Category Archives: Uncategorized

Political Narratives and their Related Parties

To me, the political narrative with the most influence on my thoughts would be the Economy narrative, but more specifically how taxes and wages are distributed through different classes of people. To me this is one of the biggest deciding factors, since I put a lot of value on my money and how I am able to save it, since with this money I am given the opportunity to do many more things with my life. Although I do place value on how the government treats me as a person, and what freedoms they will give me, I would rather have the money to go out and fulfill my life through activities like sports and travelling. I also think that this narrative is the most important since in my opinion, the way that the government distributes taxes will also reflect the other narratives. For example, a government that is focusing on cutting taxes for small businesses will most likely be putting the most value on middle class people, which is also an important factor to me.

Within this narrative, I would be most likely to elect a government that would lower taxes on necessary items such as food and some hygiene products, and also give more benefits to families in need. I would also like to seem some regulations and tax raises put on large corporations to prevent them from creating an extremely wealthy upper class. In my ideal situation, those who are in lower classes are given the opportunity to advance  through the use of lower taxes and wage increases, but once they get into upper classes they are no longer given help from the government in order to stop them from taking in too much wealth.

 

I think that the party which best presents this narrative would be the liberal party. The first flag to show this would be the fact that their policy slogan is “Fairness For the Middle Class”. The next benefit that jumps out at me is that they are cancelling income splitting and other tax breaks for the wealthy, insuring that they never leap too far ahead of the middle class. I view this as very important, since it is a bold statement against a very powerful and influential group of people. To me, it shows that they are taking a very strong stance and are willing to stay true to their word in balancing the economy in favor of the middle class.

The next part that I view as supporting my beliefs would be the family benefits that they will be implementing.  On the homepage of their website, there is a calculator to show how much a family could benefit from electing the Liberal party. In a family making $100,000  year, with one child under 6 and one child under 17, they could receive an annual tax free benefit of $5,325.00. To me, this seems like a relatively average middle class family, so the benefits could be extremely helpful. For a family in a bad position, with 3 children under 6 making an annual income of $50,000,they would receive $16,000 each year, tax free. This is an enormous benefit for a low income family, and these benefits can be given to people in every class. To me this is a large influence on which party I would choose to vote for, since it is a benefit that can work for all of Canada, yet give more priority to those in need.

A final point that is advertised on their website is the tax cuts and raises that they will be giving. For starters, the upper class will have an increase on their income tax. The tax increase that they receive then turns into a tax deduction for those living in lower classes. Anyone making in between $44,000 and $89,000 will receive a 7% drop in taxes, going from 22% down to 20.5%. Savings have been projected as being close to $670, with a maximum benefit of $1350 for a couple. Upper class income taxes will be raised to a new high of 33% to compensate for the deductions on lower classes. This is a very important point to me, since most of the population does not live in a class making over $200,000, and those who do live in that bracket can sacrifice some of their abundant wealth for those who need it.

The way I see it, we shouldn’t have most of the population driving 1990’s Civics while a small percent drives BMW’s and Mercedes. Instead, we should be satisfied with everyone driving an average Mazda or Toyota. Nobody needs to have exponentially more money than those around them. Although if they work harder, they should be entitled to have more than some others, they should not receive so much that those around them are damaged. From the research that I’ve done, the Liberal party represents my views the best, which is why I believe that they could form the future Canada that I wish to see.

 

The Ring of Fire, Socials Op-Ed Aidan MacDonald

Who has Rights to the Ring of Fire?

Aidan MacDonald

Resources run the world; they control governments and dictate the distribution of power, which is why we’re struggling so hard against aboriginals in an attempt to gain access to resources that were found on their land. Aboriginals and “whites” have not been interacting on the nicest of terms even since Canada’s Confederation period, so it is no surprise that neither side is backing down when it comes to control of the Ring of Fire. Back when Canada was still forming as a country, aboriginals were treated as a second thought, and the primary focus was inhabiting their land to gain wealth, with none of the profit going back to the aboriginals. With an estimated worth being between 30-50 billion dollars, this is no longer a fight for simple farmland, even the largest of mining companies are putting their all into gaining territory in this mineral rich area. The obstacle which stands in their way takes the form of nine underprivileged First Nations groups. Although these groups could theoretically receive great rewards for their land, “Chronic housing shortages, low education outcomes and lack of access to clean drinking water jeopardize the ability of local First Nations to benefit from the significant economic, employment and business development opportunities associated with the Ring of Fire developments.” (Aboriginal affairs ring of fire briefing notes)

