Response to the Lovers in the Poems of Seduction (English I Honors)

I found most of the poems quite sexist and borderline scary (staring at your beloved’s breasts for 400 years is NOT something you say, even if you are trying to exaggerate your “love” for her). Other than sexism (which should be expected from written works from the beginning of time up until sometime in the progressive era) and weirdness, the wittiness and meaning behind each of the poems were quite enjoyable among theses poems.

In Oh Mistress Mine, the lover who is writing (or speaking) to his beloved is not a nobleman. Although the lover’s message is still to get together until it is too late, he is not implying of having an extramarital affair, unlike most nobles. He speaks of true love rather than the “sports of love” (sexual intercourse) and seems to pursue his beloved for a lasting relationship. The lover in this poem is a poor but generally a good fellow.

The lover in Come, My Celia is definitely a nobleman try to get into his “beloved” to sleep with him. He talks about household spies, so who other than nobles have enough money to have house spies? He tries to seduce Celia by telling her that her days of having men pursue her are limited so she should make the most of it and sleep with him.

In To His Coy Mistress, the lover is obviously an educated noble. He had enough education to know the existence of the rivers in India and also speaks in a refined manner. He obviously is trying to sleep with her because he tells her that eventually, her honor and virginity won’t matter after she is dead from old age. He then proceeds to say that while they are youthful she should stop playing hard to get.

The beloved portrayed in One Perfect Rose, is not a woman who wants the love of a man (or at the very least she does not appreciate the way it is portrayed to her). She has received these perfect roses time and time again and basically thinks of these rose as pathetic. She would much rather have a limousine than a perfect rose (please note the humor).

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Chapter 7 Relevence

  1. Relevance

Big Idea: Parallel and perpendicular lines

I use parallel and perpendicular lines in math and when I am drawing. In math, other than graphing, I use perpendicular lines every time I write a plus or a multiplication sign. I also use parallel lines when I write an equal sign or when I am writing absolute value bars. Outside of math I use these lines when I am drawing. I like to doodle and I always have lines crossing or parallel to each other. One more example would be in gymnastics. There is a set of bars that are parallel to each other.


2. Visual

Big Idea: Lines and patterns

I see lines and patterns on lined paper. Obviously there are lots of lines and they are placed in a  specific pattern; each with about 7.1 mm (college ruled) in between each line.

3. “Box of Chocolates”

Big Idea: Slope -> a book

  1. First you examine the graph and the line that is graphed
  2. Next you find 2 points on the line
  3. Then you find the rise and run then put it into rise over run format
  4. Now you are finished and you have discovered the slope!


  1. First you find a book and examine it (read the summary on the back, etc.).
  2. Then you begin to read. Find key elements in the book that will help you figure out what is happening.
  3. Now that you are almost done with the book you take these key elements and arrange them in a format so that you know what actually happened in the book.
  4. You finished the book! You have just discovered a new book you like!



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Chapter Relevance 6 (Geometry Honors)

Part I (Relevance):

Big idea: Rectangles

Part of my life: LCD displays

Rectangles are defined by 2 properties: all angles are right angles and diagonals are congruent. Additionally, since a rectangle is a parallelogram it should also obey all the properties of a parallelogram. As an Abiqua High School Student I constantly have to access our digital coursework through a laptop. In fact, I look at a LCD display longer than looking at anything else. An LCD display is a rectangle. All four corners of it form 90 degree angles. Also, the distance from opposite corners are congruent. So everyday, I stare at a rectangle for over 12 hours.

Part II (Visual):

Image result for octagons in real life

The Pentagon is in fact a pentagon! I know that each wall/side of the Pentagon is 921 ft. long (the perimeter is 4610 ft.) . I also know that the area of the Pentagon is 6.5 million square feet. So if I wanted to find the apothem of the building I would multiply 6.5 million by 2 and then divide it by 4610. This should yield 2819.956616 ft. which should be the apothem of the Pentagon.

Part III (Box of Chocolates):

New York’s street grid system is made up of many rectangles. The whole system is formed from parallel lines that intersect each other. This intersections are perpendicular (or as perpendicular as traffic intersections can be). If I went from one intersection of a “rectangle” to another by crossing through the “rectangle” it probably would be the same distance if I attempted to form another cross.


