October 29th, 2009

Time: 06:58 pm

Jonathan Benoit LIS 513 Homework #3 10/27/09 Case Study #1 Architectural Plans (folder) Architectural plans for new corporate headquarters (file) CPR Training Class (Folder) Certificates for Completion 2006 (folder) Certificate for completion of CPR training class by Joseph Killdeer (maintenance worker), 2006 (file) Fiscal (folder) Budget Reports (folder) Annual budget report, 2009 (file) Payroll 2004 (folder) Payroll for December 2004 (file) GIS (folder) GIS (database) files (file) Incident Reports (folder) Annual incident report, 2007 (file) Letters (folder) Letters 2006 (folder) Letter from Vive President Hovey, 25, June 2006 (file) Repair Trucks (folder) Inspections (folder) Truck lift (serial #222) inspection (file) Repair Truck #1 (folder Current insurance policy for repair truck #1 (file) Repair Truck #3 (folder) Purchase order for repair truck #3 (file) Repair truck #3 maintenance records, 2005 (file) Case Study #2 First and foremost, I suggest he identify any/all security threats – computer crashes, fires or other natural disasters, tampering, viruses. Physical security is no doubt important, I recommend he keep windows and doors locked, use intrusion alarms, and remember to log off. Furthermore, it is crucial to secure computer records. I suggest he regularly update virus software, avoid software from unknown sources, make all computers follow guidelines, keep computer software up to date, and limit access to computers. He can maintain access to computers through the use of user IDs and passwords, read/write rights, and audit trials. Moreover, I recommend he make backups – Backups ensure protection from loss – hard-disk crashes, intentional damage, accidents, and disasters. In addition, I suggest he establish a disaster plan by identifying risks, identifying preventative measures, creating a response plan, and developing a plan for resuming work. More specifically, I recommend he explore data recovery – have a plan in case data is lost, destroyed, or corrupted. In a nutshell – 1. Identify any/all security threats – computer crashes etc. 2. Physical security – lock windows and doors 3. Update virus software 4. Maintain access to computers though user IDs & passwords 5. Make backups 6. Establish a disaster plan by identifying risks 7. Data recovery in case data is lost Case Study #3 Exercise #1 – No doubt there are a number of considerations. Version 1 is compatible with version 4 – therefore, item-by-item migration and mass migration are possible. However, migration is often expensive, time-consuming, and labor-intensive. Although the records are accessed infrequently, migration is necessary because e-records are at risk if/when software is obsolete. Moreover, e-records must be accessible. Exercise #2 – In order to maintain functionality, the e-records must be stored in standard formats – formats not expected to change. There are standard file types for images & graphics, video & audio, as well as text. Simply put, “lossless” and “lossy” compression algorithms reduce the size of digital documents and maintain functionality. If e-records do not need to maintain functionality – conversion to hardcopy because there is no need to maintain functionality of the system. Exercise #3 – As with Exercise #2, “lossless” compression is recommended for long-term preservation because no data is lost. Exercise #4 – HoricanWord is a program made by a company. Therefore, it is what is known as a “proprietary format.” Unlike “proprietary format,” “open architecture” is based on standard format and can be migrated. Unfortunately, proprietary format leaves e-records at risk. Exercise #5 – Copy the e-records to DVD for the new computers that do not have disk drives – it will not be necessary to keep the 3.5” diskettes. The DVDs will suffice until the LAN and server are installed. Once the LAN and server are installed, upload the e-records to the server via the LAN. Because the IT staff will regularly back-up the server, it will not be necessary to keep the DVDs.

comments: Leave a comment

October 27th, 2009

Time: 06:54 pm

Jonathan Benoit 3234 Main St. Buffalo NY, 14214 (585) 703-2051 jonobenoit@gmail.com October 25, 2009 Experience: Lockwood Library Buffalo, NY August 2009 to Present Student Representative - Help patrons locate material whether online or print using ALEPH and BISON - Organize the Hold Shelf and the Interlibrary Loan Shelf WRUB Radio Buffalo, NY August 2006 to May 2007 Training Director - Train incoming students how to use the studio – from the soundboard, to the turn tables - Develop, administer, evaluate exams - Post regular office hours Paul T. Freund Inc. Rochester, NY May 2007 to July 2007 Floor Manager - Oversee production - Settle disputes between employees - Correct damaged product - Coordinate equipment maintenance and repair with engineers Education: University at Buffalo, Bachelor of Arts in English University at Buffalo, Master of Library and Information Studies Skills: When I was in high school, I sat on the Chemical Prevention Advisory Board (CPAC). CPAC is a community organization that seeks to educate the dangers of drug use/abuse. I was selected by the principal of my school to be a Student Ambassador. It was my duty to attend meetings once a month with law enforcement, parents and teachers, religious leaders, as well as other students. We spearheaded many initiatives such as “Red Ribbon Week,” “Parents Who Host Lose the Most,” and “Start Today.” While working with CPAC I learned the give and take of playing on a team. I feel my experience will carry over to the work place – particularly the library – especially when tackling many of the issues that face libraries today – budgeting cuts, fleeting patronage, exploding technology – many of the topics I explored earlier. No doubt, these issues will require the cooperation of many to address. I was also selected to serve as an Asset Coordinator. My role as an Asset Coordinator was similar to my role as a Student Ambassador to CPAC. It was, however, much more hands on. Once a month I hosted a workshop called Leadership Asset Training (LAT) – a comprehensive program aimed at teaching youth how to deal with risky situations – depression, drug use/abuse, safe sex etc. More often than not CPAC worked in conjunction with LAT. For that reason, I was usually served as a liaison between the two – scheduling meetings, workshops, and appointments.