It is clear that the aboriginals rightfully own the land, and they have since Canada came to be. However, a line must be drawn somewhere as to how much control they are allowed to have on it. It would not be considered right for a group to horde materials that they are not using. Although the mining would be intrusive on their land, comprises could be met to make the benefits outweigh the downfalls. Some of the aboriginal chiefs have recognised it, also stating that the jobs opened by the mines would be of incredible help to fix their lack of schools and basic amenities. Another point to be brought up is that although in the past, aboriginals were violently pushed out of their land for European settlers to take resources, however this situation will likely be different since there are benefits being offered to the Aboriginals. This would be a much better scenario than the previous “destroy the obstacles, take their valuables” situation caused by settlers.

On the other side of the coin, the short time frame proposed for the mining project makes it difficult for the full benefits to be exploited by the aboriginals. During an interview for CBC, Deputy Grand Chief Les Louitt said “You talk about skills training. How are you going to educate and develop skills training within a period of two years in order to take advantage of construction?” This may be a large issue, but even so, there is still great importance for these mines to be put in place.

Should the aboriginals not be prepared for the construction phase, they can instead spend the time training to work in the mine after it has been opened, and use the large income to help springboard them out of poverty. Although the situation may not be ideal for them, they must be able to see compromises that can be made with the mining industry. You will almost always have to accept a solution halfway between what each party wants, and this is what the aboriginal population near the Ring of Fire needs to recognize.

It is also important for the Aboriginal population to look at how this can be beneficial for both sides. Chief Cornelius Wabasse stated in an interview for Windspeaker that “This will not only be good for us, but will also be good for the exploration companies to know the protocols for exploration on our mutual traditional lands.” This way, should the same companies want to collaborate with aboriginals in the future, they can know what to expect and how to treat them with respect.

Although there may be downfalls to the aboriginal chiefs letting mining companies into their land, they need to be able to see through the negative and look at all of the positive aspects. They are not in a position to take full advantage of the benefits, but even small rewards are needed to keep their population afloat. With any luck, more chiefs in the Ring of Fire will adopt view similar to Chief Wabasse, and allow for this profitable land to be used in Canada’s developments.

Midterm: What have we accomplished so far?

To say that this Canadian Confederation unit has been one of my favourite socials projects would be an understatement. Much like the French Revolution unit, it was a great exercise to take the ideas and thoughts of another character and put them into your own words. Having to pretend to be a person from the era forced us to delve deep in the Confederation, and look at all of the influencing factors that were present so that we may accurately represent our character. Many of the learning outcomes for Socials were met, and although some were missed, I still believe that we achieved a lot through this unit.

Perhaps the most prominent learning outcomes that I met during this unit were A1 and A3, Applying Critical Thinking Skills, and Demonstrating Effective Written/Oral/Communication skills. These two learning outcomes were what I found to be the most useful and also the ones that I worked on the most. Examples relating to A1 would be nearly anything we did in this project. Because we were trying to impersonate a character who has long since passed away, many of our actions had to be based off of assumptions that we could make when looking at our characters previous actions. For example, my character was never explicitly stated as a loyalist for Britain, however you could read about fights that he had based on supporting loyalists, and he had also attempted to put together a loyalist army comprised of freed slaves. My character also died in 1806, because anything truly eventful happened, so all of the thoughts that I portrayed during the rest of the Confederation had to be based on what I thought he would say. To do this, I had to research all of his past actions, and think about how his actions in the past would relate to what he would do in the future. For A3, you could look at our blog posts, tweets, Confederation Conference, and the Final Address. All of these required us to communicate our ideas effectively in some way, and it was a great way to demonstrate our abilities. In blog posts, we had to write clearly and effectively to portray our character’s thoughts and emotions without the actually being there. The tweets that we made had to be written concisely and effectively, to get our ideas across in a powerful manner without going over the tiny word limit. During the Confederation Conference, we had to present clear powerful arguments to sway our opponent’s beliefs and attempt to get them to agree with us. Because every was taking the stance of another character’s values, the arguments that we presented had to be very well done if we wanted a chance to get them to take our side. During the Conference, I was attempting to get the aboriginals to take sides with Canada and merge their land with us. After a long debate, we were not quite able to come to an agreement, however I think that everyone that participated presented their arguments clearly, and all had good points to put on the table.

