The Battle of Hong Kong

Cause and consequence:

Who: Hong Kong, Canada, Japan, India

What: Canada’s first battle in World War II, lasting 18 days. 2000 troops were sent to Hong Kong thinking it would be simple guard duty, later attacked by 52000 Japanese soldiers. Canadian allies fought to defend Hong Kong and failed heroically, the remaining taken as prisoners of war. The attack was against international law, as Japan had not declared war against Britain.

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Where: Hong Kong

When: December 8th – 25th, 1941.

Why: Early 1920s, the Anglo Japanese Treaty ended (an alliance between Japan and Britain), frightening the British. Late 1930s, Japan was in military conflict with Republic of China, later occupying Canton (Guangzhou) and surrounding Hong Kong. British studies believe that it would be very hard to defend Hong Kong, placing little thought in helping. In the mid-1930s, they began improving the defenses for Hong Kong, and then reducing the garrison to a symbolic size (2000 men) in the 1940s.

The most important causes were the end of the Anglo Japanese Alliance and the surrounding of Hong Kong. The Anglo Japanese Alliance bound Britain and Japan to assist one another in safeguarding their interests in China and Korea. However, along with the treaty’s ending, Britain had become cautious of Japan’s actions, realizing that Japan was in the process of overrunning one of their allies. I believe that there were three major aspects within the Battle of Hong Kong: The catalyst, or the ending of the treaty, the surrounding of Hong Kong, the rejection of two surrender proposals, the actual execution of said battle.

Image result for battle of hong kong canada

The Battle of Hong Kong was viewed by Canadians at the time as a bold defense of our allies, fighting back even when outnumbered. To this day, veterans still speak about the courage of the soldiers defending Hong Kong, doing all they could to prove their loyalty, as well as work together in a time of vast differences. Simultaneously, the Japanese were viewed as a disreputable world power to those on the opposing side, not only fighting with an unbeatable amount of people, but violating an international law in the process.

Although the Battle of Hong Kong was not a success, it shaped Canada’s value for commitment, having defended Hong Kong despite the overwhelming military pressure. Additionally, different cultures worked together to defend an ally, helping grow Canada’s value for inclusion and acceptance, understanding that we are all defending each other. Therefore, Canada not only showed their political commitment towards their allies, but simultaneously shaped what Canada values socially today about different cultures.

As for Canada’s autonomy, the Battle of Hong Kong played a large political and social role in how we are portrayed by others and ourselves. The Battle of Hong Kong was one of the first battles in the Pacific war, along with one of the first battles Canada participated in during World War II. The Battle of Hong Kong allowed for Canada to prove their loyalty towards their allies. Despite the failure, the fight defending Hong Kong was a bold and important event for Canadians in the present, ultimately pushing Canada’s reputation forward.

https://www.veterans.gc.ca/eng/remembrance/history/second-world-war/canadians-hong-kong

https://www.thecanadianencyclopedia.ca/en/article/battle-of-hong-kong

http://time.com/4635638/battle-of-hong-kong-canada-winnipeg-grenadiers-royal-rifles/

https://www.warmuseum.ca/cwm/exhibitions/newspapers/operations/hongkong_e.html

surprised patrick star

https://www.desmos.com/calculator/s6qdwrlqye

These were the equations I used throughout my graphing process:

Quadratic and reciprocal functions were used because of the slight curve they provided. A cubic equation was used on the weird occasion regarding the curves in his pants, to get a softer curve. These were specific to the outline of the bodies, mostly used because they were easy to shape. When moving these equations, I would place the variables within brackets, subtracting or adding numbers from the y variable in order to move them vertically. When moving them horizontally, I subtracted or added outside of the squared equation, essentially changing the overall value, moving it farther down the x axis.

The circle equations were used for objects like Patrick’s eyeballs and stomach. To make the circle smaller or larger, I input numbers into the r variable. In order to move them vertically and horizontally, I did the same thing, placing the variables within brackets and subtracting or adding.