comments: Leave a comment

Time: 06:52 pm

When I was in high school, I sat on the Chemical Prevention Advisory Board (CPAC). CPAC is a community organization that seeks to educate the dangers of drug use/abuse. I was selected by the principal of my school to be a Student Ambassador. It was my duty to attend meetings once a month with law enforcement, parents and teachers, religious leaders, as well as other students. We spearheaded many initiatives such as “Red Ribbon Week,” “Parents Who Host Lose the Most,” and “Start Today.” While working with CPAC I learned the give and take of playing on a team – so to speak. I feel my experience will carry over to the work place – particularly the library – especially when tackling many of the issues that face libraries today – budgeting cuts, fleeting patronage, exploding technology – many of the topics I explored earlier. No doubt, these issues will require the cooperation of many to address. I was also selected to serve as an Asset Coordinator. My role as an Asset Coordinator was similar to my role as a Student Ambassador to CPAC. It was, however, much more hands on. Once a month I hosted a workshop called Leadership Asset Training (LAT) – a comprehensive program aimed at teaching youth how to deal with risky situations – depression, drug use/abuse, safe sex etc. More often than not CPAC worked in conjunction with LAT. For that reason, I was usually served as a liaison between the two – scheduling meetings, workshops, and appointments.

comments: Leave a comment

Subject: mock job ap Time: 04:50 pm

Jonathan Benoit 3234 Main St. Buffalo NY, 14214 (585) 703-2051 jonobenoit@gmail.com October 25, 2009 Lynn Overgaard Rochester Regional Library Council 390 Packett’s Landing Fairport, NY 14450 Dear Miss Ovargaard, I am writing in response to the ad seeking a librarian to provide reference service and adult programming at the Penn Yan Public Library Allow me to tell you about myself: When I was a kid my mom used to tell me bedtime stories – more pictures than stories. She would sit on my bed with me and trace images on my back – a ghost, a cat, a glass of spilled milk. I had to guess what she was drawing. It was a game. Her finger tips on my back – the connection between mother and child. This was my first brush with storytelling. For over 25 years my mother has been a librarian, my brother and his wife for three, and last year my grandmother retired from the West Seneca Public Library. I come from a family of storytellers. From my brother to my sister-in-law, from my mother to my grandmother – I see first-hand the influence libraries and librarians have on community, education, and empowerment – encouraging others to achieve their full potential Now more than ever I believe libraries and librarians play a vital role in communities. Given the rapid change in technology, it is no doubt an exciting – although challenging – time to be a librarian. As we abandon the script for the screen, how do we adapt? Fairport Public Library, for example, hosts a number of community events – once a month patrons gather for bingo; parents with babies are invited once a week to attend Babies Love Books – a program that pushes reading at a young age. These are examples of the initiatives aimed at increasing patronage in the face of a brave new world. Certainly the interplay of libraries, librarians, patrons, and technology is complicated – for this reason, I am interested in working for you No doubt, the placement of libraries in communities is of great importance. More specifically, how libraries interacts with communities. What is the function of the library in the 21st century? The relationship between libraries and communities is vital to the survival of both. I hope to reach out – not only to patrons but coworkers as well – collaborate, invigorate, educate – contribute to a new library for a new time. I aim to help others achieve their full potential – I may not trace images on their backs like my mother and me – but I hope to foster an environment that is no less intimate, tender, and caring – even in a world of internet, email, online applications, and strangers. Sincerely, Jonathan Benoit

