Thursday, November 19, 2020

FATE AND FREEWILL

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FATE AND FREEWILL IN THE ODYSSEY


When looking at Greek Mythology we often encounter the gods of that era. Sometimes they are merely backdrops to the human element of a story but in tales such as The Odyssey, gods play a prominent if not vital role to the central themes of the poem. Fate has a function position in the Greek world but its role is not the same as it is in other cultures. It is important to understand the word before we discuss in relation to the Odyssey. Fate as far as Greek mythology is concerned is not just fate. By most standards fate means that things occur for an unknown reason that no one has any control over. However, in the world of Greek Mythology fate does not just happen. The gods inveigle fate and they interfere to make things happen that might not otherwise have happened. Since the characters do not always know of the gods involvement, things may actually appear to be fate but in reality be engineered happenings. Free will on the other hand is not engineered. It relates to the concept of having full authority over ones aspirations and ultimate direction. The key there is ultimate. The gods can make up the plan and choose the path, but the people had to walk it. Therefore, fate and free will are not mutually exclusive and they both occur reciprocally throughout The Odyssey. In The Odyssey life is ones own responsibility; instead of leaving all things up to fate, the characters had a significant influence upon their own existence.


In The Odyssey the gods are responsible for controlling many aspects of where the story goes, but the people still have a chose of their own destiny. The gods in The Odyssey are who held Odysseus captive for over eight years on Calypso' Isle. They were responsible for his capture in the first place and then refused to let him go for almost a decade. When they finally decided he should be allowed to find his way home they made it known to his captor Calypso. However Odysseus still had to choose to leave. Calypso tried to keep him by offering immortality. You would stay here, and guard this house, and be immortal (Homer 67). Odysseus could have stayed but he chose to go. Some say that the gods knew Odysseus would not stay and that is why they decided to let him go. However, knowledge of an act doesnt take away the fact that Odysseus chose himself. The gods took much of his life away and Odysseus had more reason than anyone to give up and say to himself, This is my fate. Just as Ann, a critic of The Odyssey says, Blaming the gods for your faults doesnt always work, though. Theres a difference between having a fate and accepting your fate. The real heroes never give in. (Ann par. 6) That difference, between having fate and accepting it, is free will. Once they have controlled the fate of certain people the gods let the happenings take course. It is true that the gods interfere with the lives of the people, but that never takes away their free will. Zeus says it himself in the beginning of The Odyssey while talking to the other gods upon Olympus during the divine council, My word how mortals take the gods to task! All their afflictions come from us, we hear. And what of their own failings? (Homer 10) This statement by Zeus shows that the people are indeed responsible for themselves and have the ability to make their own choices. Regarding the same verse Torrey stated, This makes it seem that while men dont take responsibility in the Odyssey, the gods say they should... (Philemon, par. 1). Zeus also gives us another good example in that same speech. Here he questions Aigìsthos of taking his advice. We gods had warned him, send down Hermes, our most observant courier, to say .... Friendly advice-but would Aigìsthos take it? (Homer 10). The fact that Zeus sent down a messenger and questioned Aigìsthos taking the advice means that Aigìsthos had the choice to take it. Otherwise it wouldnt have even been a question because Zeus wouldnt have give Aigìsthos any options.


In some areas it is pertinent that the gods interfere. For example, Athena went to Ithaca and advised Odysseuss son to call an assembly. The purpose of the assembly was supposed to be to gather community support in opposing Penelopes suitors. Penelope had waited a long time for her husband Odysseus to come home and in the end she gave up and began allowing suitors to come around. Just as Odysseus was finding his way home she was seeing others and Athena thought a community effort to keep the men away was in order. Here again is a prime example of the gods important role in the development of the story. Without the interference of Athena the suitors may have moved more quickly than they did. In addition to that, the gods worked hard at getting Odysseus home as quickly as possible. We can say that the gods interfered because they wanted a certain outcome and that is very true. However helping situations along doesnt insure the outcome, it just makes it more likely. The gods wanting a certain result is a different matter from free will. It is important to distinguish the two.


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In the Odyssey both free will and fate occur. As we study what the true meaning of free will is we can be surer of the representation of it by The Odyssey. Many times throughout the story there were choices made that affected the outcome. In one instance we can observe the suitors on Ithaca. They behaved in an atrocious manner and chose poorly throughout the whole story. The gods, who might have interfered and changed the course of history by affecting the choices the suitors made, could foresee where their choices would lead them. Instead the gods chose to sit back and allow the people to make the choices they were going to make. Those choices caused consequences and reactions that the suitors could not get out of. Athena said to Odysseus, Yes, try the suitors. You may collect a few more loaves, and learn who are the decent lads, and who are vicious- although not one can be excused from death! (Homer 4) This was the fate of the suitors brought on by the gods because of the choices that the suitors had made. This is the way of free will and it represents the actions that were allowed in the myth. The Odyssey represents free will in that it gave choices. Choices were given to the gods but more importantly the people made their own choices. The choice Odysseus made to disguise himself instead of go straight home and tell his wife he was back. The choice his wife made to wait for eight years and then made the decisions remarry. All of these choices that were made by those involved in the myth are evidence of free will. The Odyssey, along with other Greek Mythology, gives us guidance in our lives today. We can turn to the stories and see morals and values that we want to emulate. Heroes were the finest kind in the myths. We can also see the values and morals we do not agree with and know we would stay away from those. The Odyssey presents us with the wonderful world of magic and gods while at the same time presenting us with a plain view of fate and guidance by showing us that the gods can interfere a little then sit back and let the choices fall where they may. Free will is exercised all throughout the Odyssey and free will gives the story the twists and turns that we have come to expect form all Greek Mythological classics.


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Demonstrate and consider the range and variety (or lack of it) in the work of several eighteenth century poets writing on man and nature. Consider approach and poetic means.

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Eighteenth century Britain was a time of great movement, in the literal sense as well as the metaphorical. In science, theories were being proved that contradicted religious belief. This brought about an increasing interest and wonder in the natural world, its simplicity and primal nature. In a way the eighteenth century can be seen as a waking of consciousness to the world and society but also as a demonstration of the immense ignorance of people's perception. The middle class was apparent as a large portion of the population who had leisure time. In this leisure time, many wished to be amused by reading poetry. In this sense, poetry came about in a very commissioned form. It was supplied on demand with the impression and meaning as desired in this period. Themes principally of nature and simplicity were adopted. However, because of the demand, the views conveyed in the poetry were often very false and artificial due to the poet never living the simple life or considering deeply what they wished to convey through their poetry. Nevertheless, despite this false view of nature and country life seen in much eighteenth century poetry, amongst it there are exceptions showing a truthful picture and a deeper meaning.


