Ahab

Ahab (King of Israel)Ahab was the seventh King of Israel. He reigned for 22 years (871-852 BC). He was the son of Omri. He married Jezebel, daughter of Ethbaal, the king of the Sidonians. Ahab, under Jezebel's influence, built a pagan temple, and allowed idols into Samaria. Elijah the prophet warned Ahab that the country would suffer from drought if the cult of Baal was not removed from the land of Israel.After three years of drought, Elijah challenged Ahab and his pagan priests on Mount Carmel. God sent down fire to ignite a sacrifice, but the priests of Baal could not summon Baal to do the same. Then the people realized that God was the only true God. (1 Kings 18:18-39). Then, rains came and ended the drought.Elijah denounced Ahab as a murderer because of the stoning of Naboth, which Jezebel, had instigated. Elijah told Ahab that dogs would lick his blood outside of the city, just as they had licked the blood of Naboth. He also told Ahab that none of his male heirs would survive and that Jezebel would be torn apart by the dogs of Jezreel (1 Kings 21:17-24).After that, Ahab went into deep repentance, and the fulfillment of the prophecy was postponed. Ahab fought Ben-Hadad the King of Damascus in several wars, and then allied himself with Jehoshaphat, King of Judah to liberate Ramoth Gilead from the Arameans.Ahab was warned by the prophet Micaiah that he would die in the battle. But Ahab went to battle anyway, disguised as a soldier, and was killed by a stray arrow. When the blood on his chariot was washed off at a pool in Samaria, the dogs licked up his blood as Elijah said. Jezebel, and eventually all of Ahab's male heirs died as the prophet said.The Bible lists Ahab as the most evil of all the kings before him (1 Kings 16:30). Ahab's son Ahaziah became the new king. The story of Ahab is found in 1 Kings, chapters 16-22.Archaeological note: Carved ivory plaques were found at the site of Ahab's palace in Samaria. Ahab was known to live in a ivory palace (1 Kings 22:39).

Whale Reading

Moby Dick is an albino Sperm whale I didn't know that. Mr. Wargo kept on saying "white whale" which confused me since white whales are what Belugas are also known as, but that wouldn't really work since Belugas are considered SMALL on the "whale spectrum". now onto the reading... The reading started out talking about Sperm whales and I thought it would go on kind of like in essay format, meaning first it gives some background information (what they want to d0), then go on telling about doing it and saying the results that they find and such. The problem is is that that is not what happened, instead after the "background information" it went on to talking about "the gray rose" then the film on Sperm whales that is suppose to be a documentary but also science fiction, which by the way is not a good thing to do in my opinion. A documentary is suppose to be factual, but then combining it with science fiction then screws the facts and therefore real or false is questionable. Instead of talking about the Sperm whales, it goes on talking about the film which by now has weaved in mythology within it. Although the ending does tie in with what the author was trying to say, it makes it seem like what was supposedly a scientific paper is not and is instead the person's own thoughts and ideas of how animals are. There was never any proof given to support that animals are smarter than humans. Having a bigger brain does not equal being smarter, it is the percentage and the usage of how the brain is used.

Whales...

From the first couple of paraqgraphs, I thought that this essay on whale communications would be about what they have learned from their studies on whale communication. However, after reading it, I found out that they haven't made much progress. It makes me think about dolphins. We use their ecolocation (right?) --their high pitched squeaks and scientists have found a way to figure out their moods and conditions.
So why doesn't is work for whales? The narrator of this essay explains how whales have 3-dimensional languages. They also point out how it is nearly impossible to figure out what the 3D "music notes" (whale speech) means becasue they most likely have hundreds of different "words"/sounds for a certain work or idea.
The author also tells us that spiritual connection to the whales is necessary in order to understand and learn from them. What is interesting about this, is the fact that this is exactly how Native Americans responded to whales. For example, the Makah Indian Tribe located up in the Neah Bay area in northwestern Washington are major whalers. Whaling has been a part of their culture for as long as they existed. There main belief is that they aren't level with the whales, but that whales are sacred and they join together in life to learn from them. The author explains how she and her staff took a day to meditate and "free their soul" so that they could be ready to meet a sperm whale. I find this to be a connection with how some Native Americans tribes look upon whaling as a harmonizing event. In addition, we've read about whalers being killed by the whales, but looking at the Makah Indians, it seems like spiritual connection with the whales is how whales communicate and understand us, as human beings.
Its weird talking about "spiritualness" and "meditiation" because I'm really not that kind of a person =] but after reading this, it has made me realize that speech/writing/etc isn't the only way of communication in life. Emotional communication is a really important one, especially when it comes to connecting with minds as profound as of whales.