Linear equations were used for the straight line which were simpler. I placed coefficients in front of the x variable in order to change his angle, subtracting or adding to change the x axis like the other equations.

I didn’t face any real challenges, other than wanting to work around images and instead go off of what I could see. As for “aha moments,” there was one early on, when working with the placement of a circle. When creating Patrick’s eyes, I had no clue as to how I would change the circles x and y, specifically because I had this idea that the equation, r2 = x2 + y2, could not be altered. After realizing that I could place the variables in brackets and alter from there, it got much easier.

I didn’t require much help throughout the process, although when needed I did ask my table group. As for techniques, I placed each individual equation out as a model, looking between the picture and the graph to see what I could apply. This worked very well. Overall, this assignment allowed me to better understand how to alter the location and size of a graph relative to the variables placed into the equation, like subtracting or adding from the x, y, or overall value. Not only the size and location, but the distortion as well. It allowed for a better understanding of how manipulating equations really work, as well as assisting with my knowledge of domain and range.

Tecumseh: Shooting star, crouching panther

“Tecumseh and his family watched the party disappear in the distance. He ached for the day that he would join them on the trail to war. He could not know, however, that his own path to war would be part of a desperate struggle to save his people. Neither did he know that he would never see his father again” (Poling Sr, 24). The book Shooting star, crouching panther is a biography written by Jim Poling Sr, narrating the highs and lows of Tecumseh, a warrior, a chief, and a leader of a multi-tribal confederacy. Despite his violent, unrewarding background, Tecumseh’s courageous leadership within the fight for equality reveals a large part of Canadian identity, valuing respect and persistence above all else.

Born into the Shawnee tribe, Tecumseh grew up in a difficult situation. The Americans were buying out land, surveying and taking over their territory, battling with the Shawnee’s little population. He grew up without his parents, during a time of harsh war between his people and the Americans. However, this did not stop him. He grew up to be an inspirational leader, considered by most as the last great native leader in Canada.

Tecumseh was a man of many different qualities. He was portrayed as a savage, strong, and barbaric leader to his enemies, until one day in the early 1800s, when a man named Thomas Herrod was killed and scalped near the region where Tecumseh was born. After Herrod’s village confronted his tribe, Tecumseh stated that he would speak to this issue and calm them down, ensuring he was not involved. This scenario was different from one he’d ever been in, having to speak to not tribes, but frightened citizens afraid of people like him. After his speech, he had illustrated a new image of himself for his enemies. He was seen as an “intelligent man of compassion and peace; someone with the bearing and speaking talent to make others listen and understand” (Poling Sr, 61). Tecumseh was able to change their perspectives on him with such ease, gaining respect and admiration from the unlikeliest of peoples. Although Tecumseh was often faced with violent disputes between white men, he continued to advocate against “needless cruelty,” fighting only when necessary.

In July of 1812, American general William Hull was in control of Detroit, 1600 men on his side. On August 13, Isaac Brock, a British officer, arrived at Fort Amherstburg with 300 men in order to aid Tecumseh in taking control of Fort Detroit. An instant bond formed, both respecting one another as great leaders and warriors. Together, they stormed Detroit, only to find a white flag appear over the walls of the fort. The victory restored the whole Michigan territory to British control, and Hull was not only put to court, but put to shame, convincing himself that he had saved his men and the 700 civilians from “the horrors of an Indian massacre.” Despite being greatly outnumbered, Tecumseh along with his allies fought for control of their territory, failing to hesitate during the moments that mattered most. Their bold fighting spirit shaped Canada’s values today, not only fighting for what is rightfully theirs, but never backing down even when outnumbered.

Upon completing Jim Poling Sr’s Shooting star, crouching panther, one comes to realize a few things about what Canadian identity is today. Although Tecumseh’s death marked the end of First Nations resistance to American expansion, his legacy lives on, both as a skilled warrior and intelligent leader. He showed that being Canadian is not only about fighting for what is rightfully yours, but as well as respecting what isn’t. As Tecumseh once said, “Abuse no one and no thing, for abuse turns the wise ones to fools and robs the spirit of its vision.”