In Dyer's 'Grongar Hill', a typical awkwardly formed poem of this period, nature is seen arriving as two things. Firstly, as scenery, as in the landscapes one sees around us or a setting, something associated with the theatrical sense. People had a set view of what the idyllic country setting would look like and since the real country wasn't like this, they altered it to make it so. They built their own ruins and made their own lakes on their estates. A device called the 'Claud Glass' also was invented where to use it one had to turn their back on the image they wanted to see. Then by use of a mirror and tinted lens they were able to see the image as a picturesque Claud painting. This image of people turning their backs on nature to see something picturesque, essentially like a picture is a very good metaphor for what was happening in poetry such as Dyer's at this stage. This poem contains no subtlety. It has an obvious, insistent form with short line lengths and rhyming (or supposed to be rhyming) couplets. This form makes it very difficult for Dyer to expand on ideas. This also makes it seem very unnatural which is the opposite of the effect trying to be achieved. However, nature in this poem is also seen as a moral primer, something which one can learn little moral lessons from. It is very difficult reading it now, in the twenty-first century to even attempt to consider the obvious morals it is trying to put forward. The whole poem strikes us as hilarious. The single adjectives used to describe the trees are seen as very simplistic observations.


'The gloomy Pine, the Poplar blue,'


It seems that Dyer is coupling them with an adjective that will fit in with the awkward rhyming structure and line length. To a reader, it shows that his perception of nature is very base indeed. Another, noticeable feature about this poem and many of the period is the use of Classical references, here to 'Phillis'. These were popular names just to slip in to make it more in sync with what was desired. Classical names refer to Grecian times of great simplicity in the world, which was a popular notion in the eighteenth century. Personification is a much overused poetic means in poetry of this time. 'Grongar Hill' has limited use of it compared with other poetry such as Thomson's 'Winter'. However, it still seems rather tedious and at times inappropriate.


'Whose ragged Walls the Ivy creeps,


And with her Arms from falling keeps;'


This particular usage doesn't make sense. The plant 'Ivy' is a vine, which clings to walls and buildings. Dyer is implying that 'Ivy' would keep up the 'Walls' of the castle it is describing. However, in reality it would be the walls keeping the Ivy there. This shows again the meaning being twisted and restricted by this limited structure. It emphasises Dyer as being simply one of these middle class gentlemen approaching poetry as a means of filling his leisure time. The role he places himself in is also important to note. The first line-


'Below me Trees unnumber'd rise,'


He places himself above the scene giving him the sense of some godly figure, all seeing, all perceiving. However, this role he puts himself into makes it all the more amusing as his grasp on the natural world is so base.


Thomson's 'Winter' also contains a conscious placing of the poet, giving him a role to fill. However, instead of some god looking down on earth he portrays himself as a 'pensive' muse. This creates an equally unbelievable character as his thought process in the poem is no more sophisticated than Dyer's. As I implied before, Thomson has absurd use of personification. Almost every aspect of nature is personified. We are introduced to a 'pining Grove' a 'Breeze, that sobs' and various other equally odd characters. Thomson's use of personification though more well accomplished than Dyer's is still quite inappropriate as rarely could one ever identify a 'Grove' as 'pining'. Archaism is a feature used not just in Thomson's work but widely throughout the eighteenth century poets. Thomson here adopts words like ' perchance' which hasn't been in common use since Shakespeare's time. By using archaism, Thomson is dramatising it and by doing so is moving it as far away from colloquial speech as possible. At times it seems frustrating never calling something what it is. This is shown particularly ridiculously by replacing the simple word sheep with ' the bleating kind. Yet, at times his usage is thoroughly appropriate creating absolutely beautiful images. In this way his poem can be seen as far superior to Dyer's in all aspects apart from the artificiality contained through some of the ideas and archaisms. Thomson has adopted a far more versatile form- blank verse. In his Iambic pentameters he can simulate thought patterns and speech thus making it far more natural. Yet, one still sees the artificiality coming through with him using an exclamatory and public tone. This then moves it away from realism due to his use of exclamation in phrases such as ' Lo!' and 'But hark!' These essentially indicate emotional intensity however, the emotional charge here is not much showing greater falsity. The poetry in the eighteenth century seems to be in a language of its own not just with the archaism but with the formation of the sentences. The sentences often adopt a Greek or Latin construction which is the opposite of how it is in English.


' And all the various Family of Flowers


Their sunny robes resign.'


In normal English one would say 'resign their sunny robes'. This inversion of the sentences brings it even further away from natural speech. These lines are also a demonstration of Thomson's archaism using elaborate language to describe petals falling of a flower. Thomson as well as Dyer uses classical references such as 'Philomel'. As well as dropping it in for popularity of the whole Greek notion, this combined with the Greek inversion of sentences shows that this sort of poetry is meant for the intellectual elite, those who have been schooled in Latin and Greek. This further distances the poetry from the simplicity in nature it is trying to describe.


Thomas Gray's 'An Elegy Written in a Country Churchyard' also conveys this idealistic view of nature seen in the other poems. This poem is slightly different from the previous two as it introduces man into the poetry. One is presented with images of the simple farmer another idealistic notion of the middle classes. Gray hasn't managed to present a realistic picture of the farmer's life just like Thomson and Dyer couldn't present a realistic picture of nature. Everything is idealised. In particular, the description of his home life is very idealistic.


'For them no more the blazing Hearth shall burn,


Or busy Housewife ply her Evening Care


No Children run to lisp their Sire's Return


Or climb his knees the envied Kiss to share.'


Gray presents it as a clich of the country cottage complete with a 'blazing Hearth' and 'busy Housewife' and 'Children' to take care of his every need. The phrase 'Sire's Return' is particularly ridiculous as no plough-man's child in that time would ever refer to their father as 'Sire' a term associated with Lordship and noblemen. There would not be this much lordly worship of their father. The complete idealism here shows Gray not understanding at all what country life is like. Another example of this is in his description of the farmer setting off for work in the morning.


'How jocund did they drive their team afield!'


