English Notebook

Vaccine Views:

Rhetoric (noun): is the art of effective or persuasive speaking or writing. With movies or other visual mediums, think about the use of figures of speech, images and music.

To Kill a Mockingbird 5/16

1. Who does Atticus think caused Bob Ewell's death?

Atticus thinks Jem killed Bob Ewell.

2. Why does Heck Tate insist that Bob Ewell's death was self-inflicted?

He believes that the dead should bury the dead, meaning it should just all be left behind.

3. Is Heck Tate right to spare Boo the publicity of an inquest? Give reasons for your answer.

Yes because he was protecting the children. He reacted out of defence for the kids and did a good deed.

4. How do the events of the final chapters explain the first sentence of the novel?

Foreshadowing for the end of the novel

The end of the story was the beginning of the novel

Explains how he hurt his arm

5. How does Scout make sense of an earlier remark of Atticus's as she stands on the Radley porch?

“You never really know a man until you stand in his shoes and walk around in them”

She understands how Boo’s life is so messed up and why

6. How surprised were you to discover what Boo Radley is really like? Has the story before this point prepared the reader for this discovery?

It leads the reader up to thinking that boo is a genuine guy and actually really nice

It starts out with rumors and then ends up with who he really is

7. Who are the metaphorical mockingbirds in Harper Lee’s novel? There are several so push yourselves to really think about the various characters.

Tom Robinson

Boo Radley

Calpurnia

Aunt Alexandra

Atticus

Helen Robinson
Walter Cunningham
To Kill a Mockingbird 5/12

1. Why does Scout feel shame during the pageant? What happened?

Scout fell asleep before the pageant started, which caused her to miss her entrance. She ended waking up, and was embarrassed. Also, children were treated differently, more harshly, during that time period. The director/lady in charge was very upset that Scout missed her entrance, so much that she said she ruined the entire pageant. That is a little harsh to put on a nine year-old at the time. However, in Maycomb, activities like these are very important to a lot of people, so it makes sense.

2. How does Harper Lee build suspense as the kids walk home? What writing techniques does she use in this chapter to create suspense?

She wrote about what the sounds actually sounded like as the kids walked home, which made it very easy to imagine. She made the moments very vivid clear. When the kids walked under the tree, she made it clear that the ground was colder and explained what Scout felt.

3. In the struggle, there are small clues about who attacked the kids? What clues does Harper Lee give the reader about their attacker before his identity is confirmed?

The author tells the reader that this man smells like alcohol and has not shaved because when Scout is reaching around on the ground to find Jem, she feels this other man instead.

4. What happened to Jem in the struggle? What happened to Scout? What happened to their attacker?

Jem was attacked and while he was trying to protect himself, the man grabbed his arm and threw him around. Jem ended up breaking his left arm and ended up with a bump on his head. When he was thrown onto the ground, he went unconscious. Scout was pulled back and was squeezed really hard after she fell. Someone tackled the person who was attacking Scout, which gave her the chance to break free. The attacker, Bob Ewell, was found dead on the sidewalk because he had a stab wound underneath his ribs.

5. Who saved the kids? Why is this ironic?

A mysterious man saved the kids by the tree, which is weird because nobody goes around this area besides the Radley’s. The Radley’s are known for not being friendly, especially Boo. This is ironic because throughout the entire book, the kids thought they were very mean, but it turns out they may not be as bad as they seem.

To Kill a Mockingbird 5/10

1. How has Scout’s character developed over the past few chapters? Provide three pieces of textual evidence to show her developmental growth and/or character growth.

237

• Became more of a woman
• More aware of equality

2. How did Tom Robinson die? Why do you think Tom ran? Why do the people in Maycomb believe Tom ran?

• Shot 17 times
• Ran because he wanted his fate to be in his own hands
• Did not want his family to be involved
• Ran from jail
• They all thought that because he was black and it was instinct

3. What does Aunt Alexandra think of the Cunninghams?  As a group revisit the bottom of page 223 “I remember the distant…” to the end of the chapter? What does this section explicitly (directly) say about the town’s pecking order? What does this section implicitly (imply) state about how the world functions today?

• Does not like them
• Lower white trash
• Right before ewels

4. On page 238, what is the scene with the roly poly a metaphor for? Does Jem’s actions surprise you? Why or why not?

• Metaphor for Toms death
• He did not do anything to deserve death

5. What is ironic about the class discussion on democracy that takes place on pages 244-246?

• Democracy
• Treated equal but blacks are not

6. What motivates Scout to talk about and think about Boo Radley after Tom’s trial? What similarities do these two characters have that would cause Scout to reflect on Boo Radley. As a group can you write two metaphors that support your analysis and include them in your day’s notes in your digital notebook.

• Scout really wants to see Boo

To Kill a Mockingbird Literary Lens Analysis

Original:

Revised:

In Harper Lee’s novel, To Kill a Mockingbird, racism towards black man, Tom Robinson, affects white man Atticus and his family since he is defending a black man in a very racist town. When a group of judgemental men come to Atticus’s door to warn him that he could lose all of his money and respect in the town from this case, Mr. Link Deas tries getting through to him by saying, “You’ve got everything to lose from this, Atticus. I mean everything” (Lee 146). In Maycomb, African Americans were considered inferior to white people; they were not treated equally. Atticus took the case against Mr. Ewell and his family, even though many men and women warned him not to because they knew the jury would take a white man’s word over a black man’s no matter what the case is. Mr. Ewell was accusing Tom Robinson of raping his daughter, Mayella, when Tom had come over one day while he was out. Even though Atticus knew this case was not in his favor, he wanted to fight because his morals were much stronger than society’s standards. He viewed everyone equally, even though the vast majority of Maycomb disagreed with him. Atticus wanted to teach his children, Scout and Jem, that a different skin color on the outside does not change a person on the inside.

To Kill a Mockingbird Corner Discussions 5/4

(I've been absent, so I haven't been able to participate in the previous discussions).

1. Thinking back on Erikson’s Stages of Development (hopefully you have notes in your digital notebook), the theory behind the stages is that you have to complete one stage in order to start the next. What stage do you believe Mayella Ewell is at? What stage should she be at? What textual evidence can you provide that supports your claim?

2. How do the themes race, education and wealth surface during the court scene? Find textual evidence to support your claimed theme. Do you think the court scene would have been different is Mr. Ewell was wealthy or educated? If so, what does that say about our justice system? Are there prejudices in the justice system?

3. Is Mayella Ewell like her father or different from him? In what ways?

4. How does Atticus use Mr. Ewell’s literacy to build his case?

5. How does Dill react to Mr. Gilmer’s questioning of Mr. Robinson? What about Dill’s character could have triggered his response? (Think about all the places he has lived, his unknown family history, etc).

