of his time in our modern world is not productive. Moving forward is impossible when we continue to advertise past ways of thinking that harm citizens within Canada. First Nations peoples who attended residential schools may see monuments of Macdonald as the government’s reluctance to recognize the extent of their abuse. Instead of keeping memorials that no longer represent our values we could “put up monuments to Indigenous Peoples” promoting their culture while furthering reconciliation efforts (Maracle). Although Macdonald may have been representing the values of his time period it is not in the best interest of society and reconciliation to promote beliefs from the past.

Macdonald should be removed from the public sphere due to his discriminatory history with Indigenous Peoples. Through the Indian Act, Residential Schools, and his belief system towards First Nations Macdonald suppressed indigenous culture within his role as prime minister. To ensure the past views of Frist Nations are not perpetuated monuments should be taken down to respect past grievances. By keeping monuments standing we are disrespecting communities that Macdonald suppressed and are not taking responsibility for past government actions. In the future, we can work towards taking an impartial perspective on leaders ensuring their actions are appropriate to be in the public sphere. Overall, questioning the relevance of people from the past is important to ensure that the public sphere reflects the ideas and values of today.

 

Sources:

Maracle, Lee “Honour Indigenous History”. The Trials of John A., 2019,

https://sd43bcca-my.sharepoint.com/personal/nmorris_sd43_bc_ca/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fnmorris_sd43_bc_ca%2FDocuments%2FJAM%2Epdf&parent=%2Fpersonal%2Fnmorris_sd43_bc_ca%2FDocuments&cid=78f6191f-6567-4811-b3ae-18cd353f4f84 Accessed 3 May 2019.

 

 

Grey, Charlotte “We Need To Widen Our Views”. The Trials of John A., 2019,

https://sd43bcca-my.sharepoint.com/personal/nmorris_sd43_bc_ca/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fnmorris_sd43_bc_ca%2FDocuments%2FJAM%2Epdf&parent=%2Fpersonal%2Fnmorris_sd43_bc_ca%2FDocuments&cid=78f6191f-6567-4811-b3ae-18cd353f4f84 Accessed 2 May, 2019.

 

 

Ballingall, Alex “Architect of Genocide or Canada’s Founding Father”. The Toronto Star Online, 2017,

https://sd43bcca-my.sharepoint.com/personal/nmorris_sd43_bc_ca/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fnmorris_sd43_bc_ca%2FDocuments%2FDocuments%2FAcademic%20Controversy%20-%20JAM%20Articles%2Epdf&parent=%2Fpersonal%2Fnmorris_sd43_bc_ca%2FDocuments%2FDocuments&cid=8cbe3b33-d9ec-4730-8b61-68997f06b022 Accessed 2 May, 2019.

 

 

Oliver, Anabelle “Activists Deface Statue of Sir John A. Macdonald in Downtown Montreal”. 2017,

https://sd43bcca-my.sharepoint.com/personal/nmorris_sd43_bc_ca/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fnmorris_sd43_bc_ca%2FDocuments%2FDocuments%2FAcademic%20Controversy%20-%20JAM%20Articles%2Epdf&parent=%2Fpersonal%2Fnmorris_sd43_bc_ca%2FDocuments%2FDocuments&cid=8cbe3b33-d9ec-4730-8b61-68997f06b022 Accessed 3 May, 2019.

 

 

In-depth Post

Throughout the last four weeks, I have begun to synthesize my learning. Although it has been hard to focus in on skills I can intentionally work on there are many more skills I have developed unconsciously. ‘cooking’ being my focus was very broad, to begin with, and in the last few weeks have found it hard to reflect on my exact learning. However, when I look back on the project there are many small things that stand out such as learning to crush garlic to cook with or biting a spoon to keep myself from crying while cutting onions (I have an extreme sensitivity for some reason). Some slightly larger things I have learned is how to properly use a knife, substitute ingredients, and adequately estimate a recipe. One of my mentor favorite sayings is “cooking is not an exact science” as often estimating using taste can give the best results. Overall, my project taught me a lot of universal skills useful for gourmet or everyday cooking.