This is very unrealistic as no man joyfully sets off to work in the morning, particularly not an agricultural labourer who has a hard physical slog before him. However, in amongst Gray's misinterpretation he is getting across a social argument. At the end one can see Gray confronting his own death in the words he makes the 'hoary-headed Swain' say and the Epitaph. He is expressing feelings of disappointment in life and his prospects and essentially saying that in life man will not be fulfilled. This sort of pessimistic statement is not usual in eighteenth century poetry, which despite Gray's false image of the countryside does how some profound thought. In this sense, Gray's 'Elegy' is not really a nature poem. He never goes into detail about a certain aspect of observed nature instead, everything is generalised. It seems at times his language, though with a good rhythm, has unnecessary decoration.


'The breezy call of Incense-breathing Morn,'


This line presents a contradiction. 'Incense breathing' suggests something heavy and overpowering whereas 'breezy' implies something light and fresh. The juxtaposition of these opposites proove that Gray was not paying full attention to his meaning instead, he concentrated on the rhythm and flow that the words create. This poem in fact doesn't tell a reader much about the natural world at all. The Poet is very far from the scene and through his misunderstanding of subjects and language it is blatantly evident that he is an aristocrat who probably never even sat in a 'Country Churchyard' where he is supposed to be writing the poem from.


Collins' 'Ode to Evening' is similar in approach to Thomson's 'Winter'. He places himself as some sort of shepherd playing on his pipe of some sort to the evening. The image of the shepherd was another much idealised figure. In France at this time, Marie Annetoinette wife of Louis XVI, had her own little farm made inside the palace walls so she could dress up and play as shepherdess. This idea seems absurd as in reality the shepherd's life isn't picturesque or delightful at all, but this was the mind state that eighteenth century middle and upper class society had. The language here is again alien talking about his pipe as an 'Oaten Stop' a word probably not even used in earlier English. The line-


'Whose Numbers stealing thro' thy darkening Vale,'


is interesting due to the meaning of the word 'Numbers'. This can be interpreted as referring to the mathematical construction of poetry with very tight line lengths and such which also has to be observed in the composition of music with bars. This emphasises the link between poetry and music in not just the art form but also the way they were placed in eighteenth century society. Collins like all the poets uses personification making the evening into a modest, 'chaste' girl or 'Nymph' as he later refers to her. The Classical language of the word 'Nymph' presents the eternally artificial tone of the poem. This is particularly ironic as Collins is trying to write about a simple every day occurrence.


Collins' 'St Kilda' is different from the other poems as its subject matter is of a rock off the Hebrides in Scotland whereas all the others are about the English countryside. Here, nature is presented as virtuous and 'sincere'. The simplicity and rawness of this place is seen as all the more beautiful, untouched by the rest of the world. The main idea encompassed in this is that the closer to bare nature is seen as closer to virtue. This idea reflects a popular philosophy at this time that the world is something like a machine that one can learn to understand and appreciate. In 'St Kilda' Collins writes of men living in 'primal innocence'. This reflects the story of Adam and Eve in Eden in the simplicity of living and bliss. This idea comes from Rousseau's philosophy that the simpler one is the more virtuous one is.


' I realise that our existence is nothing but a succession of moments perceived


through the senses.'


This is describing Rousseau's epiphany, a realisation of something through intense emotion. This reflects the new attitude that I feel therefore I am, opposed to the earlier attitude of I think therefore I am. This brings about the debate between sense and sensibility in the arts. Henry MacKenzie wrote 'The Man of Feeling', an overly emotional novel of a man reduced to tears at everything he sees. However this is contrasted harshly with Jane Austen's novels where she, a sensible women, makes a mockery of this concept. Nevertheless, the new movement of opinion of simplicity being virtuous led to an increasing public interest in anything 'primal'. At this time the Pacific islands where being discovered. Intelligent men took part in discovery expeditions and saw the paradise of sun, sea and sands with the natives there in their nudity as a confirmation of Rousseau's idea of simplicity being good and virtuous. The increasing popularity in this idea entered greatly into poetry like Collins 'St Kilda'. Thomas Gray wrote when crossing ice-capped mountains-


'Not a torrent, not a precipice- but is pregnant with religion ands poetry.'


In this statement he is identifying nature as being holy and in itself effectively poetry. The word 'pregnant' here is associated with birth when man is at his most simple reinforcing this idea. This shift of opinion of natural wonders like mountains being seen as a way of being closer to God and simplicity from just a nuisance for travelling or places where ignorant beings lived. Mountains are now identified as being sublime. This brought an increasing interest in the 'noble savage' and any writings apparently by them were in great demand. This led the way for immense fraud. Chatterton produced poetry, which he claimed to have been written by the middle age monk, Rowley. This is one example of this type of fraud taking place and Chatterton was exposed. He died very young, in a sense for his art, which made him a tragic figure of his day to other young poets. This incident changed the image of poetry from being simply a gentleman's occupation into more of an art form. Ballads, which hadn't been in use as a poetic form for centuries, suddenly became popular again, as they were the works of simple men told originally by wandering singers. Hence, 'bard' became a respectable word for a poet, which before had always been associated with gypsies, outcasts of society.


Thomas Warton's 'The Enthusiast' was one such ballad. Even from the title one is presented by the ideas at this time. In the eighteenth century the meaning of the word 'enthusiast' was much stronger than its twenty-first century meaning. It essentially implied someone almost possessed by the Holy Spirit. In this context of nature is emphasises the idea nature being something holy. In the poem he claims he want to get away from the world of art and artifice into the simplicity of nature which is moral. This contains an irony as he seeks complete simplicity yet in doing so he uses the most elaborate and artificially poetic language possible. In these lines he expresses his attitude against all man created things-


'Rich in her weeping Country's Spoils Versailles


May boast a thousand Fountains, that can cast


The tortur'd Waters to the distant Heav'ns;


Yet let me choose some Pine-topt Precipice'


These lines would've been taken well as it contains some anti-French opinion, which was popular due to the war. It states that France has been plundered for the wealth of the Palace of Versailles. There is an implication that this wouldn't happen in Britain. The image of the waters going to the heavens is described as 'tortur'd', something painfully against nature. He claims he would prefer the 'Pine-topt Precipice' which we would call a waterfall. His archaism is thoroughly ridiculous. Even out of poetry he can't stop himself using elaborate artificial language-


'The Sublime and the Pathetic- are the two nerves of genuine poesy.'


The word 'poesy' isn't even an archaism as it was never a commonly used word for poetry. The word is more academic, nearer the Greek root, which makes it far more artificial. This is particularly effective when juxtaposed to the word 'genuine' as in using this elaborate language he is certainly not being genuine. It is very clear to see in this quotation the capitalised abstracts- 'Sublime', 'Pathetic'. Throughout all the poetry this technique has been used. It adds to this theme of artificiality with the poets trying to put emphasis on certain words. Instead of doing this it just makes it sound more false. 'Prospect' in the second stanza of 'The Enthusiast' is given such a capital. This is an elaborate word for view reinforcing the idea of nature as an art form, something picturesque and thoroughly idealised in all this poetry. 'Cotts' is an archaism of cottages, linking them here to something cosy and homely where essentially life in these cottages would be far from pleasant.