6. How does Mr. Gilmer try to prove that Tom is guilty? What key question does he ask? And why did Tom’s answer cause the courthouse to react?

We could not identify a certain stage that Mayella is "at" due to the fact that she lives in a very toxic area. She can be seen as mature when she cares for her siblings, yet immature when it comes to her physical attractions for someone; say Tom. She does not know the difference between someone mocking her and someone simply being polite. At the age of 19, she should be developing relationships; however, she is stuck in this life because her dad is abusive and persistent with what he wants. Race, education, and wealth create a consistent fight for justice and equality in the courtroom. The court scene would definitely be different if Mr. Ewell was educated because he is not the superior person in this case. People with lots of money are more superior. There are a few people, such as Atticus, Judge Taylor, and Tom, who are trying to treat everyone with respect, no matter the color of their skin, how much money they have, or how educated they are. If Mr. Ewell was more wealthy and educated, I believe that the court scene would be less complicated because he would buy his way into winning the case. However,  I do not think Judge Taylor would allow too much prejudice. Mayella is, naturally, more like her father, yet she is trying to break away from his ways. Obviously, when you grow around someone, you inhibit some of their mannerisms. Mayella, however, is a genuinely good person who happened to grow up in the wrong environment.

To Kill a Mockingbird Corner Discussions 4/26

1. Why does Jem have to read to Mrs. Dubose? What is actually happening as he reads? Why does Atticus say Mrs. Dubose has “real courage”?
2. There are clear gender roles during this time period. How are girls and boys supposed to act? How to these expectations complicate Scout’s life?
3. Why doesn’t Dill visit in the summer?
4. Discuss the kids’ trip to church with Calpurnia? What do they notice about Calpurnia during this adventure? How are the kids treated at the African American church? What do they find out about Tom Robinson while they are there?
5. Other questions or observations? Consider the analyzing through a literary len to deepen your analysis. If you finish with time, note important points in your digital notebooks.

Jem had to read to Mrs. Dubose as his punishment for ruining her flowers. Mrs. Dubose told him to do this so she could be distracted from using morphine, the drug she is addicted to. Mrs. Dubose has "real courage" because she is trying everything she can to not take the drugs; rather than succumbing to it until she dies. Girls are supposed to wear dresses and women are supposed to only be wives to the men. Men are the people who do the physical work; whereas the women do the house cleaning. There was a black woman, Lula, who was very upset that Calpurnia brought in two white children. That got me thinking why she did that. Perhaps, she is related to Tom and is too overwhelmed by what is happening to respect white people in general, or she feels that they are invading their church. In fact, this church was the first one that black people were able to purchase and own. So, maybe she is offended that a woman is allowing white people in will eventually ruin the vibe of her church. We also were talking about how hypocritical it is for a black woman to dehumanize white people when all they really want is to be treated equal. If she does not treat white people the right way, what makes her think they will treat her right?

To Kill a Mockingbird Corner Discussions 4/24

1. In chapter 9, we are introduced to the controversial case Atticus has been given. Who is he representing? What has this person been charged with? How does the town feel about Atticus taking this case? What does this reveal about the time period?
2. What is the significance of the scene with the dog? What does this scene reveal about Atticus and how the kids view their father?
3. Atticus is the character that introduces the title explaining that his father told him it was “a sin to kill a mockingbird.” What do you think this means? Why might Harper Lee use this for her title?
4. How have the kids’ perception of Boo Radley changed?
5. Other questions?

In my group, we first confirmed that everyone had done the reading. Then, we went over the given questions. One that we talked about for a long time was what Atticus meant when he said, "it is a sin to kill a mockingbird." We talked about how, in the book, they define the mockingbird as a very innocent bird that should not be killed or assaulted for no reason. We think that Tom Robinson, the black man Atticus is defending, is innocent. This trial is a very important plot in the novel, so we think that innocent black men are like mockingbirds: they should not be killed because they are innocent and do not harm others. This also ties into the setting and time of this novel. In this time, black people were not valued in the slightest. So, this can confirm that people, like the woman Tom "raped", would set up a black man to be punished even when he is innocent. Jem and Scout also learn something new about their father: Atticus was the best shooter back in his day. This brings over a sense of new respect for Atticus because they had thought their dad was lame because he was older, but it turns out he is really cool. 

Skill Sets for Lab Reports

My Mental Health group went over what we need to discuss in our lab reports. We came up with the following skills that need to be presented while writing. We all agreed that our introductions could have been a little bit more concise, our hypothesis could have been more testable and our conclusions could have tied into the evidence more. For me, one of my biggest holes is embedding media. I know that when I am writing a formal lab write-up, putting pictures in is not my go-to. Thanks to this conversation, I know now to recognize this and do that. 

The Sixth Extinction

Prologue:

• beginnings are never clear
• species start off small and unnoticed
• new species gradually grow
• the species that are slow to breed are wiped out
• humans have altered Earth more than anything else has
• The ¨Big Five¨ are the 5 biggest extinctions that have occurred on Earth
• the Sixth Extinction is being caused by Humans - we´re waiting on it

Chapter 6 - The Sea Around Us:

• when two plates collide, this process can result in violent volcanic eruptions
• when this happens, a gas is let out of vents - ~100% carbon dioxide
• CO2 dissolves in water to form an acid
• since the start of the industrial revolution, humans have burned through enough fossil fuels (coal, oil and natural gas) to add 365 billion metric tons of carbon to the atmosphere - another 180 comes from deforestation
• another 9 billion per year - an amount that has been increasing by 6% annually
• the concentration of carbon dioxide in the air today is the most it has ever been
• with higher concentration levels of co2, it has been estimated that the average global temperature will increase between 3 half and 7 degrees fahrenheight
• ocean covers 70% of earth's surface
• gases from the atmosphere get absorbed by the ocean and gases dissolved in the ocean are released into the ocean
• on average, a single American pumps 7 pounds of carbon into the sea every day
• due to the CO2, the pH levels have dropped from 8.2 to 8.1
• a decline of .1 means the oceans are 30% more acidic than they were in 1800
• if this continues, the oceans will become extremely acidic
• a pH of 7.8 is expected in 2100
• ocean acidification has played a huge role in the Big Five extinctions 
• acidification can affect basic processes such as metabolism, enzyme activity and protein function
• it will alter the availability of key nutrients such as iron and nitrogen
• it will change the amount of light that passes through the water and change the sound
• more acid = noisier
• calcifier --> applies to any organism that builds a shell or external skeleton, or in the case of plants, a kind of internal scaffolding out of the mineral calcium carbonate
• examples --> star fish, sea urchins, clams, oysters, barnacles, many species of coral, seaweed, coralline algae
• to build their shells or exoskeletons, calcifiers must join calcium ions and carbonate ions to form calcium carbonate --> they must create a chemistry of their own in the water because they won't combine in normal sea water
• ocean acidification increases the cost of calcification by reducing the number of carbonate ions available to begin with
• when there is too much acidity, the water becomes positively corrosive and solid calcium carbonate begins to dissolve --> this is why some calcifiers lose their shells
• in the pH zone of 7.8 3/4 of the missing species are calcifiers
• the lower the pH drops, the worse it gets for calcifiers
• roughly 1/3 of the CO2 that humans have so far pumped into the air has been absorbed by the oceans