 

 

 

Old Macdonald Should be Removed; E – I – E – I – NO

Negativity has become such a large factor within Canadian lives that the positive is often overlooked, although both sides ultimately contribute to the creation of Canadian identity. Likewise, John A. Macdonald contributed both negatively and positively to Canada today during a time period of different values and norms. Recently, the public has been re-evaluating the presence of certain historical figures, such as John A. Macdonald, and arguments have arisen as to whether his name should remain in the public sphere. Those in favor of removing Macdonald argue that his past actions towards specific groups is unacceptable and does not match Canada’s current values. Those opposed state that his overall contribution to Canada today outweighs the negative, and he should remain as a public figure. Reasons such as John A. Macdonald’s bold decisions like attempting to provide women voting rights and the creation of the Canadian Pacific Railway support the argument that he should stay within the public sphere.

Macdonald’s courageous thought process went against the norms of his time, shaping Canada into what it is today. In the mid-1980s, Macdonald implemented one policy and attempted to implement another, both of which were Canadian firsts and possibly international firsts. The policy implemented was to allow “native people to gain the franchise […] without losing any of their rights under either the Indian Act or any of their treaties” (Gwyn). At the time, this was a questionable outlook on the indigenous, and although this policy was cancelled in 1898 by Wilfrid Laurier, it opened up conversation and was of immense importance. His other attempted policy focused on the rights of women, an uncalled-for opinion during his electoral campaign. This policy “pre-dated the granting of the vote to women in Canada in 1918 by a third of a century,” beginning to shape what was soon to become a large characteristic of Canadian identity (Gwyn). Macdonald wanted to amend the act so that the “Persons” clause would read “Person means men […] or women who are widows and unmarried,” taking a major step for the entire world. There are no known reasons behind his actions; he had never publicly commented on his thought process before or after. Despite the values and norms of the time, John A. Macdonald’s daring efforts regarding equality mirror the values that Canada shares today, showing how ahead of the time he really was.

Although John A. Macdonald’s accomplishment of creating the Canadian Pacific Railway is incredibly important to Canada today, those supporting Macdonald’s removal argue as to whether the low paid labor and estimated 600 Chinese immigrant deaths were worth the large economic benefit of the railway. Despite the sacrifices made, the CPR plays too large a part within Canadian identity to be excluded as one of Macdonald’s great feats, working as “an agent of economic modernization” (“Dictionary of Canadian Biography”). Over the course of its life, the CPR acquired trade, transported goods, welcomed immigrants, built hotels, assisted in war, and plenty more. An example of this is how the CPR “sold […] package[s] that included a passage on a CP ship, travel on a CP train, and land that was purchased from the CP railway” to mainly immigrants, welcoming them into Canada as well as aiding the economy (“McGill”).  Macdonald’s efforts regarding the CPR paid off, not only completely shaping Canadian economy today, but also creating an icon of Canadian nationalism.

John A. Macdonald was a political leader who although shaped what Canada is in the present, held different perspectives from what Canadians value to this day. Arguments supporting his removal state that “Macdonald […] was one of the leading architects of residential schools [instigating] the cultural genocide of Indigenous people,” whereas those opposed to his removal believe that history is inerasable, and that we should strive to learn from the good and bad in the past. After truly analyzing John A. Macdonald’s unconventional approach to politics and his triumph in creating a symbol of Canada, the importance he holds to Canadian identity reveals itself, as well as the need for him to remain in the public sphere. John A. Macdonald was a political leader who believed in what Canada believes in today, the idea that no matter what we are, we are Canadian. As he once said, “Let us be English or let us be French . . . and above all let us be Canadians.”

“Canadian Pacific Railway.” Canadian Pacific Railway, www.cs.mcgill.ca/~rwest/wikispeedia/wpcd/wp/c/Canadian_Pacific_Railway.htm.

“John A. Macdonald.” Wikipedia, Wikimedia Foundation, 30 Apr. 2019, en.wikipedia.org/wiki/John_A._Macdonald.