Another prominent learning outcome that was met was C2, analyzing political, economic, social, and geographical factors that led the Confederation. The best example of this learning outcome was during the Confederation Conference. In the conference, the team that I was sided with had a drawn out discussion with the aboriginals in an attempt to get them to merge their land with ours. Although I only had the opportunity to speak twice, I was able to collaborate with my team so that we could all agree on points to put down. We discussed all of the possible factors that could influence the aboriginal’s opinions so that we could lay down the best possible argument. The biggest factor that we had to look at was how the aboriginals considered their land to be sacred, and that they thought we were stealing it from them. To get around this, we had to look at how we could convince the aboriginals that their land would be preserved, and that they could govern themselves for the most part, with us knowing full well that as a minority they would not be able to keep those rights for very long. We also had to consider what they could bring to the economy. We wanted their land for more resources and trade expansion, however they did not want us to be bringing over that sort of an economy. Our proposed argument was how it could benefit both of us, and that if they joined they could grow and become stronger as well, even if they thought that our trading would be damaging to them.

 

There were also a few learning outcomes that we weren’t able to discuss in much depth. The one that sticks out the most to me is B3, evaluating the influence of immigration on Canadian society. Each different character would have a small outlook on this, since we all came from different places, however there were not many discussions about this topic. Perhaps in the Confederation Conference, we could have talked more about how immigration would affect the future of Canada.

B1 was another learning outcome that did not get talked about very much. There were a few characters who were fighting for gender rights and ethnicity rights, but there was not any discussion about the arts and our daily lives. It would have been up toe each character to reflect on these topics in their blog posts, but we can’t read all of them so we may not get to see all of the different sides to this topic.

Finally, I believe that we could have talked more about D2, analyzing the influence of resource development and technological innovations on Canada’s economy. E had briefly discussed in class about how Canada needed the Maritimes for their ships, however there was not much further discussion about technology. We also did not talk very much about resource development. There were some debates about it during the Confederation Conference, however we did not talk much about it past that.

 

However, there were also some learning outcomes that we were not able address at all . One of these that sticks out the most to me is D3, describing the development of British Columbia’s economy from 1815 to 1914. Perhaps some other people may have gotten more information about this due to their characters, but I felt as if there was not much mention of this throughout my part in the Canadian Confederation Unit. British Columbia was mentioned here and there in class, but I feel as if the learning outcome was never fulfilled. I think that during our talks about the trade in central Canada, we could have also discussed BC more since it is, after all, where we live.

E1 was also a learning outcome that was not mentioned at all during this unit. It is understandable why it was never talked about, it seems more like science than it does socials. E1 is asking you to describe the physiographic regions of Canada and the geological processes that formed these regions. The examples given include things such as plate tectonics. I wouldn’t exactly define that as socials. I do recall that at the end of last year we did a project based on plate tectonics and how it would affect cultures living above them, however we did not discuss much about that in Canada specifically. Other than these two learning outcomes, there is not much that I can see which we have not discussed at any point.

Finally, I was not able to see much progress being made on learning outcome E3, evaluate attitudes and practices on resource development in British Columbia. Once again, I feel as if I did not gain much knowledge at all about British Columbia through these time periods. Furthermore, we did not discuss much about resources in any parts of Canada. We discussed trade at length, however we did not talk much about resource developments such as fishing and mining. I still feel as if some other characters would have learned more about it, but my character did not have any part in resources, and he also died before the Confederation had even began.