Chapter 7 - Dropping Acid:

• Lyell's theory on how coral reefs came to be was that they grew from the rims of extinct underwater volcanoes
• reefs are organic paradoxes-obdurate, ship-destroying ramparts constructed by tiny gelatinous creatures
• they are part animal, and part mineral, at once teeming with life and, at the same time, mostly dead
• reef-building corals have mastered the alchemy of calcification because instead of producing a shell individually, they engage in vast communal building projects that stretch over generations
• thousands, perhaps millions, of species have evolved to rely on coral reefs
• if the rising CO2 levels continue, by around 2050, the Great Barrier Reef will be extinct
• since coral like light but can't survive long exposure to air, they tend to grow as high as the water level at low tide and then spread out laterally 
• there are coral reefs all around the world, yet the first piece of evidence that CO2 could kill a reef came from Arizona in Biosphere 2 (built by men-artificial atmosphere)
• Biosphere 2 was a fail - CO2 levels soared and oxygen levels decreased
• because of all the CO2, everything was dying and coral was barely hanging on
• the pH of the ocean was very low (acidic)
• the effects of acidification can be expressed in terms of pH and also the saturation state with respect to calcium carbonate or aragonite
• The saturation state is determined by a complicated chemical formula; essentially, it’s a measure of the concentration of calcium and carbonate ions floating around. When CO2 dissolves in water, it forms carbonic acid—H2CO3—which effectively “eats” carbonate ions, thus lowering the saturation state
• it is estimated that at least half a million and possibly as many as nine million species spend as least part of their lives on coral reefs
• Tropical waters tend to be low in nutrients, like nitrogen and phosphorus, which are crucial to most forms of life

Chapter 8 - The Forest and The Trees:

• global warming is seen as a threat to cold-loving species
• if the temperatures rise, the ice/glaciers will melt (in the north and south poles) 
• this will make it very hard for the animals that are used to cold to adapt
• in the Arctic, perennial sea ice covers just half of the area it did 30 years ago and in 30 years, it may be gone entirely
• seals, polar bears etc will be pressured
• according to Silman, there will be an even greater impact on the tropics because that's where most species actually live
• if the ice melts, the water levels will rise, which will endanger the towns on the coasts and the plants/animals that depend on a certain level
• more species live in the tropics because the organisms can produce more generations at lower latitudes
• the more generations there are? the more mutations there can be...the more possibility of new species emerging
• temperatures in the tropics are relatively stable
• lots of tropical places (like the Amazon rain forest) have been around for a long time so that gives species a lot of time to become more and more diverse 
  

Chapter 9 - Islands on Dry Land:

• Tom Lovejoy, American biologist, wanted to convince the Brazilians to arrnge the 50% of trees and so scientists can decide which trees to cut down and which ones to keep standing 
•  he flew out to Manaus, Brazil and they loved the big experiment idea
• BDFFP has called it "the most important ecological experimen ever done
• currently, there are about 50 million square miles of land that are ice-free
• people have covered ~27 million by converting it to cropland and pasture, along with cities, shopping malls etc
• the remaining 23 million is covered by forest, high mountains, or tundr/desert
• according to UOM, defining biomes by climate and vetatin etc, it makes more sense to split the world up into anthromes
• "urban" anthrome (500 mill sq miles), "irrigated" cropland (1 mill sq miles), and a "populated" forest ( 4 1/2 million sq miles)
• there are a total of 18 anthromes and all together = 39 million sq miles
• the remaining 11 million sq miles are called "wildlands"
• there wasn't suddenly a new equilibrium with fewer species, there was a steady degradation over time
• islands tend to be poor in species and less diverse
• "relaxing" ecosystems have random life
• smaller areas have smaller populations so they're more vulnerable to chance
• recolonization is very difficult - almost impossible
• species may not be able to recolonize once a population is lost
• ants are important because they eat a lot and other insects depend on them
• Terry Erwin, an entomologist, counted beetles belonging to 950 species from a single species of tree
• when a habitat is fragmented, it's also a recipe for vulnerability
• any threat to the tropics translates into very high numbers of potential victims
• a species that needs to migrate but is trapped is a specie that probably won't make it 

Chapter 10 - The New Pangea:

• Paleontologists began to notice correspondences between certain regons, now widely separated, where similar fossils were to be found
• Pangea is the formation of the world when it was once united as one big land mass
• a European fungus was accidentally imported sometime in 2006 and had a drastic effect on North American bats - Pseudogymnoascus destructans
• by 2012, bat fatilities had risen to an estimated 5.7 to 6.7 million
• some were reduced by 90% within the first 5 years
• when an invasive species is introduced to a new environment, they usually die out wuite unheeded because they aren't well-adapted to the new environment
• after a couple of generations, the specie is said to be established 
• of every 100 invasive species, 5-15 will become established
• a species has no defense if it encounters a new fungus, virus, or bacterium
• most of these bacteria/fungus are imported accidentally to the US by humans
• species of all kinds are being redistributed beyond historical geographic barriers 

Chapter 11 - The Rhino Gets An Ultrasound: 

• there are 5 species of rhinoceros that still exist
• the smallest, yet oldest, is the sumatran rhino - arose 20 million years ago
• in 1984, a group of conservationists gathered in Singapore to try to work out a rescue strategy 
• they established a captive breeding program - they captured 40 rhinos and 7 went to zoos
• by 2000, 5 rhinos were diagnosed with a disease spread by flies and others had died from injuries
• 3/7 remained alive in the zoos because they were being fed hay and needed fresh leaves and branches
• this captive breeding program was a complete fail
• in order for a female rhino to mate, she needs to sense an eligible male around her
• by 2009, 3 new rhinos were born and sent back to Cincinnati 
• the Indian rhino, the largest out of the 5 species, are down to about 3 thousand individuals
• Asian elephants have declined 50% the last 3 generations
• most large cats are in decline
• african elephants are declining as well
• the rhino's habitat has been fragmented due to the Southeast Asia forests being cut down
• adult rhinos have no natural predators
• many fossils that confirm previous extinctions of large animals have been found in Big Bone Lick
• it is said that a reason for all of these extinctions were humans' bad timing
• drastic climate changes