However, amongst this artificiality there are poets who depict the truth in their poetry, such as Crabbe in his poem 'The Pauper's Funeral'. The tone from the start is far bleaker than in any of the other poems. He describes the parish being 'glad' that they have to pay a 'fugal fee' for this pauper as this is the last contribution to his welfare they will have to make and also one less pauper to support through life. The description of the children originally seems to be quite sombre and melancholy as they seem to be originally paying their respects to this old friend. However, in the lines-


'While bending low, their eager eyes explore


The mingled relics of the parish poor'


It describes the reality. It is not a picturesque composed image of a group of children holding hands realising the death of this pauper. Instead, it shows them going to see the grave as some form of morbid entertainment. 'Mingled relics' describing the grave, exposes the truth of what a pauper's grave actually is- an open pit with all the long-dead poor decaying right beside the newly dead. This is a far more sinister image than any of the other poems chose to depict and through this one can see the reality of what a 'Pauper's Funeral' would actually involve.


The poetry of the eighteenth century seems much preoccupied with the topic of man and nature and appreciating the simplicity of this nature, which is seen as virtuous. However, due to preconceptions of what nature should be and the idea of it being picturesque leads to much artificiality in the poetry. This is not just through the descriptions of what it chooses to present but also in the artificial use of archaism, inverted sentences, insincere exclamation and capitalised abstracts. Many poets seemed to decorate their poetry with beautiful sounding language but through this getting their meaning confused. However, amongst this artificiality there are moments of truth and thought such as in Crabbe's 'The Pauper's Funeral' and the profound idea in Gray's 'Elegy'. This variation shows that the eighteenth century was not an era of ignorance and that many poets were simply writing to agree with the popular idea of 'primal innocence', not thinking for themselves. However through this, we, looking back from the twenty-first century, can understand the reasons behind the falsity and confront reality in the truth.


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Difference is Beautiful

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Difference is Beautiful Gerard Manley Hopkins' "Pied Beauty"


Gerard Hopkins poem "Pied Beauty" is said to be typical of many of his works, especially in his treatment of God and nature. The poem exclaims that many of the creatures created by God are not the same color, shape, size, or countenance; but they are still beautiful. The poem also explains that God should be praised for his creative differences regardless of how strange his creatures look or act. Along with the aforementioned exclamations the poem also exclaims that God's creation of different creatures shows his acceptance of diversity. While Gerald Hopkins "Pied Beauty" seems to persuade us to thank God for his differential beauty in nature throughout the poem, the final five lines suggests that we praise God for his acceptance of mankind and follow his example.


In many facets of our society today, individuality is looked upon with a frown, and at times the individual is mocked. However, in "Pied Beauty" the speaker ask that we give praise for the different beauties of nature. Nature in this poem represents mankind and the differences that we possess. Take for example, "Glory to God for dappled (spotted) things / For skies of couple-color as a brinded (streaked) cow" (1-). Another example to consider is "Fresh-firecoal chestnuts-falls, finches wings" (4). Hopkins uses birds and spotted cows to refer to the different hair colors, eye color, and skin colors of mankind. The speaker is saying to praise and accept each other for our different skin colors, our different hair, and eye color. God did not intend for us to look the same and we should embrace our differences as well as each other. If we all looked the same, our lives would be boring indeed.


With regard to body shape society would have everyone be tall and slender with equal proportions; however, we all know that is not the case. In the speaker's opinion we should give praise for these differences as well. His great use of imagery evokes an immediate appreciation for the difference in our shapes "Landscape plotted and pieced-folded, fallow, and plow" (5). The speaker compares the human body to a landscape that God has plowed, folded and pieced together in the fashion that he wanted. He believes that we should praise God for how we look, whether we are fat, skinny, deformed, or spotted. Whatever it may be that we think is wrong with our bodies, God assumed differently because he made us that way.


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Another differential beauty that the speaker could be referring to is the social status that we have in society. Most often people treat others differently when they do not come from the same background. They tend to either pity or avoid the person. The speaker is saying that we should praise God for our different social arenas. Use for example lines six "And all trades, their gear and tackle and trim" (6). Everyone is not going to have the same job, or the same money. If we all had the same job nothing would ever be accomplished. None of our goods would be delivered because truck drivers probably would not exist. No electricity, the wheel, or television would exist. Each one of these inventions took a different person with a different trade to make them possible. Therefore, regardless of what we do for a living, we should appreciate this and accept each person for the special skills that God has given.


The final difference that the speaker refers to is our personalities. Some people are funny and some are not. Some people are serious and really sure about themselves, whereas others are playful and unsure. The speaker feels that we should thank God for this. "Whatever is fickle, freckled (who knows how?)" (8). In this line the speaker is saying that regardless of how unsure or different a person maybe we should praise God for them. Whether they have the same opinion all the time, or if they change their minds, they should be accepted. No one is going to have the same opinion all the time, and God made us to have a will of our own thus insuring that differences exist.


In conclusion, the speaker exclaims that we as people should accept each other just the way that God has made us. He feels that we should look at what is in our hearts and look past the ever changing outside. For the same person, God, fathered all of us. If he can love us, why can we not do the same? I will leave you with his words "He fathers-forth whose beauty is past change / Praise him" (10-11). This line says it all praise him no matter how we look or act.


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Wednesday, November 18, 2020

ENGLISH ESSAY"HOW DOES THE FILM, "WHAT'S EATING GILBERT GRAPE?" ANSWER THAT QUESTION?

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The film 'What's Eating Gilbert Grape' encompasses many issues that answer that question. There are countless issues that bother Gilbert in the film which are hassling him and are hindering him from living a 'normal' life. Issues such as the amount of responsibility he has, the fact that he can't leave Endora, his relationships with Becky and his affair with Mrs Carver are all frustrating and obstructing him from moving on.


Gilbert has the responsibility of looking after Arnie, as he is mentally handicapped. He looks after Arnie because he is his brother ad also he feels that he is responsible for what happens to his family members. Arnies dependence on Gilbert and his frustrating behaviour really gets to Gilbert at times and Gilbert is forced to care for him as his mother is unfit for parenting.