Lavallé, Omer. “Canadian Pacific Railway.” The Canadian Encyclopedia, 2008, www.thecanadianencyclopedia.ca/en/article/canadian-pacific-railway.

National Post. “Richard Gwyn: How Macdonald Almost Gave Women the Vote.” National Post, 14 Jan. 2015, nationalpost.com/opinion/richard-gwyn-how-macdonald-almost-gave-women-the-vote.

Pennington, Christopher. “Facing Sir John A. Macdonald’s Legacy.” The Canadian Encyclopedia, 2015, www.thecanadianencyclopedia.ca/en/article/facing-sir-john-a-macdonalds-legacy.

“Sir John A. Macdonald – Dictionary of Canadian Biography.” Home – Dictionary of Canadian Biography, www.biographi.ca/en/theme_macdonald.html?project_id=98&p=18.

in-depth v2.5

It’s been a while since the last blog post now, and I’ve continued to work on my pieces over this time. I have realized that creating ink pen artwork takes longer than expected, not to mention having to learn all the techniques. Nonetheless, I have learnt a couple new skills, along with practicing the old ones.

A new technique I have been taught is the usage of ink to illustrate fur or hair, specifically small objects we can’t control. I have already done my best to mimic Rainn Wilson’s hair, and I am now working on fur, specifically an orangutan’s fur. When creating fur, it’s important to use smaller pen size to create a soft appearance. The direction of the fur is an important factor to remember, as well as the frequency of strokes you begin with. Starting with fewer strokes is ideal so that shading is more convenient as time goes on.

As for concepts, some that I have been over with my mentor include:

Visualizing/modeling the illustrations beforehand. This is important for most artwork, especially at a beginner level, but is most needed when sketching a living creature. While working on pieces like wildlife or a person’s face, I modeled out the individual parts changing them into separate shapes in order to give myself a rough visual of where everything goes. I do this to allow for minimal mistakes so I won’t finish my piece and then realize that the entire thing is off.

The technique used to portray different textures and images. I have been over many of the techniques my mentor taught me, from the realism of glasses to the lighting of different areas based on their relation with outside sources. All of the techniques I learned allowed for a greater understanding of how everything illustrated worked, rather than just drawing based on sight.

As for alternatives, there have been moments where alternatives were suggested but not necessary. At one point I made a mistake on one of my pieces, zoning out and forgetting to pay attention to what I was actively doing. I suggested working around the mistake and adapting it to the image, when my mentor provided me with the alternative of painting over it gently, somewhat like white-out. Although the option made sense, I believed that I had the artistic ability to fix my mistake and decided to instead alter the final image. In the end, I was satisfied with my decision and thought process.

For my learning centre itself, I plan to allow for a more aesthetic appeal, a white table with my illustrations separated into different sections. I haven’t decided on what those sections should be yet, whether or not it should be by time of creation or by image genre, but I’m sure I’ll figure out what looks best at the end. There will be labels up above each one of the sections, and I will be describing my process to those who stop by along the way. I would like to focus on the illustration of people using ink pen, because it was the most difficult and time-consuming piece out of all the pieces. Simultaneously, I acquired multiple new skills during the creation of ‘Dwight Schrute,’ and I enjoyed both the process and final outcome. I may include my previous artwork from last year, allowing for a side by side comparison to visualize the growth. To conclude, I hope my audience is able to see not only how much time goes into ink pen artwork, but how diverse the process is from regular pencil eraser sketching.

 

biography check-in: Tecumseh

“Ruddell was another white boy who grew up with the Shawnee after they snatched him during a raid […] he and Tecumseh became blood brothers…” (Poling Sr, 22)

This quote early on exemplifies a major characteristic of Tecumseh, both during his youth and throughout becoming an adult. Through this quote, I was able to gain a larger perspective on the attacks and raids Tecumseh’s tribe, presenting a kind and understanding side. After raising Ruddell as one of their own, it was interesting to read about them becoming good friends and major parts of one another’s lives, as well as it being incredibly wholesome. However, I do wonder what it would have been like if Ruddell had never been taken, instead living his life without meeting Tecumseh and thus without learning from him.