In the last four weeks, I have begun to build my confidence in cooking without guidance from my mentor. I made Thai red curry completely on my own and made Dhal with little guidance. Both these dishes are curry based and I hope to demonstrate them at in-depth. Working alongside my mentor has become a lot easier and I am able to complete tasks without asking or being told.

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My learning center at in-depth will undoubtedly be very untactful. I hope to display 2-3 main dishes at my station and show other pictures from throughout my project. Due to my inability to prepare my learning center to far in advance, I will have to reserve time closer to in-depth night to complete most preparations. By scheduling time in now, I will be able to make dishes closer to the date which undoubtedly improves quality. Moreover, by displaying pictures I will be able to share and discuss the full extent of my project while keeping my goals reasonable for in-depth night.

 

In Edward de Bono’s book How to Have A Beautiful Mind, we explored the relationships between concepts and alternatives and how they can relate to my in-depth. The first chapter on concepts encompasses the idea that “concepts are important in generating ideas and designing ways forward” (pg121). This relates to my in-depth project because teaching concepts are the heart of every mentorship. The skills my mentor uses are not necessarily right or the only way, but the concept is the important part behind every skill. The next chapter explains how “looking for alternatives is very important” especially when in problem-solving situations. Alternatives are a natural part of cooking as ingredients are often interchangeable if you are knowledgeable. One example is that scallions and onions are interchangeable, but onions have a much harder texture and should be cooked for longer if being cooked. Overall the chapters on concepts and alternatives directly relate to my project through mentor relationships and my topic.

Canadian Novel Study Blog Post (Nellie McClung by Charlotte Gray)

Passage #1

“In Canada, we are developing a pattern of life and […] I know that we who make the patterns are not important, but the pattern is” (Prologue).

 

This is a quotation taken directly from my chosen person that resonates with me on a personal basis. The way that the Charlotte Gray starts the book with a direct passage from McClung’s own work adds to the hook for the novel. This quote sets the stage for the novel to tell a modest truthful story about feminism through lenses that do not focus minutely on minor details. I personally agree with the philosophy that although recognition is important the more important aspect of history is the story and patterns that we can learn from in the modern world. By starting off the novel with a clear intention and focus on Canada’s patterns also relaxed my personal apprehensiveness of reading a biography.

 

Through the passage “in Canada, we are developing a pattern of life” I can immediately start connecting the biography to Canadian identity. As this specific quotation is a cited source from McClung herself, we can begin to understand how Canadian Identity was formed in the 1940s. This quotation is cited from another novel called The Stream Runs Fast by Nellie McClung in 1945. This book surrounded Nellie’s life during World War II and the Great Depression. Due to the time of this quote, it is reasonable to infer that McClung thought that the development of Canada was still very fluid during her time. Through “developing a pattern of life” Canadian Identity was still being constructed during the early 19th century. This leads me to believe that a part of Canadian Identity may be the fluidity of ideas within society as the mid 19th century is incredibly recent.

 

Passage #2

“Nellie was a key figure I two of the critical campaign’s of first-wave feminism: the fight to win the vote for women and the right of women to considered ‘persons,’ and to be entitled to sit in federal senate” (pg5).

 

This quotation came as a shock to me as I was reading my novel. Personally both the right to vote and “the right of women to considered persons” has never been questioned within my lifetime (pg5). Although my biography did not give an exact date I did my own research and found that in 1940 the last province passed a bylaw allowing women to vote. The process of gaining the vote throughout Canada started in 1916 and was successful in 1940. All the bylaws allowing women to vote were petitioned personally by Nellie McClung. Personally, I have a great appreciation for all the people who fought to gain me and 50% of the population the right to vote and be considered a person. Less than 100years ago most provinces did not recognize women as people or give them the simple right to vote.