This is also another issue for Gilbert. He is embarrassed by his mother, Bonnie, because of her size. This is evident throughout the film. Because of her obesity she is house bound and Gilbert is forced to act the father figure, which adds to his responsibility. He is the only one who has a job and has to provide an income to support his whole family, which doesn't leave much for him. He is seen throughout the film as the parental figure where all of the family members depend on him and he also has to act as the man of the house by organising the repair of the house and things like that.


Gilbert can't leave Endora because he has too much to look after, like his family and his house. He is not stopped physically from leaving Endora but he feels he has too much responsibility and just can't leave it all behind.


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This leads me to Becky. Throughout the film her character tries to beckon him beyond of Endora and he falls in love with her, which in the end helps him to move on. He feels like he doesn't want to get her involved with his family because he is embarrassed of them and he doesn't want her to think that he is a freak.


All these issues are tied back to the title of the film in the sense that all these obstacles that he has to face are eating him inside and he feels that he needs to break free from all of his responsibilities and live a normal life. All these issues answer the title of the film.


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Live music

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Live Music Events


The Narrows conducts advance ticket sales through Ticket Web. As tickets for an event go on sale a link will appear. We also sell advance tickets at 16 Anawan St. whenever were open. Call in advance or see Calendar for event dates and gallery openings.


Saturday, October 11 Donna the Buffalo


Funky and danceable with a message of tribal philosophy and celebration, Donna the Buffalos music is a unique blend of reggae, rock, country, zydeco, cajun, and folk traditions. Donna the Buffalos unique musical style involves a symbiotic relationship with the bands fans. The interchange of energy and emotion between the band and the fans turns each concert into an experience that actualize the ideas of community, responsibility, and celebration heard in the bands lyrics. Try their website www.donnathebuffalo.com


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Doors 70 Show 80 Admission $15


Sunday, October 1 Tom Pacheco


Hes become a Narrows fave, due to his outstanding performance on our stage earlier this year. But before we knew and loved him, Richie Havens, Levon Helm, Rick Danko, John Sebastian, Pete Seeger, the Jefferson Starship and many others did. He lives in Woodstock these days, but originally hails from New Bedford. If you missed him earlier this year, be sure to get to this show. Dont know him? Then learn more at www.tompacheco.com.


Opening Act Michael Troy


Doors 700 Show 800 Admission $1


Thursday, October 16 Clumsy Lovers


Their sound has been described as raging bluegrass Celtic rock. Thats about right, specially the raging part. Talk about high energy! They almost broke the stage in two at the Narrows last year! A high impact collison of bluegrass and Celtic, wrote L.A. Weekly. Learn more www.clumsylovers.com.


Opening Act Steve Hurl


Doors 70 Show 80 Admission $10


Saturday, October 18 The Mammals


A trio that plays old-time string band music the way Jack Kerouac wrote novels--with an abandon born of a deep understanding of structure and form. Their sound is wild, mirthful and masterful, wrote the Boston Globe. For all you folk music history buffs, one of The Mammals is Pete Seegers grandson. Figure out which one by visiting their website at www.themammals.net.


Opening Act The Barley Stompers


Doors 700 Show 800 Admission $10


Friday, October 4 Tim OBrien


Tim OBrien--yes, he was in the legendary Hot Rize, one of Americas most innovative bluegrass bands; yes, Kathy Mattea had a hit with his song Walk the Way the Wind Blows; yes, hes performed duets with his sister, Mollie; yes, Tims one of the worlds most incredible multi-instrumentalists; yes, Garth Brooks covered a song he co-wrote; and, yes, Tim packed the Narrows about a year and a half ago. But what we really like about Tim is that he seems to be having a heck of a great time during his shows--which makes his performances a special treat. Visit his website www.timobrien.net.


Opening Act Greg Trooper


Doors 700 Show 800 Admission $0


Saturday, October 5 Bill Mallonee


Bill comes from the Athens, Georgia scene which spawned the B5s and R.E.M. If you follow alt.country, you may know Bill from the legendary Vigilantes of Love. After ten years and a bunch of albums, hes doing his own thing, and bringing it to the Narrows. Meet Bill at www.billmalonee.net.


Doors 70 Show 80 Admission $10


Sunday, October 6 Toe Jam Puppet Band


Halloween Extravaganza


The Toe Jam Puppet Band offers a special brand of interactive childrens entertainment that grown-ups can really enjoy. Their performances are designed for playtime and bonding between parents and family members of infant, pre-school and nursery school-aged children. Young and old alike cant resist singing and dancing along. The Halloween Extravaganza is a special performance designed so children learn to enjoy the yearly ritual which is Halloween. Families are encouraged to dress in costume and to come together to witness firsthand the playful magic that is Toe Jam!


Doors 10 Show -4pm Admission $1 per family


Saturday, November 1 Paul Rishell and Annie Raines


You may have heard them on Garrison Keillors Prarie Home Companion or the Mountain Stage radio program. Maybe you saw them backing up John Sebastian on Late Night with Conan OBrien or backing him up at the Narrows earlier this year. Theyre winners of the W.C. Handy Award for Best Acoustic Blues Album. Learn more about Paul and Annie at their website, which is, coincidentally www.paulandannie.com.


Doors 700 Show 800 Admission $1


Sunday, November Kate Campbell & Sloan Wainwright


You may have heard Kate Campbell on NPRs Morning Edition, All Things Considered, or Live from Mountain Stage. If you enjoyed what you heard, you have joined a fan club that includes Emmylou Harris and Guy Clark. Learn more about this woman from Mississippi by clicking on www.katecampbell.com.


Okay lets get it out of the way-Sloan Wainwright is the little sister of Louden Dead Skunk in the Middle of the Road Wainwright III. But shes been living a rich and full musical life outside the shadow of her big brother. Shes shared the stage with the likes of Greg Brown, Shawn Colvin, Martin Sexton, and Richard Shindell. Her songs, like her voice, cast a lasting spell, at times drawing the listener into a world of unquestionably heartfelt emotion, wrote the Washington Post. Learn more at www.sloanwainwright.com.


Doors 700 Show 800 Admission $1


Friday, November 7 Po girl


Po girl co-conspirators Trish Klein (of the Be Good Tanyas), Allison Russell and Diona Davies deliver soulful roots, jazz, country grooves and occasional murder ballads. Po girl revives all the grit and spirit of the old-time sound through their beguiling original songs and distinctive adaptations of traditionals. Their contrasting vocals and strong musicianship create a compelling variety of textures, moods, and emotions. Po girls sound is timeless and timely, these girls are urban minstrels for the twenty-first century. Check out their website www.pogirl.net.