Chapter 11 - The Madness Gene:

• Europe was home to the Neanderthals for at least 100,000 years
• about 30,000 years ago, they vanished
• they were bred out
• since the discovery of Neander Valley, their bones have turned up all around Europe and the Middle East
• How? climate change, general instability, and "volcanic winters"
• modern humans arrived in Europe around 40,000 years ago and whenever they came to a certain region and Neanderthals lived there, they left
• the people had sex with the Neanderthals?!
• so, now, most people that are alive today are 1-4% Neanderthal
• this shows that they reproduced, and their hybrids reproduced as well and now it is us
• When an organism expires, its genetic material begins to break down
• Neanderthals are our closest relatives

Chapter 12 - The Thing With Feathers:

• so, how can we preserve species?
• are humans manipulating natural selection? 
• where does the line draw between natural selection and manipulation?
• can we change the different species' courses and prevent them from becoming endangered? what can we do?
• 
  

Body Paragraph #1 - Research Paper

Topic Sentence

- The first 0
sentence of the body paragraph 

- Should clearly state the environmental problem y ou are focusing on 

Reminders:

- Write in 3rd person

- Get to the point

- Powerful vocabulary

- Answer the "why"

Concrete Detail #1 

- Must IMMEDIATELY back up the topic sentence with evidence from research

Reminders:

- Introduce quote and highlight the credibility of the source

- Include an MLA in-text citation. Author's last name or if there is not an author, then the title of the webpage

Commentary

- Minimum of 2-3 sentences that pull your research apart to show how the research supports the topic sentence

Developing the Discussion of The Problem

Concrete Detail #2 - Second quote from research. This quote should continue to establish the problem

Commentary #2 - 2-3 sentences about how this SECOND quote supports your topic sentence

Conclusion sentence - Wrap up the paragraph by restating the main points AND transition to the next paragraph about the causes 

How to Set Up CER's

Claim:

• States a clear position
• Needs to be specific and answer the "why"
• Keep wording specific and concise
• If you only present one claim, include title and author

Good example: In Ray Bradbury's novel, Fahrenheit 451, he uses short sentences and personification to build suspense and create tension when he runs from the police.

Intro Quotes:

• Need to orient your reader and provide context
• Who is speaking to whom?
• What is happening in this moment (that might not be obvious from the quote)?
• What is the emotional state of the characters

Good example: When Montag arrives at Faber's home out of breath and upset, he laments, "'I've been a fool'..." (Bradbury 130).

Things you should already know:

• Write in 3rd person
• No contractions
• Stop using the word "things"
• 2 sentences of analysis minimum per quote

Day 4

Group 1: Bradbury uses Language tension, suspense, mystery surprise

Claim: Tension and suspense are in the scene where Mildred discovers Montag’s hidden book, which makes readers worry about Beatty noticing.

Evidence: While Beatty lectures, “Mildred's hand had frozen behind the pillow. Her fingers were tracing the book's outline and as the shape became familiar her face looked surprised and then stunned” (Bradbury 41).

Reasoning: The possibilities of discovery, and the potential consequences that would follow, engage the readers in this suspenseful scene. Beatty sitting so close from an important, and risky, exchange creates a feeling of tension. Bradbury develops this tone by elongating the amount of time it takes Mildred to find the books, as when she traces the outline. This keeps readers on the edge of their seats, eager to find out what is soon to occur. Bradbury also highlights the suspense using words with shocking implications, such as: “frozen,” “surprised” and “stunned.”

Group 2: Motifs

Claim: Ray Bradbury uses nature imagery as a motif in Fahrenheit 451 to represent truth.  

Evidence: “The men above were hurling shovelfuls of magazines into the dusty air. They fell like slaughtered birds” (Bradbury 37).

“He lay far across the room from her, on a winter island separated by an empty sea.” (Bradbury 41).

Reasoning: Nature is often brought up as a metaphor, especially for books. Books are often compared to pigeon’s wings or “dead birds” because of how fragile they are. The nature metaphor is used to represent fragility, like the books and how fragile Montag’s relationship is with Mildred. They also use the nature metaphor of comparing the large space in between them as an empty sea as if Montag is sitting on an island. This can be interpreted as a physical and emotional space between them because their relationship isn't very strong.

Group 3: Setting

Claim: Fahrenheit 451 is set in November where war is coming and the weather is changing.

Ex: When Montag first notices Clarisse walking home from work, the author states, ”The autumn leaves blew over the moonlit pavement...”(Bradbury 3).

Analysis: Leaves blowing around suggest cooler weather and fall usually happens between September and November. So, since the leaves are blowing, we can assume it's around November because the weather is changing.

EX: When Montag was asking questions to Beatty, he said “Well, I'd say it really got started around about a thing called the Civil War”(Bradbury 41).

Analysis: This shows that the country is at civil war.

Ex: In the book, the author states, “while the cold November rain fell from the sky upon the quiet house (Bradbury, 71)."

Analysis: This shows that the book is set in a cold season because there is rain. This may go along with the unhappiness of the society because rain can be linked to depression etc.

Fahrenheit 451 Day 1

Group 1: Characters

Claim: Guy Montag begins to change his moral perspectives because Clarisse’s questions influenced him.

Evidence: “Of course I'm happy. What does she think? I'm not? he asked the quiet rooms” (Bradbury 6).

Reasoning: In the beginning of the book, Montag seems like a very happy man. However, as Clarisse talks to him more and more, he begins to question who he really is and if he's actually happy or not.

Evidence: "‘I was just figuring," said Montag, "what does the Hound think about down there nights? Is it coming alive on us, really? It makes me cold’ ”(Bradbury 19).

Reasoning: The Montag introduced early into the novel questions nothing and does not think more than necessary. However, here he begins to question new things that he wouldn't have been curious about before.

Group 2: Setting

Claim: Fahrenheit 451 takes place in a futuristic society in which free thought is unheard of and people are restricted from learning about the past.

Evidence: “‘Bet I know something else you don’t. There’s dew on the grass in the morning.’ He suddenly couldn’t remember if he had known this or not, and it made him quite irritable.”

Reasoning: This is much more different compared to our society because dew is such an obvious component in our environment. Maybe he doesn't think of such simple things like this. Or, he is restricted from little things such as dew.

Group 3: Fig Lang

Claim: In the novel, Fahrenheit 451, Ray Bradbury  uses figurative language to give elements of the story animalistic traits.

Ex: “with its great python spitting its venomous kerosene” (Bradbury, 3).

Reasoning: He compared the brass nozzle to a python, almost as if the kerosene hose was the predator and the burning down house is the pray.

Ray used the snake, Python, for spewing venom. Pythons are not venomous. That could mean that the world is twisted compared to ours, implying a dystopian community.