The outside perspective of the Canadian identity has always been petitioned as promoting equality although this quotation would directly disagree. Compared to today Canada has not been nearly as inclusive as we like to project through media. However, a key piece of information about women’s rights movements within Canada is that they were non-violent and unbiased. Most feminist movements were broad and focused on multiple audiences surrounding low to high-class women as well as different ethnicities and minority groups. “She kept feminism mainstream, [and] deliberately kept on board with other groups that were not obvious allies” which can be argued to have set the tone for Canada’s inclusive reputation (pg6). Although Canada may not have always been a great example of equality the way groups approached issues and combined ideas is unique within history. In reference to the absence of violence, many people may attribute this to Canadian Identity. Throughout history, Canada has shown the ability to talk about ideas without violence such as in Canadian Confederation, or in the women’s rights movement.

 

Passage #3

“Nellie achieved with wit and irony what feminist leaders elsewhere achieved only with harsh rhetoric and demonstrations. […] Nellie was operating in a male-dominated society, and her actions did not dislodge the deeply rooted power structure of her Canada” (pg7).

 

This passage demonstrated the full capabilities of social power within society and allows me to learn from McClung’s strategies with people. One of the main subjects in this quote is her “wit and irony” that replaced qualities of other feminists that used “rhetoric and demonstrations” (pg7). This stands out to me as a lesson to not limit yourself to specific audiences. McClung succeeded in changing opinions due to her likeability to men and women alike and did not limit herself to only people who shared her disapproval of certain social systems. Instead of speaking against men she spoke for women in ways that added to Canada instead of breaking our systems. Through building on laws instead of petitioning against them she not only made the feminist movement more streamlined but also more widely accepted by a variety of audiences. In this way, I admire McClung’s ability to work within a structure and with a variety of people.

 

Canadian identity shown in this quote is deeply rooted in how we historically solved problems and approached social change. Within the feminist movement, they did not “dislodge the deeply rooted power structure of […] Canada” but rather approached feminism as an addition to society (pg7). McClung and many other writers of the time petitioned in ways so that providing social change would directly boost the economy and political powers within Canada. Instead of working against their male-dominated society they worked within laws to add to the success of the developing nation. This quote shows how Canadian Identity is to add to existing foundations and be accepting of new social changes.

 

Passage #4

“I never was very fond of work, and I remember that when the dishes were coming up to be washed, my sister Hannah often remarked that I had a way of disappearing” (pg14).

 

Within this quote, I can directly relate to Nellie McClung showing how the author uses this quotation to humanize McClung for readers. Everyone in all times has at one point avoided doing work and this quotation can be utilized effectively to humanize McClung in a way that relates to readers. By relating to readers Charlotte Gray can draw people into the story as it becomes more personal. For instance, to me, this quote can be related to my own housework that I run away from as well as my own sister wondering where I disappeared to. In this way, I can now contextualize McClung not only as a leader of feminism but also as a fellow human being.

 

This passage exemplifies how Canadian Identity could be based on forming relationships with leaders in an equal way. As explained in the previous paragraph this quotation shows us that Nellie McClung was human and, in some ways, equal to everyone else. This quote is another cited source originally from McClung’s autobiography. Due to its origin, we can infer that some followers of McClung’s feminist’s movements were attracted to her humanity and ability to accept fault. This shows a need for Canadian leaders to show fault and equality to their followers to remain relatable.

 

Passage #5

“The abduction of a young girl is punishable by five years’ imprisonment but the stealing of a cow is punished by a fourteen-year sentence. Property has ever been held dearer than flesh and blood when the flesh and blood are woman’s” (pg47).

 

This quote awakened me to research into the historical past of women’s rights. Although I was aware of many injustices committed throughout history this quote puts it into a contextualized perspective. During the early 19th century less than 100 years ago longer sentences were dealt to cattle thieves that to kidnappers. Moreover, the phrasing of the quote (originally used by McClung) makes me admire McClung’s calm attitude towards social change. Instead of approaching issues with anger she approached women’s rights with questions. In stories written for newspapers, she described women’s stories with “gentle irony and biting satire” (pg48). Throughout the biography, several articles are quoted and described in detail shedding light on the harsh situation and of McClung’s plan to fix it. I greatly admire and respect her for her role in women’s rights as well as a calm attitude.