 

Although on the surface, the Canadian Confederation project may not seem to have fulfilled all of the learning outcomes, it has actually covered most of the required material. There are only a few learning outcomes that were not talked about, and although not all learning outcomes were talked about in great depth, we have learned about nearly all of them during this Unit. Some people may have gotten more information on certain learning outcomes simply due to the character that they had chosen, however through activities such as the confederation conference and the final address, we have heard information from many different characters and gained insight on nearly all the parts of the Canadian Confederation, and from that we can draw conclusions as to how it has affected our present Canada. This unit was very engaging for me, and I feel as if it was not only a great way to fulfill the social studies requirements, but also a great way to learn how the incredible country that we live in has been shaped throughout the years.

 

 

In Depth Post #5: Recording

During this segment of the in-depth project, I have made the next step towards finishing a song: I have been able to acquire a new microphone to use for recording whatever I have written down. The microphone that I got is the Blue Yeti, which is convenient since it plugs directly into a computer using a USB cable. This is much nicer than having a standard microphone, which uses a specialized cable that requires adapters and sound boards to plug into a computer. Using a USB connection, I will be able to record much faster, and spend less money on buying equipment.

The next step to recording is to get the best sound quality possible. Professional studios have rooms built specifically for recording, with walls that are shaped to bounce sound waves off in a way that gives you the best possible acoustics. However, I don’t have one of these rooms, and they cost thousands of dollars to rent. Instead, I’ll just have to use one of the rooms in my house. Although it may seem strange, it seems to be widely known that bathrooms actually have the best acoustics for recording music. The tightly enclosed space, combined with the materials commonly found in bathrooms, makes them ideal for getting a good sound quality. But because I have to be setting up guitar amps and a recording studio, I won’t be using a bathroom. I’ll likely end up just doing it in a bedroom, since it’s close to the right size for getting the right acoustics, and I already have all of my music equipment set up there. Using a guitar amplifier, I’ll have the microphone placed 1-2 feet in front of the amp, and then adjust the sensitivity to get the right sound quality. I’ll then be playing a metronome through headphones so I can get the right tempo when I’m recording. The microphone will be recording directly into my laptop, so I can use whatever program I want to get my songs recorded. After I have everything recorded, I’ll use a music compilation program to piece it all together. The one that I am looking at right now is called LMMS, which is a freeware version of more popular programs such as Microsoft’s FruityLoops. I haven’t had much time to look at any of these programs yet, so it will take some effort to learn how to use them. However, I won’t have much time to think about that right now since I’ll be leaving for Cuba in a few days.

 

 

Moving on, in my last mentoring sessions, I had recorded one of our conversations to identify all of the different “hats” that were used when we were talking.

The conversation started off talking about the strategies that we could use in writing a new song, an example of the blue hat, where we were talking about what would need to be done to complete my in-depth project. The option that he presented was to use the existing chord structure from another song, and write a new melody over top of that. This was an example of green hat, since it is presenting a possible idea, rather than a hard fact. Although this sounded like a good idea to me, I was still interested in creating my own chord structure as well. Using the yellow hat, we talked about how the first song could be based off an existing chord structure, and the next ones could be original ideas. This was also an example of the black hat, since we were looking for ideas that would fit both of our values, and therefore be a more productive idea for the both of us. Using the white hat to state facts, my mentor referred to many incredible artists who wrote many of their songs using existing chord structures, showing that it is a viable strategy to use. Reflecting on the conversation with the red hat, I believe that my mentor is a very qualified person to be teaching me, and I should generally be trusting his ideas and suggestions, even when they may seem odd at first.

 

The End of Slavery

We Canadians love to see ourselves as the nicest people on Earth. We say sorry for holding the door open for too long, and we stop cars to let a squirrel cross the road. However, looking back on our history it is evident to see that we we’re not always the nation of the nice that we are now viewed as. As shown by an article on our history of slavery, you can easily see that although we eventually righted our ways, we we’re once just as corrupt as any other nation on this planet may have been. Looking further into this event, we we’re not even the ones that decided to end slavery. It was the slaves themselves who began to end the terrible oppression they were being put through.