This passage presented the values of Tecumseh’s tribe at the time, raising a white child as their own, teaching him their own values and beliefs. It was not only his family caring for the child, but also young Tecumseh himself, playing and trusting this new addition to his family. As he grew up, Ruddell and Tecumseh became better and closer friends. Tecumseh’s values regarding acceptance continued to grow throughout his life, similar to the values of acceptance Canada holds today. As a young boy and a leader, his compassion for all human life supported/created the idea that all should be able to live peacefully with one another.

“Dislike of needless cruelty became a Tecumseh characteristic. He believed it was wrong to murder helpless captives and was not afraid to tell others.” (Poling Sr, 37)

This resonated with me because of how open Tecumseh was with his beliefs. After being raised during a time of massive war and battles, he fought for the good of his people, not for revenge. This was stated after witnessing the savage taunts each side would do in battle, specifically shoving each other’s faces in dirt and scalping the enemies’ heads, dead or alive. He had never been afraid of such doings, but was always strongly against them, which allowed for him to stand out.

Although Tecumseh was a brave, intelligent, powerful warrior, he did not fall victim to the demeaning acts of war. Despite his values being different at the time, he did his best to remain peaceful and avoid unintentional negative interactions. I believe that his overall complexion helped shape the Canadian identity, instead focusing on what benefits the majority rather than the individual. We notice that there is a kind and understanding aspect of Canada’s identity, focusing around stereotypes like saying “sorry” too often. Although this may not be fully true, Tecumseh did show a caring and respectful attitude towards all kinds of people, altering the values and beliefs Canada holds today.

“They were all brothers in a family of oppressed people.” (Poling Sr, 41)

After having to fight battle after battle, Tecumseh’s tribe began making allies, specifically with a group of savage, fierce, and powerful people called the Chickamaugas. Although the Chickamaugas tribe was not ideal to join forces with, due to their violent and aggressive nature, Tecumseh new that they would have to stand together as one united group in order to succeed. He understood the risks involved but decided to unite for the greater good of each other’s tribes and families. Not only was the dedication Tecumseh had for his people courageous, but his acceptance of people other than himself was inspiring and different from the values during his time.

Mentioned earlier, Tecumseh understood the risks involved with siding with the Chickamaugas but continued for the greater good of everyone like him, those under the pressure of losing their homes and identity. He was accepting of everyone, much like the way Canada strives to be to this day.

“They came across a band of Indians that included Tecumseh, who told them his people were not involved in the killing and were keeping the peace. He agreed to travel to Chillicothe to speak to a gathering of settlers in hopes of allaying their fear.” (Poling Sr, 61)

After a false alarm nearly beginning another battle occurred, Tecumseh spoke at a meeting with different tribes to maintain the peace. He gained much respect from the different warriors, building a better reputation. However, in the same year a settler named Thomas Herrod was killed and scalped near his own house, not far from the region where Tecumseh was born. After confronting Tecumseh and his tribe, Tecumseh stated that he would speak to this issue and calm them down, ensuring he was not involved. This scenario was different from prior, Tecumseh speaking to not tribes, but frightened citizens afraid of people like him. After his speech, he had illustrated a new image of himself for his enemies. He was seen as an “intelligent man of compassion and peace; someone with the bearing and speaking talent to make others listen and understand” (Poling Sr, 61). It was intriguing to see how Tecumseh was able to change their perspectives on him with such ease, gaining respect and admiration from the unlikeliest of peoples.

I believe that Tecumseh’s values for peace reflect a major part of Canadian identity today. When accused of committing a terrible, savage deed, he maintained his cool and relaxing attitude and offered to keep the peace. His ability to open his enemies’ eyes to new ideas is much like Canada providing the world with new ideas regarding the acceptance of all nations, as well as other ideas as a whole. Tecumseh shows a large Canadian value at an early time, the want to avoid battles and to instead provide clarity and acceptance.