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Chapter Relevance 7 (Algebra II Honors)

Part I (Relevance):

Big Idea: Vertical Asymptotes

Part of My Life: The math debate of 2015-2016

In my YAC years in the middle school, there was an ongoing debate (more like an argument in my opinion) about if 0.99999…. was equal to 1. This is similar to the vertical asymptotes (or any other asymptote) in rational functions. Like the lines approaching vertical asymptotes, 0.99999…. continues to get closer and closer to 1 but fails to actually reach it. In some ways, 1 can be considered the asymptote of 0.99999…. Additionally it should be known that eventually a line will get so close to its asymptote (or 0.99999…. will get so close to 1) that there will be not human means currently in existence to measure the difference between them.

Part II (Visual)

Image result for straight slide

A curved slide like the one above is a perfect example of the graph of a inverse variation equation. The height of the slide should be dependent on a constant that is divided by the point of which the length is at.

Image result for old playground slide

An old fashioned straight slide like this one is more like a constant function.

Part III (Our Box of Chocolates):

Han Solo’s erratic way of jumping into space is kind of like the graph of a ration function. As explained by Han Solo in “Star Wars: From the Adventures of Luke Skywalker” a navi-computer has to calculate a route that avoids (or is some cases stops the ship) before heading into celestial bodies like a black hole. This is similar to how a graph avoids an asymptote because the line there is undefined. The zeroes in the graph is similar to going in and out of hyperspace, since jumping from real space to hyperspace is crossing into a different dimension (I know that crossing the x axis is not crossing in a different dimension, but still represent a radical change in location.

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chapter relevance 5

In this chapter we learned about data analysis and this is useful in real life because in almost any job that has to do with business. If you look at a graph or table that has data on it you must know how to analyze that data to find out what it means.  

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Chapter 4 relevance

This chapter we learned about functions and functions are a way to figure out a equation besides solving “x” and they are helpful when it comes to solving an equation that you must input a value to find another value value. For example if you need to find out how much money you will make if “x” people come you can use a function to find out that amount. This Table shows if you get one dollar for every person then you make the amount of money that people come.


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Precalculus Ch 7 Relevance

Part 1: Relevance 

Big Idea: Right Triangles

Area of my life: Creating Origami Paper

In elementary school, we would often create “origami paper” from printer paper. To do this, one corner of the paper is folded to the opposite edge. This forms a 45-45-90 right triangle. Next, the excess paper at the bottom is cut off. When the folded paper is opened, the result is a square sheet of origami paper.

Part 2: Visual

Cakes are just a tastier unit circle!

Part 3: Analogy
  Converting Radians to Degrees Dying Hair White
Step 1 Multiply the measurement by 180. Bleach your hair to a light yellow color.
Step 2  

Divide by π to cancel out the radians unit and obtain the measurement in degrees.


Use a violet toner to cancel out yellow pigments and obtain a pure white color.
Step 3 Write the degrees symbol (∘) after your measurement. Condition your hair after the process.
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Chapter 6 Relevance

  1. Section: Polygons and Quadrilaterals: As the main programmer for my Vex Robotics team, I have to use if statements on a regular basis. The layout of the quadrilateral family reminded me of the different paths a program can take. If it follows one fork, there could be five other paths it could take, whereas if it took the other fork, it could take another ten.
  2.  This family tree image reminds me of the quadrilateral family.
  3. Finding the area or perimeter of irregular polygons is like New York City. Irregular polygons can be broken into smaller, regular polygons. NYC can be broken up into its five boroughs. If you find the areas of those regular polygons and add them up, you will get the area of the polygon. If you find the areas of Manhattan, Brooklyn, the Bronx, Queens, and Staten Island and add them up, you will get the area of NYC. Lastly, the perimeter of NYC can be found in the same manner as the perimeter of an irregular polygon:

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“Color-Blindness”: Superficial Activism and Black Life

Richard Wright’s Black Boy speaks to the unique experience of being black in the United States, and explains how levels of privilege can have pervasive psychological effects on all involved groups. His take clarifies how not only is the experience of race relations a divide between the privileged and the oppressed, but awareness of said divide is, too, characteristic only of those to whom said divide is not advantageous. Among the most enlightening parts of the book is its resounding deconstruction of the theory of “color-blindness” – the idea that anyone can or should “look past” blackness is disrespectful and unhelpful to black people.