“Enslaved Africans fought against being taken and held captive in Africa, fought against enslavement while in slave ships and during their confinement before sale and once they were sold. It was through these acts of resistance that some slave owners had to reconsider the slave system, the independence of Africans and why they would not accept this status. Their resistance brought into question the ways in which people thought about Africans—they were bright and capable and not content with slavery.” (BlackHistoryCanda, Abolition of Enslavement)

I decided to look into this article since it goes against everything that we believe in today. We are now a country that is proud to support multiculturalism, and we take pride in not judging people by the colour of their skin, or which place of the Earth they came from. I feel it is important for people to understand this part of our past since it shows that although we were never perfect, it also shows how far we’ve come as a nation. Relating to the question I posed in my previous post, this is a great example of us working towards a world that is better for everyone to live in, rather than just trying to improve our technologies so that we can get faster downloads and view cat videos in a higher resolution. Although this event does not include working towards a more eco-friendly lifestyle, which I outlined in my question, it does show that we have been able to work towards making our world a better and safer place to live in. With any luck, people can look back on our history of slavery and learn that it IS possible to make a significant change in our living conditions, even if you feel like you are given the same respect as a slave. Those slaves that were looked down upon ended up being the ones to make a truly drastic change Canada and North America.

This article also ties in with the PLO B1, which focuses on Candian society in terms of gender and ethnicity. African slavery plays a large role in this, since not only was it affecting how people of dark skin were being treated, it also affected how the rich could live their daily lives when they had the support of slaves to facilitate their living. The African slavery had a large impact on how Canadian society from years past is different from what it is like today.

In depth post #2: Chord structures

No matter what the genre may be, every song has a chord structure to be played off of. Chord structures are the most essential part o making a song, without them the song would be hollow and have no shape. A chord structure is either the first or second part of a song to take shape, the other option for the first would be the melody.  A chord structure is essentially the order and length of how a series of chords are played. These chord structures often follow patterns, which can be easy or hard to identify. Once the chord structure is in place, it dictates what can be played over top of it. Only certain notes can be played over top of each chord, so the melody must fit the chord structure, or the opposite way around.

Writing a chord structure can often be a difficult task, especially if you do not know many of the common patterns. However, this can be made much easier by doing exercises such as writing out the chord structure from other songs, and learning the patterns that other artists use. This is what I have been working on with my mentor. He assigned me a song called All of Me, and my task is to write out the melody and chords. This may seem relatively useless to some, but the trick is that after having done this for many songs, I ill be able to easily identify patterns that can be put to use in my own songs. Writing out the chord structure and melody just from hearing a song is also beneficial due to the fact that it forces you to play the notes of the song just by having heard them, which greatly improves your playing abilities, and also allows you to write out your own melodies in the future with ease.

So far the hardest part of writing out these chords has been identifying which chord variation it is. For example, a C chord would be the base of the chord, the simplest version. You can also add the seventh note of the C scale, which would change how the chord sounds and make it a dominant C7 chord. The can also drop the seventh by one half step on the scale, which would make it a regular C7 chord. You can also drop the 3rd note one half step, which would make it a C minor chord. These combinations are vast, and for me they have been hard to identify. One of the hardest parts of it has been telling the difference between a raised or lowered 7 in a chord variation, since they both sound very similar. However, with some work I will eventually be able to tell the difference very quickly.

Working with my mentor, I have found that we disagree very rarely. I have seen him play at professional concerts, and he knows what he’s doing, so I don’t often question him on his teaching strategies. No matter how tedious they may seem, i have seen a great improvement on my playing abilities through the use of his teachings, so I do not often question him. The only time i may disagree with him would be things like identifying a chord, where sometimes I may believe it is a different chord than him. However, in the end,  he is usually able to prove me wrong, which is not surprising due to his decades of experience transcribing and playing songs. Even then, our discussions usually fit more into the differ category rather than blatantly disagreeing, since I know that his point of view is almost always extremely valuable.

Some of the things that I agree the most with him have been his transcribing exercises to improve my song writing abilities. It is clear to see for me how it is beneficial to be looking at how other artists write their songs. Painters will look at other artists to see what techniques they use, so it seems obvious that it would be beneficial for me to be doing the same.  However we still do have our differences. The most prominent example is how much effort I am able to put into some of his assignments. He plays professionally, so he puts a large amount of effort into his music.  However, i am very busy with school and sports, so I am not always able to put as much effort as eh would like into my music studies. Although this may slow down the process by a bit, we are still able to work around the time constraints by spacing out lessons so that i have enough time to complete any assignments he may give me. To do this, we discuss during our lessons what timeline could work bet for both of us, so that we can make it work around our schedules.