Ex: “flapping pigeon-winged books died” (Bradbury, 3).

Analysis: He compared the books to pigeons, a defenseless animal Pigeons are also smart birds, birds that are filled with knowledge like a book.

Ex: “He hung up his black-beetle-coloured helmet and shined it” (Bradbury, 4).

Analysis: Bradbury uses this reference to a black beetle because it is so similar looking to a helmet. He also uses this reference because a beetle shell is hard and protective like a helmet . A beetle uses a shell for protection while man uses a helmet for the same purpose.

Sonnets

Sonnet = "little song" in Italian

Shakespeare wrote a total 154 sonnets

1-126 about a young man

127-154 about a "dark lady"

rhyme scheme:

ababcdcdefefgg

three quatrains and one couplet

• in quatrain 1, he establishes the problem/situation; presents a Q; make a claim
• in quatrain 2, ideas develop
• in quatrain 3, there's usually a turning point
• in quatrain 4, the resolution takes place

couplet: two lines in a row that rhyme

10 syllables in each line

5 iambic feet (stressed/unstressed) --> u \

Depression Article

Today we learned about how the different parts of the brain respond to different life situations and what the usual results are. We learned how depression correlates with the brain and how it can affect different parts of the brain itself.

Here are our definitions of some of the important points discussed in the article.

We also drew a representation of the brain and explained the functions of each section in depth.

Elizabethan Projects

Group 1:

lived September 7, 1533- March 24, 1603

44 years on throne

mother was beheaded by own father when she was two

began ruling at 25

most popular monarch

there were 3 levels of govt

the divine right of kinds gave the Elizabethan monarch immense power and authority

disobeying the queen was considered treason

famous statesman and politicians who acted as advisers to the queen led the govt in England

What did she do?

made all the major decisions

approved all laws

decided religion of england (Catholic)

decided war issues

decided what people could eat/wear

Branches of the Government:

The Privy Council

- wealthy powerful nobles

- highly intelligent men

- less than 20 members

- all chosen by Queen Elizabeth

What did they do?

discussed laws concerning economics, foreign policy, home policy, religion, and security and military matters

The Star Chamber

heard cases involving political issues

witnessed the most important trials of royalty and nobility

had no jury

no right of appeal

no witnesses

evidence was given in writing

Parliament

consisted of nobility and higher clergy

house of commons consisted of common people

3 main functions: legislation, advice, & taxation

gave the ability to vote taxation

King James I took the throne after she died

he didn't support the middle class as much as she did

he had earls leading his government instead of statesmen/politicians

nobles/higher class had lots of power!

Group 2: England's position on the world stage during queen elizabeth's rule

Scotland:
Mary Stuart was queen, raised catholic
Elizabeth kept Mary imprisoned for nearly 20 years until she had her executed in 1587
Ireland:
Elizabeth thought this was an unwelcome inheritance
one of the most sensitive issues of her reign
queen elizabeth and ireland didn't get along because ireland was a catholic country and queen elizabeth was protestant
Spain:
Spain and England were enemies
France:
a constant pain
England lost lots of its land due to france
France controlled the whole northern coastline
they posed a threat to England
Portugal: 
under spanish rule from 1580-1640
the explorers' motives were wealth, power, more trade, spreading catholicism
Netherlands:
Netherlands lost against Spain

Crime and punishment in Elizabethan England:

- Jails held people awaiting punishment or trial

- detention periods were very short

- held witnesses in a trial whose attendance was doubtful

Most common crimes:

theft, begging, poaching, adultery, fraud, dice-cogging

Heretics:

- burned to death at stake...really sloooooooow and painful deaths to scare people

Traitors:

- hung then cut when alive

- traitors who were of noble were hung until completely dead and then beheaded

Torture Methods:

- excruciating, painful, extreme

Devices: the rack, the scavenger's daughter, the collar, the iron maiden, branding irons, the wheel, & thumbscrews

- greater crimes called for greater punishments

Often lower class crimes:

adultery, begging,poaching, fraud, theft

hanging, branding, burning, whipping, & starvation 

- punishment varied on social status

Upper class crimes:

murder, witchcraft, treason, insulting, questioning beliefs

WORST: drawing and then quartering

Professions, Gender Roles, & Social Hierarchy

Upper class: monarch, nobles - could afford practically everything and threw the best parties

women did schooling on how to become better mothers

Monarch

- was the highest person (queen)

- the queen being a woman showed the nation a single, independent woman could run a huge community

Nobility

- a status and a title - cannot marry to become a noble

Gentry

- people that came from the lower class to the higher class by gaining land/money

- part of govt

Middle/Lower class:

- common peasants, farmers

- could only buy milk and bread, rarely had shoes

- women were not allowed to go to school or have a good career besides learning how to take care of a family, only allowed to be a mother

- if women were still single, they were thought to be a witch to society

Yeomen:

- the workers

- commanded most of the land, had control over the land

- farmers, craftsmen

Laborers:

- the poorest people

The Plague and Other Illnesses 
The Bubonic Plague "The black death"
- killed more than 10 million people, lasted for over 150 years
- small outbreaks --> famous one is addressed in Romeo and Juliet in the 17th century which killed many people in London
- the lower class people would go and pick up the dead bodies
- once you got the plague, usually everyone died, about 18-20% would live
- the bubonic plague killed between 1&2/3 of the population in Europe
- thrived in different times of the years
- they would either burn the bodies, put them in mass graves, or catapult the dead bodies in an opposing own to try and kill them
Symptoms: bumps, rashes, abdominal pain
Treatments: would cut the bumps open and use their own waste along with lily flowers, would take baths in vinegar, and would drink their urine twice a day, would use other herbs

Clothing and Hygiene 

Monarchs 
- women wore very puffy dresses 
- dressed the nicest
- wore specific collars
- wore purple bc most expensive color
Nobility
- would be Romeo and Juliet
- wore less expensive clothing
Merchants
- less expensive clothing as well
Gentry
- gentlemen and women, knights, and esquires (squires)
- wore lace to signify they were higher than middle class but still not near nobility 
Laborers
- wool, sheepskin, linen
- silk, velvet trimmings
- gray, blue, orange, russet, green yellow, brown, beige
Hygiene
- was terrible
- most peasants would bathe once a year
- no running water 
- got water from river
- they would go to the bathroom in the rivers
- Queen Elizabeth bathed once a week
- would use citrus leaves to try and whiten teeth
Connections:
- Romeo, Juliet, Capulets were higher class
- nurse and servants were lower classes 

Entertainment in Elizabethan Era

popular games/events:

• bear batting
• fencing 
• cockfighting
• horse racing

for children:

• handy-dandy
• hoodman-blind

- theater was very popular 
- festivals were usually involved with the church or just celebrations to make the citizens excited about something
Easter, Christmas, Halloween etc
- drinking was very popular back then
- cannabis and tobacco was very popular as well
- archery was very popular (17-60 yrs much learn how to)
- gambling was common
hawking: people would train birds to go out in the woods to kill an animal that they wanted to eat, upper class
- tennis and football were popular sports for nobles
- chess and checkers were popular games 

Act 5 Scene 3

Paris goes to visit Juliet's tomb. Once he enters, a servant whistles so he knows someone is coming. It's Romeo. Romeo does not say that he is going to kill himself right away. Romeo asks the servant to leave and to never come back. Romeo opens the tomb and Paris thinks it's to hurt Juliet so he challenges him to a duel. Romeo, at first, declines, but then fights and kills Paris. He picks him up and puts Paris in the tomb in the one next to Juliet. He talks more about Juliet and he doesn't know that she is actually alive. Romeo drinks the poison so he can die with his one true love. Juliet wakes up, sees that Romeo and Paris are dead, and kills herself. 

lines 228-229 simile: "this sight...age to a sepulcher"

line 242 anaphora: And...and...and..."

Act 5 Scene 2

Friar Lawrence finds out his the letter wasn't sent because the person got the plague. So, Romeo didn't get the letter so he still doesn't know what's going on with Juliet other than her being "dead."

line 18 paradox: "unhappy fortune"

Act 5 Scene 1

Romeo is still banished and he had a dream where Juliet found him dead. He finds out Juliet is "dead" and thinks she's actually dead. He sends a letter saying he's coming home because he can't believe it. He plans to take a poison from Verona to die next to Juliet.
loggerhead: a large brown turtle with a large head - usually used as an insult
slugabed: a lazy person who stays in bed all the time
sepulcher: a small room where a dead person is buried

Act 4 Scene 5 

The nurse tries to wake Juliet up after she has taken the potion. The family asks what happened and when they found out she was "dead," her parents weren't as sad as the nurse because they didn't have a great relationship with them. Her wedding is now going to be used as a funeral. Peter says that the musicians need to  

lines 28-29 - anaphora: she's dead x3"

line 6 - hyperbole "sleep for a week"

line 33 - simile " death...

culled: a select amount from a large quantity

behoveful: useful, beneficial to nutrition

conceit: pride/love for oneself

Act 4 Scene 1

Friar Lawerence is talking to Paris about Juliet. Paris has realized something is wrong with Juliet and thinks it's from Tybult's death. When he finishes his conversation with Juliet, he kisses her. Friar Lawrence comes up with a plan to keep her from marrying Paris. She will drink a potion the night before the wedding and it will put her to sleep for 42 hours. She'll be put into the Capulet tomb because she will appear dead. Friar Lawrence is to tell Romeo that he needs to come get Juliet so they can run away together. 

allusion - line 10 pg 175: "goddess of love...his pursuit of Juliet"

anaphora - lines 51-52 pg 175: "past...past...past..."

Act 4 Scene 2

Start planning the wedding. Capulet asks where Juliet is and she's secretly planning with Friar. Juliet asks for pardon for all the things she's said. She says she's ready to get married and Capulet gets so happy so he moves the wedding from Thurs to Wed which ruins the plan. 

inundation -  to flood or cover in large amounts in water

abate - to reduce in size, or intensity

gadding to wander around from one place to another in the pursuit of pleasure/entertainment 

Act 4 Scene 3

Juliet drank the poison and "died." She's questioning everything before she takes it because she's really really worried. She says oh well and drinks it. 

metaphor - lines 17-18 pg 189: "I have...heat of life..."

Act 3 Scene 4

Lady Capulet and Lord Capulet are talking to Paris and they're saying how they will make Juliet marry Paris. He doesn't know she is in love with Romeo, so he is certain that she will say yes. They think planning this wedding so close to Tibult's death will help lift the moods. 

Act 3 Scene 5

At first, Romeo is secretly in Juliet's room after they had sex the night before. Juliet questions Romeo leaving and tries to make him stay. Romeo tells her that he would rather die than not be with her forever. The nurse states that Romeo must leave before Juliet's mom comes into the room. 

Paradox : Line 12, "young light is not daylight" 

Anaphora : Line 38-39 "More light and light - more dark and dark our woes"

Hyperbole : Lines 202-205 "it makes me mad...or sleeping..."

Paradox : Lines 76-77 "some grief shows much of love"

jocund: adjective; cheerful or light heartened 

affray: verb; frighten apart 

discourses: noun; memories

Act 3 Scene 1

Benvolio always wants to fight and Tybult stabs Mercutio and then Romeo kills Tybult for doing that.

Act 3 scene 1 lines 157-158: Anaphora - "O my brother's child! O prince! O cousin! O husband! O, the blood is spilled."

Act 3 scene 1 line 23-25: Simile - "Thy head is full of quarrels as an egg is full of meat"

Line 98 "Ay...Ay...Ay..." Anaphora because this is repeated

quarrels: fights

Act 3 Scene 2

Juliet thinks they will finally be able to be together. She can't wait for him to come and then the nurse comes in and says that he's killed a person. She freaks out because she thinks Romeo has died. Then, she hears about Tybult and thinks they're both dead. When she finds out that it was Romeo who had killed Tybult, she starts going on about "How could he do such a thing?" Then, she kicks herself because it's her husband.

Scene 2 Line 9 - personification

line 55-56 couplet - rhymes

line 85: paradox - "honorable villain" this shows contradiction

vocab:

Act 2 Scene 3

Friar Lawrence loves plants and herbs and last time he saw Romeo, he was very upset about Rosaline. Romeo, once he sees Lawrence again, tells him his love is for Juliet now and talks about how she is the one for him, even though he is a Montague. He keeps on talking about Juliet and Lawrence asks, "Why give up Rosaline so fast?" He said because Rosaline never loved him the way Juliet does. 

act 2 scene 3 line 1: personification - "the night doesn't frown and the great night doesn't warn"

Act 2 Scene 4 

Mercutio and Romeo are messing around and teasing each other (being immature). Then, the nurse comes and they compare her to a boat because she's a bigger lady. She tells Romeo to not be joking about Juliet and how he needs to be serious. 

Act 2 scene 4 line 218 - hyperbole: "Ay, a thousand times."

line 98-99 couplet - their and hair rhyme

pg 103 line 203 - comparing trueness to steel, saying he's very strong

Act 2 Scene 5

Nurse is taking longer than expected to get back to Juliet and Juliet starts to worry. When the nurse comes back, Juliet is freaking out and wanting to know what Romeo said. She tells her that Romeo is now waiting for Juliet so they can get married. Juliet freaks out because the man she loves wants to merry her!