Opening Act Ryan Fitzsimmons


Doors 700 Show 800 Admission $10


Saturday, November 8 Jonathan Edwards


Weve been talking about the possibility of bringing Jonathan Edwards to the Narrows for a long time. We are pleased to announce that hes coming! Get your tickets early! You may have gotten to know Jonathan Edwards from his snappy, bouncy tune Sunshine, which was a big hit single and a gold record. Or maybe you lifted a cool drink to his song about hangin round the shanty. Visit www.jonathanedwards.net to find out what hes been up to.


Opening Act Barry Brown


Doors 700 Show 800 Admission $0


Friday, November 14 Tarbox Ramblers


The Ramblers return to the Narrows! As those who went to the show last winter know, between the fiddle, string bass, drums and slide guitar, you wont know what hit you. So wrote the New Yorker. Boston-based, with musical roots firmly planted in the Mississippi Delta, the Tarbox Ramblers are already raising eyebrows in their short career. Its hard to imagine a sweeter blend of blues, string band music and old-school hillbilly... wrote Billboard magazine. As the Washington Post put it This is a band that demands to be seen again. See www.tarboxramblers.com.


Doors 800 Show 00 Admission $10


Saturday, November 15 The Gibson Brothers


Bluegrass fans!! Its too cold around here in November for a bluegrass festival, but were going to have one anyway indoors with the Gibson Brothers! The Gibson Brothers have been


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Tuesday, November 17, 2020

Educational philosophy and the role of the Teacher

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Introduction


It was agreed that Trinity's educational philosophy must be grounded in the humanist


tradition of learning, be inclusive and embrace the European dimension that


emphasizes social cohesion and social inclusion. This educational philosophy is


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based on a common set of fundamental values. These values encompass a shared


understanding of the nature of the individual and society. Within the university, the


individual is accepted as being intrinsically well-motivated and willing to embrace the


group-interest, as opposed to being driven by the more selfish-interest of competitive


individualism. In the university setting, this involves a commitment to disinterested


inquiry, as opposed to the interested inquiry of the market model 'corporate


university.'


Every student tends to be provided with the same learning experiences focused around an white Anglo-Saxon curriculum. This cookie-cutter approach to learning works for a few students, but many do not learn, or learn only partially. Our classes are already too large to provide individualized learning. Domination of Lecture and Textbook The major learning modes in schools and universities are the lecture and textbook. Lectures date at least since classical Greece, ,500 years ago; textbooks come from a more recent technological development, the printing press


Students need to be able to learn how to become effective problem solvers. They should be able to identify problems, evaluate those problems and then decipher a way to transfer their learning to those problems in a way that will bring about a solution. If a student is able to perform in a problem solving situation a meaningful learning should then occur because he has constructed an interpretation of how things work using preexisting structured. This is the theory behind Constructivism. By creating a personal interpretation of external ideas and experiances, constructivism allows students the ability to understand how ideas can relate to each other and preexisting knowledge. A teacher must then recognize the importance of the cognative and social approaches for learning and teaching so that she may aid the students development in constructivist learning. Both approaches are valuable because one will emphasize the role of cognative processes and the other will emphasize culture and social interaction in the role of meaningful learning. One, however, may wonder how to go about enforcing these approaches. One method is through scaffolding, providing a student with sufficient information to be able to complete a task on his own or, to present a gradual decrease in the amount of help availible allowing the student the capacity to work independantly. Situated learning will present the student with a set of learning tasks placed in realistic contexts. This will include the abilities to use knowledge in a functioning learning approach and acquiring inert knowledge based on the learning of isolated facts in limited conditions. Lastly, students should, through the use of multiple perspectives, be able to view problems and ideas. These ideas presented will then be able to shed light on the nature of problem solving. There are three most common types of problems, the first being well-structured problems. Well-structured problems are ones clearly stated with known solution procedures and evaluation standards; an example being a mathamatical process. Another type of problem are those that are ill-structured; they are stated vaguely, have unclear solution procedures, and vague standards of evalalution. The third type, issue problems, are ill-structured problems that will arrouse srtong feelings in the students. The first step in helping students become adaquate problems solvers is assuring they realize that a problem does exist. Once a problem is identifiedm students should be expected to understand the nature of the problem. The next logical step would then be for those students to compile all relevant information to their problem allowing them to formulate and carry out a solution. Lastly, the students would then be required to evaluate their solutions working out the imperfections, clarifying the results. Problem solving is a very necessary abilty for a student which will, in a way, garuntee his future abilty to transfer knowledge. The student needs a firm base understanding of the problem solving concepts to induce a positive transfer of his later ideas. He should be able to recognize the need for different problem solving techniques and how to relate and separate theories in his knowledge. The teacher should be able to present the starting grounds to enable her students a method of producing the solutions to their problems. Bibliography Snowman, J., & Biehler, R. (000). Psychology Applied to Teaching (th edition) Boston, MA Houghton Miflin Company. Word Count 51