Eminent Interview

For my interview during this Eminent project, I was able to contact Devon Ross, a science teacher in our District. This is the general answers for the questions I asked.

1: Do you think that Bill Nye has made kids in our district or beyond more engaged in taking science courses?

Not necessarily just Bill Nye, but rather any form of entertainment in teaching can make it more engaging. It runs much deeper than just Bill Nye himself, for example shows such as the big bang theory have an impact as well, and also big stories in the news about science such as the comet landing.

2: Do you think that Bill Nye’s teaching style has had an impact on the methods of teachers in our district or beyond?

Not just Bill Nye, but in general many teachers can learn from observing others, and expand their own repertoire. Bill Nye is one example, however there are many more that teachers can learn from.

3: What teaching methods would you personally recommend for teaching an engaging science class?

Anything hands-on, interactive, that requires critical thinking which allows students to find which strategies are most effective, in addition to being able to have teaching strategies at different levels to cater to many ages and levels.

English Civil War Reflection

For my contribution to our class’s learning about the English Civil War, I studied and presented information about Oliver and Richard Cromwell, the two primary leaders in the Parliament. The main idea of this being how they affected the course of the war, and how they came into the position they were in and maintained that status. With my group, we presented using an interactive timeline, and a modified version of the song Royals. Our group contributed to the class since we gave them the Parliaments side of view, and showing them what went on during the war on their side. This later affected other groups, such as the mock trial of King Charles, since people now knew who they were really discussing, and the back story of each side. To improve our project, I believe that we could have arranged a better date for our timeline presentation, since due to my rugby game I was very pressed for time and had to rush through my part. If we could have been more proactive, and arranged a better time, we could have gone more in depth into our topic, and allowing the class to be more engaged with the interactive timeline. To improve future class assignments, I believe that a schedule should be laid out before hand, so that if anyone has any issues with the amount of time they are given, or when they are scheduled to present, they will have ample warning and time to change it.

Besides my own group’s project, one project that really caught my interest was the court case. I found it very engaging, and their methods of having everyone participate as a witness made everyone be able to be engaged. It helped me get a new insight on to why King Charles was really executed, and changed my feelings greatly towards the politics or the English Civil War and how they impacted the people. For me, this unit only raised a few questions, since most of them have already been answered. Some I still have include why King Charles overlooked how his choice of wife would affect the country, since he should have known that it would cause issues. Another question is why the court case of King Charles had such untrustworthy witnesses, an example of which being a common farmer who took his information from a relative, not even having seen it first hand. While listening to the presentations of other groups, I would take notes each day on what topics in their discussions related to my topic, so that I could get an easy source of information. If I were to do a unit like this again, I would start by getting an overview of the whole situation, and not just my part. Studying only Cromwell ended up being rather confusing, and I think that the whole unit would have been easier if I first put more effort into learning about the entire Civil War. Some things I would like to improve upon is for every group to give a very brief summary of their topic all on one day, within a few days of starting. if the summary was brief, just words and no fancy pictures, people would only need a day or two to do it, and the entire class could have some form of background on the event before diving into it.

I believe that in the English Civil War, we should be cheering for the side of the monarchs. Although this may surprise some, I chose this side since King Charles was attacked without much provocation. The main reason he was attacked is because he married a woman who had a different religion than others, and from there everyone went crazy against the King. If he had stayed in power, taxes would have been raised, but a relative peace would have been kept. There would not have been all the destruction from the parliament, and although he did dissolve them perhaps they should have just gone away peacefully, allowing him to maintain a blasphemous rule for the short years he had left. He was going to die eventually, so a lot of death could have been avoided if the parliament just left him to make ill advised decisions and eventually die, allowing someone else who is perhaps a bit smarter and more fair to take the throne. If we had just left King Charles alone, the entire English Civil War could have been avoided.