Act 2 scene 5 line 13: Simile - "She would be as swift in motion as a ball."

line 58: anaphora "sweet...sweet...sweet..."

line 47: simile - "as gentle as a lamb"

line 80-81: couplet - "delight...night"

heralds: line 4 - messengers, people that announce the news

bandy : line 14 - wide-set feet: bowlegged

unwieldy: line 17 - difficult to carry or move because of size

jaunce: line 17 - a frolic, or dance

Scene 6

Friar Lawrence wants to make their marriage work out. They get married in Friar's cell. Romeo says that his love for Juliet will never go away. The Priest warns Juliet and Romeo that if you move too fast and/or too slow, the marriage can crumble.

line 7 - personification: love cannot devour death, it's a feeling/emotion...he was emphasizing Romeo's love for Juliet

gossamer: something light, thin, and delicate ex: cobweb

wanton: carefree 
ghostly confessor: spiritual adviser 

Act 2 Scene 1

This is the setting of these scenes.

Summary:

Romeo decides he needs to find Juliet. Mercutio and Benvolio follow him. Mercutio was making fun of Romeo but didn't know he was listening.

Vocab:

conjure: use magic to call him act 2 scene 9 line 8

to be...night: to join with the night which as as gloomy as romeo act 2 scene 9 lines 25-30

medlar: a fruit that looks like a small brown apple act 2 scene 1 line 36

two of...not night: romeo compares juliet's eyes to stars in the sky act 2 scene 2 lines 15-22

Poetic Devices:

line 15 scene 1: an allusion about cupid (makes people fall in love)

- line 16 fell in love with a beggar and saying if he didn't feel the same he would commit suicide

line 19 and 20 it's saying how juliet looks (imagery)

line 22 couplet

Scene 2:

Summary: 

Romeo was really upset that Mercutio was making fun of him in the beginning. He sees Juliet's room light turn on and he tells him how much he loves Juliet under her window quietly. He wanted her to lose her virginity to him. He continues talking to himself about how much he's in love with her. She wants him to not be himself because she shouldn't love a man like him. Romeo reveals himself under the balcony saying he'll change his title if she doesn't like him as a montegue. If he gets caught climbing her wall her family will kill him. Juliet was embarrassed that Romeo overheard her because she wants him to love her back just as much. Romeo says this night is too good to be true because she loves him back. Romeo says leaving her would be the worst thing to ever happen. Romeo thinks when you yell out loving things during the night to another person, it's very romantic. They both wish they didn't have to keep as much distance between them as they do. He really wants to sleep with her. 

Vocab: 

how...wherefore: how did you get here and why did you come act 2 scene 2 lines 68-69

hist: shush, be quiet act 2 scene 2 line 175

gyve: shackle act 2 scene 2 line 200

my life...love: I'd rather die from their hatred than have my death postponed if you don't love me act 2 scene 2 lines 86-87

Poetic Device:

pg 77 line 132 personification: implying summer has breasts

line 146 simile: 2 comparisons with as between it

line 175 metaphor 

like 64: my ears have not drunk... personification bc an ear can't drink anything

line 171: "a thousand times goodnight" hyperbole - exaggeration

line 173 simile: comparing love to school boys from their books

line 204-205 paradox: sweet and sorrow are contradicting themselves 

Act 1 Scene 4

Summary: Romeo asks if they need consent for the party and Mercutio thinks they should just go in. Romeo is depressed because of Rosaline and so Mercutio tells him to look for another woman yet Romeo says he couldn't because he feels betrayed by love and could never find another woman. Romeo decides to stay out of the dance and thinks everyone else should too. Queen mave is like a fairy who can manipulate dreams and Romeo was experiencing this.

Poetic Device: Metaphor line 5

Motif pg 49 line 109: keeps using wind as a subject

Personification pg 49 line 99

Alliteration pg 49 line 109

Vocab:

heavy: sad

atomies: tiny creatures

plaits: braids

betake...legs: dance

Act 1 Scene 5

Summary: This is where Romeo and Juliet meet and love begins. He sees her from across the floor at the ball and he's no longer depressed that he won't find another woman. He sees something in Juliet that he's never seen before. Then, once they kiss, it hits him that she's the one.

Beginning: The servants were rummaging around getting the ball ready and Capulet is welcoming people in and getting the things ready as well. Then they debate how long it's been since they've worn masks decide to do so. Capulet says that the women will have corns (calluses) by the end of the night. Romeo is talking to Capulet and sees Juliet dancing with another guy and thinks she's beautiful. Once he sees her, he's love struck. Tibult is furious that this is happening and commands that Romeo leaves and Capulet says no, it's fine.

Poetic Devices:

Anaphora: Line 87 pg 57

couplet: line 68

Anaphora: line 37 & 40

Couplets: 49-58

Foreshadow: line 151

Vocab:

scathe: harm

towards: coming up

prodgious: abnormal

go to: stop, that's enough

fleer: mock

visor: mask

choler: anger

Romeo and Benvolio: cousins
Romeo and Mercutio: good friends

China Study Presentations

Honors students were assigned certain chapters in "The China Study" which is a book about nutrition in the vaguest of terms. Here is an example of Casey's presentation and he is talking about Scientific Reductionism. According to his chapter, 70% of our diet is animal-based foods (in the US) whereas in China, their diet is 100% plant-based foods. 

In this picture above, he's explaining the purpose of the chapter to get ready to tell us about what he has gotten out of what he has read. 

In this data table, he's showing us that these foods and ingredients have no correlation to breast cancer.

According to this book, the more animal protein a country eats, the rate of breast cancer will increase also. This graph represents that correlation very well because you can see as the animal protein's consumption goes up, so does the rate of breast cancer. According to Dr. Campbell, the scientist explaining this study, in order to have the rate of breast cancer go back down to as little as possible, people need to stay away from meat and go back to animal based foods. 