Whale Essay Discussion

This essay provided a lot of interesting topics to think about. I do think that it is important for humans to understand their relationship with nature, but I just can't see how learning to "talk with the whales" will help. I also thought that it was strange to point out our desire to learn about this species, but the most contact we have made has been through their slaughter. In addition, I learned that whales used echolocation. This reminded me of a boy that used a series of clicking with the tongue to use as echolocation because he was blind. This amazed me and if he was able to do it, maybe this idea could be utilized in communicating with whales. This essay also gave me an increased desire to go whalewatching at some point in my life, especially to see the magnificant white whale. Alyssa Hilberg

musical discussions with whales

i found this article to be very intersting. it made sense to me how the people at IC recommended that musc would serve well at the foundation for contact with whales.
i also learned a ton about whales. for example, i learned that on the island of Shikoku, the month of June is where the serm whales venture close enough to shore to observe their passage. i guess it makes sense though, because most animals, such as birds, have a migration pattern. So why shouldn't whales?

I also learned that whales communicate by echolocation, which is similar to sonar. i origonally thought that they spoke with their huge mouths in whale language. but they dont. they use echolocation. sperm whales are cool.

brad

musical discussions with whales

Extra Credit

interpolate

1. insert something into something else: to add one thing, often an unnecessary item, between the existing parts of something else
2. alter text: to alter or deliberately falsify a text by adding a comment or extra words to it
3. interrupt by saying something: to say something that interrupts what somebody else is saying

and I found this word while searching for it...


hapax legomenon



ha·pax le·go·me·non (plural ha·pax le·go·me·na
noun

Definition:

rare word: a word of which there is only one recorded use

kindda kooky huh?

EXTRA CREDIT ANSWER

catachresis

misuse or strained use of words, as in a mixed metaphor, occurring either in error or for rhetorical effect.

GPS tracking device article

I read an article about a similar topic recently in a magazine. However, something aboout that article seemed a lot more biaised...towards teenagers at least. You see, it was in a teen magazine...which is probably why the article was taking the side of how bad this GPS tracking technology is. Then, the artcle we read in class seemed more targeted towards taking the side of our parents. The author made the teenager quoted in the article somewhat arrogant and obnoxious sounding. As if she was complaining overly on something reasonable. So it was interesting to see two sides of the situtation.
In my opinion, the tracking device is a good thing--as long as parents aren't using it as a secret way of spying on you. On the other hand, it's a way to keep you from lying to your parents, on your toes, and not getting into mischief. So what's the problem? As long as you don't plan on totally disobeying your parents and your family's morals, shouldn't you not have to worry about your parents knowing where you are? On the weekdays, from morning to mid-afternoon you're at school. After school, you decide to hang out with some friends and you let your parents know. It's not like it's not their business to not know that you're going to go to some unappropriate place you shouldn't be at...because you aren't supposed to in the first place...right?
Maybe it's just me, but I think the gps tracking device/idea is pretty useful technology. It'll prevent problems and make you think twice before making a potentially bad choice. =]

tracking device thing

tracking devices suck. parents shouls learn how to trust their kids. putting a tracking device in a car would be like a punishment. if they wanted to punish them, they should give them the belt or something cool like that.
if the kid who is "being tracked" found out about it, they would probly hate their parents. i probly would. but my parents wouldnt do that to me, so its all good.
i think the tracking device would be a waste of time. i mean, if they really wanted to, the kid would figure out how to get around it. they could probly just go in one of their friends's cars or they could just do drugs or whatever it is they're doing when theyre parents are gone. they would jsut get better at "working the system."
it would just waste the parents time and money, and the kid would hate them. this is why tracking devices suck!

brad wisniewski

Tracking Device Comment

This article really does give something to think about. My opinion is that putting a tracking device in a teen's car or cellphone, especially a "secret" one, is wrong...for most people at least. I know that I have a very good relationship with my parents. If they would go through the trouble of putting one of these devices in my car I would question their trust in me and our relationship might falter. On the otherhand, for out-of-control teens, such as Jessica, the tracking device may be a good idea. It would provide a way to try and keep her out of trouble, even though there are so many ways around it. It would also feel very creepy that you are indirectly being watched at all time! Alyssa Hilberg

GPS Feelings

So, Mr. Wargo said that he'd like us to post on the blog about the GPS article we read today because some of us didn't get to share our comments.

Well, I think that placing a GPS system in a car would not be the best idea for parents to do because it make the teen feel like they didn't have any freedom. Personally, I get a lot of freedom at my house because my parents trust me. Their philosophy is "If you screw up your life, you are going to have to deal with the consequences."

My mum is always telling me that if I make a bad decision that I'm not allowed to drag anyone down with me because it was my choice and mine alone. I really take that to heart because I've seen a lot of my friends go down in flames and they bring a lot of innocent people with them. I don't want to be the cause of someone's misfortune.

It's interesting how the people who have the least freedom seem to rebel the most.

Anyway, what were some of your opinions on the article?

~Maddie <3

congratulations

Nice job on the translations. Act 2 has their work cut out for them

Remember-Level one interrogation on Act 1 on Wednesday.

group 2

hey..have any of u started the project thing yet?