Annotated Biblography

I think the title speaks for itself on this one…

http://www.ncbi.nlm.nih.gov/pubmed/20672344

This one was a very short government resource that i just used to clarify a couple of brief facts. It was pretty useless, and I didn’t really need it. There was supposedly more to it, but I couldn’t access the rest of the article.

http://www.ncbi.nlm.nih.gov/pubmed/19602893
Like the last one, this article only briefly touched on some key facts. It did lead me in the right direction for what the key moments in his life were, but since this was only an abstract there wasn’t enough information to be properly used in my learning center or speech. Overall, it was a pretty useless article.
http://www.nndb.com/people/582/000178048/

This was a very fact based document, and I used it’s information for any exact facts that I needed in my speech and learning center. For example, his cause of death, birth date, family and so on. This article was useful in my learning center/speech, but not necessary.

http://www.whonamedit.com/doctor.cfm/357.html

This article contained a lot of information, and was used in most aspects of my learning center and speech. It is one of the longer articles, and I felt that I could mostly trust it. However, I still doubled checked all the facts to see if they were in any other resources, just in case some of them were faulty. This was a very useful article.
http://www.ncbi.nlm.nih.gov/pubmed/3547546

This article was nearly identical to the two at the beginning, and i only briefly read it in case it had something interesting that other articles didn’t have. Overall, this article could have been eliminate from this list.
http://www.tourette.org.au/biographydrtourette.pdf

This article was practically the basis for my entire project. It was ridiculously long compared to the others, and was translated from what I  believe is German, so it was a bit choppy. However, it contained a lot of information that was not so fact based, but rather more about his life. I found this article extremely helpful, and I used it as my main resource.
http://tourette.ca/blogs/blog/2012/07/13/the-man-behind-the-name-gilles-de-la-tourettes-story/?utm_source=rss&utm_medium=rss&utm_campaign=the-man-behind-the-name-gilles-de-la-tourettes-story

This article was the one that I trusted the most, since it was written by the Tourette Foundation of Canada. I actually got an interview with the woman that wrote it. I used this article for a lot of my note taking, and for clarifying information. This was a very useful article.

http://www.historiadelamedicina.org/tourette.html

I found this article to be very useful. It was originally in Spanish, so I had to translate which made it a bit odd to read. However, there was a lot of information, and I found it to be a very useful article.
http://mindhacks.com/2010/05/06/gilles-de-la-tourettes-strange-story/

This website I used for most of my information on the Rose Kamper event, as it was the most detailed depiction of this moment. Originally, I though why should I trust soething called “mind hacks”, however, I discovered it was a published book so I am going to assume it is at least semi-accurate. The information I found was clarified elsewhere, this was just the most detailed. I found this to be a very helpful resource.

http://children.webmd.com/news/20090604/how-common-is-tourette-syndrome

This article I had originally used to find out how common tourette syndrome is, however I found out that the study they documented was out of date, and I later found on Tourette Foundation of Canada (http://www.tourette.ca/) said that it affects 1 in 100 people, whereas the article I used first said 1 in 1000. I found the children.webmd article to be useless after discovering it was false information, however http://www.tourette.ca/ was a very useful site, as I got my interview there as well.

Interview

From my interview, I got more social information on tourette syndrome. More can be found about this in my previous posts.

Foster Olive, M., Tourette Syndrome, New York: Chelsea House, 2010, Hardcover

This book offered a resource that i could use to clarify information when I was not sure. I did not use it too much, since I didn’t always have the option to carry it around with me. I rate this book as an ok resource.

Rogers, Sheila, Natural Treatments for Tics and tourette’s, Berkely California, North Atlantic Books, Paperback

I had picked up this book since I thought that it might be interesting to see what they offered as their natural treatments, however I did not use any of it’s information since it 1: would have taken days to read, and 2: The first thing I read when I opened it is that wheat and dairy free diets help with tourette syndrome. I personally think that wheat/dairy free diets are just a fad, since everybody seems to think it will solve their problems and a lot of the time it does nothing. Therefore, I didn’t really trust this book as facts, but rather speculations. I rate it an untrustworthy and generally useless resource.