“Black Boy” is an appropriate title, for Wright’s story cannot be separated from his identity as a black man. For the African-American, he argues, race is definitive. It marks an inescapable aspect of life that, regardless of socioeconomic station or place of residence, will continue to affect the black person. “A dim notion of what life meant to a Negro in America was coming ton consciousness in me,” Wright explains, speaking about his first years in Chicago. “. . . not in terms of external events, lynchings, Jim Crowism, and the endless brutalities, but in terms of crossed-up feeling, of psyche pain. I sensed that Negro life was a sprawling land of unconscious suffering, and there were but few Negroes who knew the meaning of their lives, who could tell their story” (267). For example, in Wright’s first job in the North, he works for a Jewish woman whose accent makes it difficult to understand her commands. He presumes that she intentionally accents her speech to make it more difficult for him to recognize her orders, so as to preserve her social stature and prevent him from advancing. He later recognizes his error, but the assumption is telling. Systems of repression and oppression have been in order against Wright so pervasively and for so long that he performs everyday activities with the assumption that they, too, are rigged against his favor. He is not entirely wrong. Race relations in the United States, as he proves over the course of 384 pages, are fundamental truths to those most affected by them. To be capable of not thinking about race is a sure indication of privilege.

After self-reflection, I concluded that not only is awareness of race something felt more keenly by marginalized ethnicities, but that the kind of awareness one has is shaped by the same divides. Wright’s awareness is all-encompassing and pervasive. My awareness has only ever been shallow. I do not consider my race a part of my identity to the same extent that I would other qualities, even though, by Wright’s description, I would be a drastically different person were I not white. Ignorance of other modes of life discourages critical examination for one’s own, it appears. Wright’s point is not just that blackness is characterizing and definitive. Race is characterizing and definitive. But the nuance in his argument is that awareness of the defining nature of race occurs only to those whom society abuses for their race.

Furthermore, this is why “color-blind” responses to racism are fundamentally defunct. Ignorance of the problem does not solve it. Acting as though we as a society are unified when we are not is to neglect the real problems in favor of superficial activism. It helps no one but the superficial activist, who in self-congratulatory style can claim progressivism without critical thought about the issues requiring aid in the first place. Only through rigorous examination of the truths of ethnic groups and the distinctions between said groups in social treatment can we solve systemic inequity. Ignoring a bleeding wound will not stem the flow.

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Chapter 7 Relevance


Big Idea: Minutes and seconds

Area of my life: Clocks

Recently, the analogue clock in my room broke down. I didn’t think to repair it, because I have digital clocks on my laptop and my phone, so I didn’t need it. Right now, the clock is sitting on my desk back home. But while doing homework for Precalc, it occurred to me that every angle on the clock is a way of measuring degrees with minutes and seconds; for example, six o’clock is 180° 0′ 0″. 3:15 is about 7.5°, which is equivalent to 7° 30′ 0″. Theoretically, you could tell the time exclusively in angle measurements, as long as you specified which hour it was (as the hands form every possible angle every hour, when the minute hand makes a full 360° rotation.)

“What time is it?”

“Twenty-four point seven two, under the fourth hour.”

2. Visual

Displayed above is an old diagram depicting the use of triangulation, or the process of using known angles and lengths to calculate extraordinary lengths and distances. By using the basic functions of sine, cosine, and tangent, as well as just a few pieces of information, mathematicians, surveyors, and navigators can use triangles (hence the term “triangulation”) to inform themselves about distance and territory.  This process is still used today by satellites and GPS navigators, albeit with more sophisticated technology than described above.

For example, in the above, the mathematicians have the angle made by the intersection of the hypotenuse and base, and are trying to find the length of the remaining leg. Let’s say that angle measures 60°, the base is 3 feet long. By using the tangent function of opposite/adjacent, they could set up the equation tan(60°)=x/3, or 3(tan(60°))=opposite. Now they know that the length of that lake is 3(tan(60°)) feet.

3. Analogy

Converting degrees to radians is like baking a cake. Flour, like degrees, is a useful substance but cannot be used alone in more complicated foodstuffs – just as degrees are useful units of measurement, but cannot be used alone in more complicated calculus.

To use flour in baking, you must:

a) Measure out how much flour you have/need. (You must measure the angle to have the correct measurement in degrees.

b) Combine it with some other dry good to make it taste better. (Multiply the measure in degrees by pi/180.)

c) Mix it around to combine and beat out any problematic air bubbles that could interfere in the baking process. (Simplify the expression to the furthest extent you can, to avoid unnecessarily difficult calculations.)

d) You are now prepared to bake your mix (find an arc length, or any other functions involving a radian). In both situations, the end result will have pi(e) in it.

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