VOCABULARY LIST

Words you need to know-

Ad Hominem
Anecdote
Antecedent
Antithesis
Comic Relief
Connective Tissue
Deduction
Dialect
Diction
Didactic
Ellipsis
Epigraph
Extended Metaphor
Figurative language
Induction
Inference
Invective
Irony
Logic
Logical Fallacy
Metonymy
Monologue
Onomatopoeia
Oxymoron
Pacing
Parable
Parody
Pathos
Pedantic
Periodic Sentence
Pun
Redctio ad Absurdum
Stage Directions
Stanza
Structure
Style
Syllogism
Synecdoche
Syntax




Words you should already know…

Abstract
Allegory
Alliteration
Allusion
Analogy
Argument
Cacophony
Colloquial
Conflict
Connotation
Euphemism
Euphony
Exposition
Flashback
Form
Hyperbole
Image
Imagery
Metaphor
Motif
Narrator
Personification
Persuasion
Plot
Point-of-view
Rhetoric
Rhetorical Question
Sarcasm
Satire
Setting
Simile
Symbol
Theme
Thesis
Tone
Transition
Understatement
Voice

EXTREMELY INTERESTING

http://video.google.com/videoplay?docid=-6097787318198018019

OPPORTUNITY

From:
Susan Knable
Thursday - September 7, 2006 3:05 PM
To:
Brenda Mckinney; Ron Wargo
CC:
Lilly Boulianne
Subject:
Help From Your Classes
Hi,The Television Studio would like to come up with a new name for our bi-weekly tv show VSD In Focus. Would you like to ask your students for any creative thoughts or ideas they might have for a name.Here's some background on the show.It is a educational show for the Vancouver School district that appears on Channel 28 every two weeks. The show features stories about students, teachers, schools, classes and community events involving schools. The intent is to inform the public about Vancouver schools and to present VSD in a positive way (marketing) to the general public.We are looking for something new, something snappy or catchy. Example: Evergreen School District uses YES (Your Evergreen Schools).If you wanted could you talk to the kids about this and see if they have any suggestions.You can email them back to me. Susan.Knable@vansd.org.Thanks for your help.Susan KnableTelevision Studio/Public Information/Community Partners313-1140

Group 2

hey all... i just decided to make our "blog" thingy! so i guess just ask if u have any ideas/questions k

GROUP 5

I just went ahead and created our posting place

so yeah...about our project...

I have a camcorder if that helps
but will have to figure out how to use it first...

PRESENTATION RUBRIC

I would like (since you are allowing me to choose for you) for this presentation to be scholarly in structure and nature. A college level research project typically consists of five components: Introduction, Literature review, Data, Data Analysis, and Summary/Conclusion.

A little more detail-

1. Introduction-What is the purpose of this endeavor? Develop a research question that will be answered by your presentation. This is not a description of the author’s attempt to accomplish anything. This is a description of what you are trying to accomplish.

2. Literature Review-What are other scholars saying about the same topic? For this particular presentation you should have at least three reliable sources. This means leaders in the field, subject matter experts. Any work used here should be work that has been published and peer reviewed.

3. Data-Literature Deconstruction/Analysis and plot/theme/etc. Facts only. We don’t want any opinions here. This portion of the presentation should actually be a descriptive list.

4. Data Analysis-What has the author proven/told us/demonstrated/etc.? Limit this to facts. Again, this is not the place for your opinion. After examining the data what has been told, proven, disproved, demonstrated, etc.?

5. Summary/Conclusion-This is the only place you may include your opinion. Rely on
points you have established with your interpretation of the reviewed literature, deconstruction, and data analysis to provide an answer to your introductory question (as you see it). You will notice this is quite a departure from conclusions such as “I thought it sucked” or “it was OK.”





As for the method of presentation…

Day 1
-each presentation must include:
-a video representation (about 5 minutes)
-a musical component (about 5 minutes)
-graphic art that helps contextualize the work (about5 minutes)
-an interactive segment (about 15 minutes)
-an oral presentation of the project “paper” (about 20 minutes)
-comments from each member of the class (at the end)
Day 2
-your version of the act you are assigned rewritten in SAE as a Cowboy play
-be true to every metaphor and simile
-you may be as creative as you like, but do not change the plot
Grading

You will be graded on the quality of your work and the level of your participation. Prior to your presentation submit a list of the individual assignments within your group. You will be graded individually.
On Day 1, using the entire period, you must present your material using all of the components listed above. There will NOT be an actual research paper, but you will be presenting the same material that would be included in a paper if you were to actually turn one in. Time IS an issue-make sure you have enough material to fill the period without being too short or too long. If you stick to the suggested times listed above you will be fine. Embrace the project; there will be many more throughout the year.
On Day 2 you will be presenting your SAE version of the play. This will be a line-for-line reading. If there are more characters than you have members in your group you may (and should) call on members of the class to read. This Cowboy version of the play should be a continuation of the previous act. Each group will turn in a clean copy of their rewritten play.

We will have further discussion in class regarding requirements and grading.

Enjoy and please post any questions on the Blog, send an e-mail, or ask me directly.

rw

WELCOME

This is the Blog for 6th period AP. Please feel free to use the Blog for scholarly discussion of classroom topics. Enjoy.

rw