 “Generosity was another attribute highly prized among the Shawnee and other Indian communities. Sharing was an important part in Indian life.” (Poling Sr, 65)

Tecumseh gave up plenty of his own in order to aid his people. Although there were massive battles raging and wars to be fought, he remained kind and caring towards his own at all times. He made sure he was always sharing what he had, and this idea resonated with me while reading. His selflessness was a big factor playing into his powerful leadership, and his overall personality.

This idea of sharing with the majority and avoiding greed should be a large value everywhere, especially Canada. Although it may not always be true, I believe that most of Canadians intend to fight for the greater good of everyone, sharing and caring for each other along the way. In my opinion, Canadian leaders should somewhat follow the values of Indian tribe leaders, the most respected ones taking care of the elderly and the sick, making sure everyone has a chance to survive and live life.

 

Theme: Individuals who value the needs of the few are often able to persuade the minds of the many.

Tecumseh was a strong leader who fought for his tribe’s lifestyle, as well as cared for the weak and little. As time went on, his character was shaped by his surroundings, specifically watching the death and pain inflicted on those like him. Although most regarded him as a savage Indian leader, he always presented himself with dignity and wisdom, illustrating a new image of himself to those opposed to him. He valued acceptance and peace, not torture and taunting, and was able to lead large groups to fight for what they believed in, their land and individuality.

in-depth v2.4

So far my in-depth progress has gone by well. I have learned a few new tactics but have mostly been working on some of the pieces that I want to have completed. Here is one of the concepts I have found new and interesting.

When illustrating objects that provide a reflection of some sort (lips, glasses, etc.), something important to note is how to properly shade them in. For example, when illustrating glasses in one of my images, I would leave out blank spaces and shade the outside of where the illustrated line would be, to provide some sort of contrast. This is to allow for the image to pop out rather than simply being bland and 2d.

(Incomplete image of Dwight Schrute)

As of now I am currently working on my piece based around a person’s face. In this case, I have decided to choose a popular TV persona, “Dwight Schrute” or the actor “Rainn Wilson,” mostly to provide myself with a challenge. I will go more in-depth into why it is more challenging than normal.

How to have a beautiful mind:

Much like everyone else, I will be attaching colours to my different hats:

Blue, red, black, white, yellow, and green.

To provide some context, I had finished my prior piece and felt rather accomplished finishing it. I decided to begin on the illustration of a person’s face and was already wanting to illustrate “Dwight Schrute.”

Grace: Hey Kevin, have you completed your piece from the last meeting?

Me: Yes.

Grace: What are piece are you planning to create next?

Me: I was wondering if I should start drawing a person’s face with ink pen now? I feel experienced enough to and I had a person in mind.

Grace: Sketching people’s facial features can be difficult, especially with ink pen. However, I believe with your progress so far you should do well. You have already sketched people and faces with pencil before, and you seem to be learning quickly.

As soon as our mentoring session began my mentor established the progress I had made and the next tasks needed. She used the blue hat to make sure I was able to accomplish as much as I can with the time I had. After providing my ideas for what was to come next, Grace put on two hats at once, the red and yellow. She provided some background detail as to why she would normally be hesitant, but then proceeded to use the red hat to show her belief in my progress. The yellow hat came soon after, supporting me with her prior knowledge and logical reasoning as to why she knew I was ready. I then proposed my person to her, “Dwight Schrute” or “Rainn Wilson,” showing her on my phone.

Me: I was thinking about drawing this person next.

Grace: Hmm. His head and facial features seem to be shaped strangely, which may make it more challenging. You may have difficulty illustrating his glasses, as well as him as a whole. 

Me: I see what you mean, but I think it would be a good challenge. I believe that I’m able to do it after my experience sketching in pencil.

In this conversation, Grace provided a valid argument. She did not state that I could not do it, only that it would be challenging, providing some details behind her argument. She used the black hat to think critically about the outcome and to make sure I understood the potential issues that may arise. However, I trusted my artistic ability and brought back my experience, using the yellow hat for myself this time. 