 

This passage describes Canadian Identity in many controversial ways. Due to my personal ignorance of the timeline of women’s rights values, I can infer that “the flesh and blood” of women is held in higher regard within society in modern Canada. In this way, I argue that this quote brings to light the fluidity of Canadian Identity. Although women were not respected in McClung’s time many values and laws have changed. In this way, I argue that a piece of Canadian Identity is rooted in the acceptance of social change and fluidity of societal values.

 

Theme:

Analyzation of the perceived problems of a time period can help create an identity for a given time. Throughout the first half of my novel, many feminist and minority problems were addressed within a historical context and the perception of these problems ultimately embodied Canadian Identity over time. Although many issues have changed since the early 19th century our perception of problems and solutions remains rooted in the same ideals of a relatable leader, constructive progress, and an openness to listen. The main achievement of McClung’s feminist movement is its appeal to the mainstream Canadian through these ideals. McClung remained relatable to people through her storytelling of her own life as well as other Canadians lives. Moreover, the argument of women’s rights was made in a way that constructively built on Canadian societal structure with a critical though the process. Lastly, the openness of men and women alike to listen to their fellow Canadian is what ultimately allowed for the success of the feminist movement within Canada. In this way, analyzation of perception can assist in creating an identity for a group.

Is Canada a Nation?

Due to the arguments presented in the two provided articles and my own personal research, I believe Canada to be a country. Since Canada is made up of many different nations, we cannot cohesively agree on any specific ideals or values. Our identity as a country may be muddled with many different cultures, however individualistic beliefs and values that occasionally align with one and other do not make a nation. We have so many ethnicities, religious beliefs, and political parties that we cannot be considered a singular nation but rather a country full of different nations. Our physical country borders protect and serve our rights to belong to these different nations, but we are not one unified nation. Trudeau claims that “Canada has no core identity,” and believes Canada to be the first post-national state. However, this statement can be interpreted in many ways as said by the Vancouver Sun that Canada “is a place that respect for minorities trumps any one group’s way of doing things”. This interpretation requires all groups within Canada to be equal regardless of the population within each group. This doesn’t support our government though, because our political structure is a democracy and works on a majority vote principal. Every way we make political decisions is based on democracy and in pleasing the majority of the population. For example, when Quebec voted in 1995 for the referendum the majority won the vote, even though the vote was within 2% of each other. This shows how all large decisions are decided through the majority of voter’s opinions. As shown above, because of our numerous demographics and foundation of democracy being a Country is far more likely than a post-national state.

 

Sources:

https://en.wikipedia.org/wiki/1995_Quebec_referendum

http://www.vancouversun.com/opinion/columnists/douglas+todd+dangers+postnational+canada/11779069/story.html

https://www.theguardian.com/world/2017/jan/04/the-canada-experiment-is-this-the-worlds-first-postnational-country

In-depth Post #5

Throughout the last few weeks finding a mentor meeting time that has worked has become increasingly hard. To find time within my mentor’s schedule we had to simplify our latest meal. We decided to go with a pizza night where I made the dough in the morning and my mentor and his family came later in the evening. We used different flavors to create different pizzas. In total, we made 7 different pizzas.  We made a pear and blue cheese, Hawaiian, Italian sausage, 4 cheese, vegetarian, Italian balsamic, and a pesto mushroom pizza. Although making pizza isn’t a traditional cooking dish it utilizes a variety of flavor and spicing techniques in parallel with cooking. Creating different flavors from scratch by combining different sweet and savory ingredients taught me many important lessons. To teach me the art of flavor my mentor suggested a technique called “subtlety of flavor”. This technique according to my mentor “helps create a pleasing taste by ensuring not too many flavors are in contrast to one and other”. As shown below the pizza’s turned out great, and it was really interesting to slow down and have more time to talk with my mentor while the pizzas were cooking. While cooking more complex meals finding time to ask questions was sometimes hard. Whereas during our last meeting I was able to communicate more effectively and have in-depth conversations with my mentor. Moreover, I also learned about the importance of temperature when using different ingredients. Although cooking is often very forgiving in order to perfect a recipe keeping ingredients fresh and cool until the cooking time (especially when working with pizza dough) is incredibly important. I was amused at the fact that our first few pizzas did worse than the last few since we put everything into the fridge between batches. I also learned about serving food right after its cooking time. The pizza tasted the bets when it was directly out of the oven, and everyone was more than happy to crowd around as pizzas finished cooking.