China Study Annotations

Pg. 168 -

• colon and rectal cancers are both cancers of the large bowel, and because of their other similarities, they often are grouped together under the term colorectal cancer

Colorectal cancer: fourth most common cancer worldwide, in terms of overall mortality.60 It is the second most common in the United States, with 6% of Americans getting the cancer during their lifetime

Pg. 169 -

• More developed countries have a higher rate of colorectal cancer
• Big question: Are the differences due to genetics, or to environment?
• seems that environmental factors, including diet, play the most important roles in colorectal cancer
• diet and lifestyle are important causes of this cancer

Pg. 170 -

• Researchers had been comparing environmental factors and cancer rates in 32 countries around the world about 30 years ago
• One of the strongest links: colon cancer and meat intake
• In this report, countries that had more meat, more animal protein, more sugar and fewer grains that were consumed had far higher rates of colon cancer
• Colon cancers can also be a result of low fiber intake
• Fiber: only found in plant foods and is the part of the plant our body cannot digest

• Researchers have found that eating an additional ten grams of dietary fiber a day lowered the long-term risk of colon cancer by 33%

Ex: there are 10 grams of fiber in one cup of raspberries, one Asian pear, or one cup of peas or any type of bean

• According to this graph, we are #22 out of 23 for highest daily consumption of meat that links to colon cancer and New Zealand is first

Pg. 171 -

• as consumption of almost all of these fiber types went up, colon and rectal cancer rates went down but we could make no clear interpretations as to which type of fiber was especially important

Pg. 172 -

• people who consumed the most fiber had a 43% lower risk of colon cancer than the people who consumed the least fiber
• those who consume the most vegetables had a 52% lower risk than those who consume the least vegetables
• If Americans ate an additional 13 grams of fiber a day,  about a third of all colorectal cancer cases in the U.S. could be avoided

Ex: thirteen grams, in real world terms, is the amount found in about a cup of any variety of beans

• consuming plant foods naturally high in fiber is clearly beneficial

Ex: vegetables (the non-root parts), fruits and whole grains

Pg. 174 -

• diets naturally high in fiber and low in animal based foods can prevent colorectal cancer
• scientists have hypothesized that insulin resistance may be responsible for colon cancer

Insulin resistance: described as a diabetic condition

• good for keeping insulin resistance under control is also good for colon cancer: a diet of whole, plant-based foods
• eat whole, complex carbohydrate-containing foods such as unprocessed fresh fruits and vegetables, and whole grain products like brown rice and oatmeal; exceptionally health-promoting
• It has been hypothesized that high-calcium diets prevent colon cancer in two ways:

1st:  it inhibits the growth of critical cells in the colon

2nd:  it binds up intestinal bile acids….bile acids  arise in the liver, move to the intestine and are thought to get into the large bowel and promote colon cancer development

Pg. 175 -

• Putting calcium and high-wheat diets together made the binding effect on bile acids weaker than for each individual supplement taken alone
• Shows that when individually-observed nutrient effects are combined, as in a dietary situation, the expected may become the unexpected

HOWEVER: The parts of the world that consume the most calcium, Europe and North America, have the highest rates of colorectal cancer

• Increased exercise is convincingly associated with less colorectal cancer
• In one summary from the World Cancer Research Fund and the American Institute for Cancer Research, seventeen out of twenty studies found that exercise protected against colon cancer (couldn’t find the why though)
• Colonoscopy: the doctor inspects the large bowel using a rectal probe and looks for abnormal tissue growth
• When should you get one? Recommended once every ten years starting at the age of fifty
• Higher risk of colorectal cancer? start at the age of forty and screen more frequently

Pg. 176 -

• How to know if you have a higher risk for colorectal cancer?

Number of immediate family members who already have the disease, we can screen for the presence of polyps, and we now can clinically test for the presence of suspect genes

• Most are still largely determined by environmental and dietary factors
• Even if you have a high genetic risk, a healthy plant-based diet is capable of negating most, if not all, of that risk by controlling the expression of these genes

Pg. 177 -

• Prostate: a male reproductive organ about the size of a walnut, located between the bladder and the colon….responsible for producing some of the fluid that helps sperm on its quest to fertilize the female's egg

One of the most commonly diagnosed cancers among men in the United States

• Only 7% of diagnosed prostate cancer victims die within five year

Makes it hard to know how to treat it

• One of the markers used to determine the likelihood of prostate cancer becoming life threatening is the blood level of prostate specific antigen (PSA)
• Prostate cancer rates vary widely between different countries, even more than breast cancer
• High prostate cancer rates primarily exist in societies with "Western" diets and lifestyles
• In developing countries, men who adopt Western eating practices or move to Western countries suffer more prostate cancer.

Pg. 178 -

• although prostate cancer certainly has a genetic component, environmental factors play the dominant role
• an enormous body of evidence shows that animal based foods are associated with prostate cancer

Pg. 179 -

• large-scale observational studies show a link between prostate cancer and an animal-based diet, particularly one based heavily on dairy
• growth hormone, Insulin-like Growth Factor 1 (IGF-l), is turning out to be a predictor of cancer just as cholesterol is a predictor for heart disease
• people with higher than normal blood levels of IGF-I have been shown to have 5.1 times the risk of advanced stage prostate cancer

Pg. 180 -

• Animal protein that we consume has the tendency to block the production of supercharged D, leaving the body with low levels of this vitamin D in the blood
• With low levels, prostate cancer can result
• Animal protein causes the body to produce more IGF-l, which in turn throws cell growth and removal out of whack, stimulating cancer development
• Animal protein suppresses the production of "supercharged" D
• Excessive calcium, as found in milk, also suppresses the production of "supercharged" D
• "Supercharged" D is responsible for creating a wide variety of health benefits in the body. Persistently low levels of supercharged D create an inviting environment for different cancers, autoimmune diseases, osteoporosis and other diseases

Pg. 181 & 182 -

ALL IN ALL:

• Roughly half a million Americans this year will go to the doctor's office and be told that they have cancer of the breast, prostate or large bowel
• There is enough evidence now that the U.S. government should be discussing the idea that the toxicity of our diet is the single biggest cause of cancer
• If these discussions happened, there would be less and less diagnoses every year

The Blind Taste Test

Butter 1: harder, not too dense, lighter yellow color, really easy to spread, tastes a lot more like the usual butter taste

Butter 2: softer, doesn't seem dense looking at it but since it's harder to spread maybe, really yellow, harder to spread, sweeter (different taste)

Yogurt 1: doesn't have much liquid, more dense definitely, darker, sour

Yogurt 2: very liquidy, less dense, lighter, really bitter and tart

Both the organic yogurt and butter weren't as dense and hard compared to the regular yogurt and butter because there weren't as many preservatives in these and less or no sugars at all.

"The animals are not treated with the growth hormones or antibiotics often used in non-organic livestock."

"Because organic foods do not have preservatives, they are often purchased from local growers and therefore tend to be fresh. They also don’t have chemicals and artificial flavors, so they may have a more natural taste."

"Organic Foods: What You Need to Know." Organic Foods: What You Need to Know. Nature Made, n.d. Web. 11 Oct. 2016.

"Farmers who grow organic produce don't use conventional methods to fertilize and control weeds."

"Organic regulations ban or severely restrict the use of food additives, processing aids (substances used during processing, but not added directly to food) and fortifying agents commonly used in nonorganic foods, including preservatives, artificial sweeteners, colorings and flavorings, and monosodium glutamate."

"Nutrition and Healthy Eating." Organic Foods: Are They Safer? More Nutritious? The Mayo Clinic, 9 June 2014. Web. 11 Oct. 2016.