(Later when sketching the face)

Me: Excuse me Grace, how would I make the glasses look more realistic? They look dull outlined in pencil.

Grace: Oh, it is important to avoid just drawing the glasses. Instead, to provide a more crisp and realistic look, you highlight the darker inner edges and leave the brighter areas behind.

 

In this situation, I put on the green hat, inquiring about how to illustrate something I had never done before. I wanted to know the best way to illustrate them in order for them to look realistic.

(Later when asking about sketching lips)

Grace: The lips of a person always have a reflection on them. Not only when there is light shining onto their face, but as well as when it is bouncing off of the upper lip onto the lower lip.

The white hat was a simpler hat to wear, but it is one of the most important. I didn’t pay much attention as to why certain areas were brighter than others, even though both were submerged in shade, but it helped me realize that this occurs a lot in artwork.

That seems to be it for this update. I am pretty proud of my progress and believe that I have done well so far on my individual pieces. It was fun catching up again, adios.

what is canada?

The combination of different religions, cultures, ethnicities, and overall people allow for Canada to be seen as a “post national” state, to some extent. Canada has begun showing signs of post nationality but continues to keep its borders and remains far from a genuine post national state. Based on a UNM study, post nationalism “takes culture, society, government, politics, and the economics of an individual nation and inserts these components into an increased regional, continental, hemispheric, and global perspective narrative (M. Nunn 2011). There is evidence to support the claim that Canada is post national by this definition, but it fails to satisfy all criteria. Our Canadian identity consists of those who live within the country, sharing similar values regarding our openness to the diverse and new. Different cultures all around the world immigrate here to Canada for their similar values, to start new in a positive and healthy environment, proven when taking in “an estimated 300,000 newcomers in 2016, including 48,000 refugees” (Foran 2017). This is able to happen because Canadian policies have been redesigned to increase the inclusion of others, changing our identity significantly. Although our “annual immigration accounts for roughly 1% of the country’s current population of 36 million,” we are not necessarily near becoming post national (Foran 2017). The actual location of these newcomers plays an important part, some areas of Canada being more diverse and comfortable than others. According to the 2016 Census, areas like “Toronto, Vancouver and Montréal [are] the three most populous CMAs in the country [and] are still the residence of over half of all immigrants (61.4%) and recent immigrants (56.0%) in Canada,” exemplifying the massive difference in distribution of immigrants (StatCan 2017). This shows that although Justin Trudeau believes that Canada is one of the first post national states, he fails to realize the claim he is making involves every part of Canada. To conclude, Canada is on its way to post nationalism but cannot meet all the prerequisites needed to become post national.

 

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

https://www150.statcan.gc.ca/n1/daily-quotidien/171025/dq171025b-eng.htm

https://digitalrepository.unm.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1017&context=hemisphere

in-depth v2.3

Another little bit has gone by now, and although I haven’t learnt many more techniques from last time, I have been working and sketching more illustrations to practice. Recently I have been focusing on illustrations that are more centered around landscape or inanimate objects, to work on strengthening my ink-pen ability. Here is an example of what I have been doing:

A new concept I have learned involves the drawing of living things, specifically plants like trees or bushes. Grace told me that it is important to avoid overthinking the design of the plants, and to just go through with what you believe it should look like quickly. At first glance the plants seem to look normal and like part of the overall image, but through further examination they end up just being squiggly lines. Grace told me that that’s how ink pen should work; that although it may not feel right, you should still follow through until the ending image, where all of the parts will become one cohesive whole.

How to be a good listener (new perspectives):

Me: Grace, I remember hearing you say your children went to IB, correct?

Mentor: Yes, they are in university now.

Me: How do you like IB, in your opinion?

Mentor: IB is a good school and my children seemed to enjoy going there mostly. [However,] they said that [from] grade ten to grade eleven the jump was bigger than expected, and [they] became more stressed quickly.

Me: That’s interesting, what about after they finished high school?

Mentor: After they finished high school, they said they were grateful that they completed IB, because it prepared them for university. The work was stressful at the time, but it allowed them to strengthen their studying skills as well as their organization. If you want, you can ask one of them when they’re home.