Pictures:

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Transcription:

Sarah: “…is there a reason the pizzas are falling apart as they go into the oven?”

Mentor: “The dough might be getting warm, and adding the sauce too early is probably making it too soggy.”

Sarah: “Should I put the rest of the dough in the fridge? I can probably fit most of the dough and the fresh ingredients.”

Mentor: “Sure, make sure the dough isn’t stacked, we want them to continue rising while we wait. Do you want to tell everyone the first pizza is almost done? It will taste best when it comes out of the oven.”

Sarah: “Sounds good, I will let them know and then put everything in the fridge. We can do one pizza at a time on the pizza stone that way the dough stays cold and nothing gets soggy.”

 

In Edward de Bono’s novel How To Have A Beautiful Mind parallel thinking is discussed as an alternative to traditional arguments. He describes parallel thinking as an alternative to arguments and that it “allows joint exploration of a subject [… it] require[s] each individual to fully explore a subject rather than just making and defending a case” (104). When people think in a similar way or wear the same thinking hat they are thinking in parallel with each other avoiding a direct argument.  In this way, mentor meetings can be more effective and less controversial. In the transcription above I have taken a conversation with my mentor and will now explain the different hats in use. At the top, a white hat is being used as I am asking a question about the technical cooking techniques and my mentor is answering my question. When my mentor tells me to “tell everyone the pizza is almost done” and to tell everyone because it will taste better when it comes out of the oven we switch to Blue hats. This is because taste may not be a factual term, but it has to do with the emotional attachment with sharing our meal. In this way, my mentor and I still address things from a technical standpoint but add emotions about our families and them enjoying the meal as well. There are many other hats referenced in the book but those two are the most prominent within the transcription.

In Depth Post #4

Throughout the last few weeks, I have done a lot of research on the different ways to modify recipes. Along with my mentor, I decided to make a vegetarian style meal. Vegetarian cooking is not my mentor’s specialty, so I compromised, and we made one meat dish. I made leek and potato patties with chimichurri sauce, a salad, and chicken satay. Links and photos can be seen below. Since we are getting further into in-depth, I made these dishes with little guidance from my mentor. Through cooking on my own I have a newfound appreciation for how much time goes into cooking. According to my mentor practice will improve the time it takes to prepare dishes, but cooking is a time taking process. I look forward to future mentor meetings and learning more.

Links:

Leek & Potato Patties 

Chimichurri sauce

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In Edward de Bono’s book on how to have a beautiful mind, we read a variety of pf chapters that have shaped my mentor meetings. One of the main points the book made is that “questions are a key means of interaction in any conversation or discussion” (88). During my mentor meeting, I was sure to direct shooting questions with the intention to probe information, and I utilized open-ended questions to learn new aspects of my in-depth project. I found shooting questions incredibly helpful to fill up time while cooking and reassure myself of my competence at skills. By asking shooting questions I was able to continue cooking with constant reassurance from my mentor. I utilized open-ended questions to check my different theories and research against my mentor’s opinion. I asked open-ended questions so that I could contrast my findings on the internet with my mentor’s opinion. I found that although the main ideas were the same differences of opinion were evident. I feel confident in my abilities to continue working effectively with my mentor and am enjoying in-depth thus far.