Philosophy of Education The term philosophy can be defined in many ways. I like to define philosophy to mean "truth." When evaluating my philosophy of education, my views are clear and concise. Education should be provided to everyone, free of charge, and free of discriminations. Education today is provided to everyone publicly at no expense. Although free, it does not come without distractions. For instance, public schooling has turned into more of a daycare type setting for teachers and students. With emphasis based on violence, and rightfully so, I feel the learning environment has deteriorated to an extreme extent. Administrators focus more on dress codes and violence prevention, than they do on test scores and how we compare to other countries. According to A Nation at Risk, the American education system has declined due to a rising tide of mediocrity in our schools. States such as New York have responded to the findings and recommendations of the report by implementing such strategies as the Regents Action Plan and the New Compact for Learning. In the early 180s, President Regan ordered a national commission to study our education system. The findings of this commission were that, compared with other industrialized nations, our education system is grossly inadequate in meeting the standards of education that many other countries have developed. At one time, America was the world leader in technology, service, and industry, but overconfidence based on a historical belief in our superiority has caused our nation to fall behind the rapidly growing competitive market in the world with regard to education. The report in some respects is an unfair comparison of our education system, which does not have a national standard for goals, curriculum, or regulations, with other countries that do, but the findings nevertheless reflect the need for change. Our education system at this time is regulated by states which implement their own curriculum, set their own goals and have their own requirements for teacher preparation. Combined with this is the fact that we have lowered our expectations in these areas, thus we are not providing an equal or quality education to all students across the country. The commission findings generated recommendations to improve the content of education and raise the standards of student achievement, particularly in testing, increase the time spent on education and provide incentives to encourage more individuals to enter the field of education as well as improving teacher preparation. NY State responded to these recommendations by first implementing the Regents Action Plan; an eight year plan designed to raise the standards of education. This plan changed the requirements for graduation by raising the number of credits needed for graduation, raising the number of required core curriculum classes such as social studies, and introduced technology and computer science. The plan also introduced the Regents Minimum Competency Tests, which requires a student to pass tests in five major categories; math, science, reading, writing, and two areas of social studies. Although the plan achieved many of its goals in raising standards of education in NY State, the general consensus is that we need to continue to improve our education system rather than being satisfied with the achievements we have made thus far. Therefore, NY adopted The New Compact for Learning. This plan is based on the principles that all children can learn. The focus of education should be on results and teachers should aim for mastery, not minimum competency. Education should be provided for all children and authority with accountability should be given to educators and success should be rewarded with necessary changes being made to reduce failures. This plan calls for curriculum to be devised in order to meet the needs of students so that they will be fully functional in society upon graduation, rather than just being able to graduate. Districts within the state have been given the authority to devise their own curriculum, but are held accountable by the state so that each district meets the state goals that have been established. Teachers are encouraged to challenge students to reach their full potential, rather than minimum competency. In this regard, tracking of students is being eliminated so that all students will be challenged, rather than just those who are gifted. Similarly, success should be rewarded with recognition and incentives to further encourage progress for districts, teachers and students while others who are not as accomplished are provided remedial training or resources in order to help them achieve success. I feel that school is a place where students should learn and interact with other students at no expense. If a student ventures outside the boundaries by proving themselves a distraction or obstacle so other students can not do this, they should not be allowed to return. Harsh punishments need to be put in order for students who choose not to take advantage of their ideal situation. Rather than expelling these students, they should be sent to a mandatory alternative situation, such as military or boarding school, with stricter rules and regulations. Students should learn to interact socially with each other. Environments should be provided so that a student can be a productive member of society when they leave their educational setting. If students learn how to be socially productive, I feel our violence rates would dramatically decrease. I feel some students do not receive the accurate interaction opportunities in school, which causes a negative reaction. Learning is a complex process acquired through a variety of experiences. Cooperation between a teacher and student facilitates the greatest growth in each student's intellectual, social, emotional, and physical development. Curriculum must be relevant to the needs of individuals while enhancing both respect and communication within a multicultural society. A supportive environment allows student's to develop a positive attitude towards learning for life. Students do not get bored or lose concentration if they are actively participating. If lesson plans permit, students will participate actively in unison or one after another. The Socratic method allows students to learn for them. As the educator, you produce questions to the class that allow them to think and work together which also allows them to learn together. For instance, without lecturing to the class, a lesson could be taught in a health education by asking questions about their reading assignment. "What are the benefits of not smoking?" In response, the class works in unison to piece together the answers. This improves social skills, which stated before, will improve violence and behavior issues. The chief benefits of this method are that it excites students curiosity and arouses their thinking, rather than stifling it. It also makes teaching more interesting, because most of the time, you learn more from the students -- or by what they make you think of -- than what you knew going into the class. Each group of students is just enough different, that it makes it stimulating. It is a very efficient teaching method, because the first time through tends to cover the topic very thoroughly, in terms of their understanding it. It is more efficient for their learning then lecturing to them is, though, of course, a teacher can lecture in less time. Finally, two of the interesting, perhaps side, benefits of using the Socratic method are that it gives the students a chance to experience the attendant joy and excitement of discovering (often complex) ideas on their own. And it gives teachers a chance to learn how much more inventive and bright a great many more students are than usually appear to be when they are primarily passive. When considering my philosophy of education, many "truths" unfold. If we work on remedying these "truths" our educational environment should dramatically improve. Word Count 180