Me: That sounds like a good idea, I would love to do that if the opportunity comes up.

Throughout our entire conversation, I reminded myself to maintain eye contact and nod when I understood what she meant. I made sure that my mentor knew I was paying attention, and that I actually took information out of the conversation that would help me later.

How to ask questions:

Me: Grace, are there any other things I could do to further strengthen my ink pen artwork? Any extra exercises or techniques I could do? I have TALONS kayaking practices coming up so attending drawing classes is a little difficult.

Mentor: Other then coming to classes every so often, the main thing is to practice when you have time, beginning with sketching out your boundaries and using a structure to start. Try your best to challenge yourself with difficult images, exercising your sketching ability.

Me: Could you elaborate on what is considered a “difficult image?”

Mentor: Any image that you look at and feel afraid or hesitant to attempt to draw. Images that force you to apply new strategies and challenge your current abilities.

One tactic that was mentioned in the “how to ask questions” chapter is elaboration. Edward de bono states that “you may need the elaboration in order to understand the matter more fully,” allowing the person asking to clarify what the meaning is (p.82). I found that asking for elaboration allowed me to feel more comfortable with picking images to practice with.

That’s all for now, adios.

romeo and juliet’s puppy love

Based on our readings so far, I would agree with the argument that Romeo and Juliet’s relationship is one of “‘infatuated children’ engaging in ‘puppy love.’” At their current age, Romeo and Juliet both exaggerate their love for one another, completely disregarding the external conflicts and risks that are involved in the big picture. After less then a day from meeting one another, Juliet tells Romeo “…my true love is grown to such excess, I cannot sum up sum of half my wealth,” expressing her love for him (2.6.33-34). The night prior to this, Juliet claims to ‘be a statue’ for Romeo to pray to, holding back and avoiding expressing her emotions. The next day, she completely forgets about her initial perspective and drastically changes her view on Romeo, exemplifying her childlike mindset. Additionally, both Romeo and Juliet fail to consider the external consequences their ‘love’ may cause. They both acknowledge that their families are enemies, like when Juliet says “My only love sprung from my only hate! […] That I must love a loathed enemy” or when Romeo says, “My name […] is an enemy to thee,” yet they continue to love despite both sides’ violent nature (1.5.138-141/2.2.55-56). Their childish arrogance causes them to disregard the consequences of their actions, seen when Friar Laurence states “These violent delights have violent ends,” foreshadowing the tragedy to come (2.6.9). Despite many warnings that would normally inform people to pause and think, Romeo and Juliet continue to ignore the possible violent repercussions and go forward with their day-old romantic desire, exemplifying childlike or ‘puppy love.’

The argument that Romeo and Juliet should not be viewed as children seems valid at first but proves ineffective. The authour, Jindra Kulich, provides unclear statements and does is not historically accurate. An example of this is when they state that “at 14 years of age human beings were considered to be adults,” setting a vague age range for the reader to understand (Kulich). Along with that, Kulich provides a personal experience, implying that children become adults when they “assume [their] responsibilities,” and that the privileged “went to secondary school and were allowed to remain children longer” (Kulich). Kulich’s criteria for an adult differs from statement to statement, weakening their argument and losing the readers’ trust. Additionally, when they state that “the privileged went to secondary school…,” this would apply to both Romeo and Juliet, members of high-status families, the Montagues and the Capulets (Kulich). According to multiple online sources, the play “Romeo and Juliet” took place in the late Renaissance period (late fifteenth century). In the sixteenth century, children did not become adults when they reached a certain age. According to an online essay, “Adulthood only came when a child’s father went before a judge and legally granted [them] independence,” meaning that Kulich’s argument proves untrue, especially when considering the time difference (Malvasi “Renaissance”). To conclude, Kulich’s argument that Romeo and Juliet should not be viewed as children is inaccurate and requires more thought.

https://www.123helpme.com/childhood-during-the-english-renaissance-view.asp?id=156572