Romeo and Juliet Blog Post Critical Response

I agree that Romeo and Juliet are engaging in puppy love. Throughout the play, we have seen them fall in love instantly and not consult any of their friends and family for advice. For these reasons, I believe that they do not fully understand their actions or feelings. Romeo sees Juliet and immediately declares “she doth teach the torches to burn bright,” within seconds of laying eyes on her (1, 5, 44). His opinion of Juliet is purely based on appearance. Juliet is slightly unsure of Romeo’s exuberance to please her and is overwhelmed when she says, “saints do not move,” as she will neither confirm nor deny her feelings (1, 5, 105). These first two quotes exemplify how little Romeo and Juliet understand each other, and their emotions. Neither of them asks questions about the other person and are instead is swept up in their own feelings of love. However, love is an emotion between two people and Romeo and Juliet seem to understand their emotions on only an individual basis. Although Juliet is the most hesitant at the beginning, she is the first to mention marriage. After Romeo sends her a proper marriage proposal, she is overjoyed but does not think about Romeo but rather the implications of marriage to someone of her own choice. For their relationship to be love there must be a genuine interest in the other person besides appearance. Neither Romeo or Juliet seem particularly inclined to talk about anything but how attractive or dangerous their love is. This makes me believe that because their love must stay a secret it appeals to them more. This is backed up by the quote from Juliet to “Deny thy father and refuse thy name,” as it appeals to Juliet for Romeo to make sacrifices for her (2, 2, 34). Moreover, neither character is extremely interested in communicating their newfound affection. Although both characters share that they are in love, often names are not used, and the recipient of their affections is left out of conversations. In this play, the plot of the two families hate may prohibit this, but whenever they talk about love their focus is on understanding their feelings rather than the other person. When Juliet meets Romeo to get married, she confesses her love as “my true love [has] grown to such excess wealth I cannot sum up […] my wealth” (2, 6, 33-34). In this quote, her ‘love’ is not Romeo but rather her internal feelings and emotions. Another way to state the quote is, her emotional maturity and understanding of emotions have increased.  In this way, we can see that Juliet is exploring her emotional depth and is not invested in Romeo as a person. Overall, I agree that Romeo and Juliet are in puppy love, as they are less interested in the person and more interested in the secrecy and the individualistic intensity of their relationship.

 

Kulich’s argument is not very effective in convincing us that Romeo and Juliet should not be viewed as children. The logos basis behind his argument is minimally misleading, but the appeal to the pathos and ethos perspectives are neglected. Although we can factually recognize that different time periods had different norms it is hard for us to emotionally relate to these times. Kulich states that “at 14 years of age human beings were considered to be adults,” but our societal norms today fundamentally disagree (Jindra Kulich). During the 15th century, the age of consent was 12 for women and 14 for men. Although we understand they were considered adults this does not mean that they were mature to today’s standard of being an adult, and the average marriage age during the century was 21 for women and 25 for men. This shows us how even during the late 15th century a marriage at Juliet’s age was uncommon. Moreover, the author is undermined by their only emotional story about “when [they] were 14 years old,” as they reveal their bias. This story shows potential bias because it reveals that the author has personal experience of being considered an adult at 14. This type of bias is called cognitive bias and is “a general term that many psychologists and other behavioral experts use to describe […] filter[ing] or perceive[ing] information based on […] past experience,” (David Galowich). In this case potential, cognitive bias harms the author’s credibility in reference to children being considered adults. Overall, Kulich’s theory is unconvincing as the three sides of the rhetorical pyramid are not used to enforce the argument.

Sources:

 Albert Blog. (2019). Understanding the Rhetorical Triangle for AP English Language. [online] Available at: https://www.albert.io/blog/understanding-the-rhetorical-triangle-for-ap-english-language/ [Accessed 20 Feb. 2019].

 Internetshakespeare.uvic.ca. (2019). The age of marriage:: Life and Times:: Internet Shakespeare Editions. [online] Available at: http://internetshakespeare.uvic.ca/Library/SLT/society/family/marriage.html [Accessed 20 Feb. 2019].

 Galowich, D. (2019). Understanding Biases And Their Impact On Our Perceptions. [online] Forbes.com. Available at: https://www.forbes.com/sites/forbescoachescouncil/2018/09/19/understanding-biases-and-their-impact-on-our-perceptions/#6ed82c4c7859 [Accessed 20 Feb. 2019].