Today in such a changing society it would be impossible to have a national curriculum not reflecting such change. Living in a changing environment effects and changes what each individual in the state is expected to know. This is very much enlightened when living in a fast changing world where what was true yesterday turns to be false tomorrow. Who would ever have taught that the word Internet would have been mentioned in the National Minimum Curriculum in the late 80s and early 0s when it was still just a network with the aim of linking data between major Universities and in no ones vocabulary? Such change in education may be one aspect that has contributed to the philosophy adopted for the change in the national curriculum and this change has been designed with a clear vision in mindctor of Education, NMC, 1 There are in fact a lot more references to the new NMC that could be listed over here as proof that the learner is at the center of the vision. If we had to look at the two main ideas on which modern education may be argued we would boil down to Platos liberal education and Rousseaus progressive and radical orientations. The vision mentioned above for the NMC clearly complies with the progressive orientation where the learner is put at the center. Such revolution, started by Rousseau, is quite important for us, as the new NMC is all about this putting the learner at the center. People think only to preserving their childs life; this is not enough, he must be taught to preserve his own life when he is a man to bear the buffets of fortune, to brave wealth and poverty, to live at need among the snows of Iceland or on the scorching rocks of Malta. - Rousseau, Emile This has been quite a change. If we had to look at the old national minimum curriculum, the question was What should we teach? and thus putting the knowledge at the center. On the other hand, there are other aspects that link the NMC to the other main theorist (mainly Plato and Dewey). An interesting point to mention would be the idea of justice which links our curriculum in the year 000 to what the first curriculum, written by Plato, had mentioned 400 years B.C. In fact, the national curriculum starts with Justice and there is an assumption that we want the society to be socially just. These ideas show that after observing the various theories of curriculum that emerged throughout the history of philosophy, we cannot identify one in particular with which todays curriculum was designed. On the contrary, the result of the various theories is a rich outpouring of ideas about curriculum, ideas that continue to influence both reformers and traditionalists (Soltis J. F. & Walker D. F.). In fact, another contributor to this vision is Dewey who wanted to define education as growth. As mentioned at the beginning of this write-up, today the big challenge of education is change. The shadow minister has also pointed this out when I recently interviewed him on the new curriculum. Such rapid change is happening because of technology and science. Information and skills that an individual may learn or possess become outdated quickly and the person becomes obsolete as discussed during the recent lectures. The new NMC has included such change as part of its vision to the Maltese society. Besides clearly stating such awareness at the introduction, it has been discussed in a section on its own under the topic of An educational answer for the cultural, social and economic challenges Today the keyword is lifelong learning. Living in the 1st century, being described as The Learning Age, means that knowledge and learning today are a very temporarily thing. This makes the traditional knowledge of education invalid. The principle function of schooling is not in producing pre-existing relation of production any more. We have the possibility for education as itself a potential force for change in society and culture. Such ideas are changing and need to change the way the learners learn. Teaching computer or I.T. could be a typical example where the rate in which subject content changes is extremely high due to the technological improvement. It would be useless to teach a particular computer program say Microsoft Word in itself if by the time the pupils leave school the program learned (and examined) will be changed, outdated and scraped out from the market. The aim instead is to learn how to learn, as by the time the pupils are out of school, they should be able to cope with the new changing technology. While teachers should put students in situations where they can practice their skills, they need to teach various skills such as how to think. The idea of University where one would acquire a packet of knowledge and use it for the rest of life is today outdated and invalid. Till some years ago it was enough to have fathers teach their skills to their son and mothers to their daughters; they again would repeat the process with their children and so on. Even still, it is not the case of having the child learning something different from the parent. Today its the case that what the child learns is different throughout all stages in life. This takes us to lifelong learning. As discussed during the lectures today this is a fact of life. If you dont learn, you dont survive, economically, socially and all the rest. Such vision is shown throughout the curriculum especially when it is clearly stated that. Today we need to give skills to our pupils amongst which the skill of learning, that is, knowing how to learn. Such vision will require teaching how to access information and where to find it rather than giving out information in itself. We need to teach how to use the Internet that is the biggest resource in computer (also mentioned by the curriculum various times). More areas that such curriculum vision would require within the Maltese society would be teaching how to use libraries, having social skills, interact and share. The teachers should help in social management skills. This NMC does not encourage traditional teaching, as it isnt concerned about teaching skills but teaching facts. Such approach would require a change in the methods the teachers use. As said by John Bencini, president of MUT. This has been said in the NMC and certainly applies for our case. If we are having examinations designed in Malta for the Maltese society, we need to have the teaching resources that also reflect our curriculums vision. On the other hand, we should not only focus on the inside view of the Maltese Society but should also follow the effect our education may have from its political environment and social-economic aspects as well mentioned at the objectives of the NMC. Our aims for partnership with the European Union should be reflected by the education. The learners in our society, should be knowledgeable about what effects EU may have on Malta, to mention just one. Such education may be well influenced by politics as power (from whoever may be in power). Power would be one of the two dimensions to the curriculum and power as domination is bad and removes justice. In such discussion we may remind that this curriculum was done in three versions with considerable change between the first and the last version. The vision of schools that should remove streaming and education should be inclusive and comprehensive has been masked in the last version due to political reasons. To conclude, in this new curriculum it is not the case of having the objectives listed at the beginning and then simply a description of how each should be achieved but it is clearly seen that the vision & philosophy of the curriculum are consistent throughout. This shows that great planning has been involved in the design of this document. Dewey J., The Child and the Curriculum, 166. Ministry of Education, Creating the future together, 1 Plato, The Simile of the Cave, The Republic. Rousseau, J.J., Emile. Skilbeck, M., School-based Curriculum Development, 184, London, Harper and Row. Soltis J.F. & Walker, D.F., Curriculum and Aims, 186, London Teachers


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Monday, November 16, 2020

White Squall Essay

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During the Trust Phase in Project Adventure, our goals were to practice trust falls, learn to spot for each other, and create a safe and comfortable environment. The purpose of these activities was to gain trust in your partner and in the group. Throughout the Trust Phase, we learned to use correct positions, the commands, and safety issues to perform successful trust falls. We did different types of falls. At the beginning, we did one-man trust falls, where you slightly fell backwards and your partner caught you and brought you forward. We also did pendulum-like falls, where you had two spotters spotting you, one in the front and one in the back. This type of fall is not so different from the previous trust falls. You just fell back and forth. As the days went by, the intensity of the falls gradually increased. At the very end of the Trust Phase, we had to fall off a certain number of mats and a group of people caught you. Trust falls allowed us to cooperate and communicate with each other. We learned to care about everyone's feeling and level of comfort. We gained trust in each other.


White Squall is a true story about a group of American teenage boys who joined a school sailing ship to gain experience and discipline. They began an adventure on the sea that would change their lives forever. They followed a thorough course of studies, while the spent a period of time at sea as the crew of the Albatross with a stern captain. During the journey, the boys were pushed away from adolescence as they explored the Caribbean and South Pacific. Their captains severe ways formed them into young men. The boys bonded with each other as they overcame various obstacles. Nevertheless, as the Albatross drew near to the end of her trip shes stricken by an extreme weather condition known as a white squall. It was their biggest obstacle. The storms results are tragic and the young men that remain along with their captain learn to endure together.


The captain of the "Albatross" said, "It takes discipline out here, there are no special cases." This quote is very significant to the story of the White Squall. Without the discipline, respect and cooperation of the crew of the "Albatross," they would not be able to conquer their biggest obstacles. When the captain said, "… there are no special cases," he meant that everyone on his ship would go by his rules, no exceptions. As the days went by the boys learned to be a group. They became friends and helped each other when there is trouble. For instance, they worked together to study for the S.A.T. It took a lot of discipline for them to work with each other. At first, they were hostile and did not care about each other. Eventually, they learned how to work together.


Just like with the Trust Phase, us students needed discipline. We needed it for many reasons, for safety, respect and the relationships we had with each other. We need this in order to achieve a successful unit. Like in the "Albatross," discipline is needed for a successful journey. The captain of the "Albatross" could be compared to our teacher. Both of them tried hard to discipline their students for a safety and fun environment. Without discipline the Trust Phase would be chaotic. With the trust falls we needed focus and discipline to create that safe and comfortable environment. We couldn't fool around because someone might get hurt. There were also no special cases for discipline. Everyone had to listen, cooperate and focus. It really did take discipline for us to make the Trust Phase successful. Even though discipline is not the only factor that affected the success of the trust falls, it was definitely a huge part of it.


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To be able to conquer and succeed in any given event it takes respect, safety, responsibility and discipline to achieve your goals. I learned that taking risks could be very hard but once you try to participate and cooperate, it would help you a lot in succeeding. Interacting with new people and doing new stuff can prepare you for the future. When people created a safe and comfortable environment it helped decrease the level of the risk taking. You get a feeling of relief knowing that you're safe and comfortable with everyone. The Trust Phase made me realize that the students in my class were very responsible, respectful and supportive. For the future experiences in the Ropes Courses I have no worries working with such a strong group. I hope that our group stays supportive, respectful and responsible. I only fear hurting myself, but I'll do my best to work hard and stay positive.


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