comments: Leave a comment

October 18th, 2009

Time: 10:08 pm

Final Project Proposal Benoit, Higgins, Marcus, Posey 10 / 18 / 09 LIS 506: R 2:00-4:40 Last week two articles appeared in the New York Times: “Off the Shelf Onto the Laptop: Libraries Try Digital Books,” and “Jane Friedman Starts Open Road Integrated Media, an E-Book Company” (both by Motoko Rich). Our group seeks to pick up where these articles leave off. What is the role of e-books and libraries? More specifically, what do e-books mean for libraries? Librarians? Patrons? Publishers? No doubt e-books increase accessibility of books – enticing patrons who may not use libraries. However, what do e-books mean for publishers? Evan, Lawrence, Amber, and I hope to approach e-books objectively. By the same token, we hope to look into them skeptically – asking tough questions. According to Rich, “Some librarians suggest that because digital books never wear out, take up no shelf space and could, in theory, be read by multiple people at the same time, the purchasing model for e-books should be different than it is for print.” However, “some publishers worry that the convenience of borrowing books electronically could ultimately cut into sales of print editions” (Rich 1). Certainly e-books are a contentious subject – divisive to say the least – pitting patrons, librarians, and publishers. Simply put, we selected e-books because we are curious. More importantly, we selected e-books because technology advances faster and faster. Now more than ever, libraries rely on technology. The rise of the internet, for instance, changed – and continues to change – libraries. What about e-books? Drawing from a range of sources, we seek to outline prevailing attitudes, conceptions, conclusions surrounding e-books. Rich, M. (2009, October 16). Off the Shelf Onto the Laptop: Libraries Try Digital Books. New York Times. Retrieved from www.nytimes.com. Rich, M. (2009, October 16). Jane Friedman Starts Open Road Integrated Media, an E-Book Company. New York Times. Retrieved from www.nytimes.com. Ross, L. & Sennyey, P. (2008). The Library is Dead, Long Live the Library! The Practice of Academic Librarianship and the Digital Revolution. The Journal of Academic Librarianship, 24(2), 145-152. doi:10.1016/j.acalib.2007.12.006.

comments: Leave a comment

October 6th, 2009

Time: 07:11 pm

Student Name: LIS 518: Reference Sources & Services Fall Semester 2009 Assignment: Homework 4 Due: October 6, 2009 Directions: Please use this MS Word document to complete the homework assignment. Please print out the completed assignment and be prepared to submit it at the beginning of class on October 6. Assignment: Select a topic for your pathfinder assignment. The topic must be appropriate for the type of library you desire to work in, and it should be meaningful to you. Topic: Legal Research – I am currently enrolled in LIS 512. I know I want to be a reference librarian. However, more and more, I want to be a law librarian. That said, I want to explore legal research – is it for me? Select a backup topic for your pathfinder assignment. Topic: In addition to legal research, I am interested in being a subject librarian – perhaps English or World History Identify an authoritative information source about the topic that is your first choice for the pathfinder assignment. The source may be an article (journal, magazine, or newspaper), a book, an image, a sound recording, a video, a web site, or any other relevant material. Write a full and proper bibliographic citation for the source, and also a proper annotation. • Citations must be formatted to and compliant with the Publication Manual of the American Psychological Association (APA), sixth edition. • For assistance creating proper annotations, refer to the following web guide: Purdue University. (2009, July 1). Annotated Bibliographies – The OWL at Purdue. Retrieved from http://owl.english.purdue.edu/owl/resource/614/01/ Citation: Pritchard-Schoch, Teresa. (1993). The Law Librarian’s First Step to CIO: The Conflicts Database. Database Magazine, 16(6), 105-108, Retrieved from Academic Search Complete database. Annotation: For the most part, this article is anecdotal – two friends chatting over coffee. The author shares her experiences as a law librarian – drawing on them to illuminate the ins-and-outs of – not only the law librarian – but the law library at large. Throughout the article, the author focuses on conflict. From conflicts of interest, to conflicts database – No doubt there is no shortage of detail. However, the article is too acute, specific, detailed. I hate to admit, it may not come in handy. In spite of its non-threatening as well as conversational prose, the information presented is a wee bit advanced for one new to the field. Rather than outline the general expectation of a law librarian, the author dives into the “Conflicts Database.” Although this article may be useful down the road, it is not a good place to start. That said, more research is needed.

comments: Leave a comment

September 29th, 2009

Time: 06:23 pm

Jonathan Benoit Ref. Services – T 7:00-9:40 9/28/09 HW #3 – Ref Critique I visited the reference desks in Capen Libraries and Lockwood Library simply because I don’t own a car – I own a bicycle --- I don’t need to tell you it rained all weekend. I would have visited the Buffalo Public Library had the weather cooperated – such is life. That said, my question was about the Pioneer Satellite. For the most part, I was interested in its mission – the purpose of the satellite – objective/objectives. Moreover, I wanted to know if the satellite was operational today – General information about the satellite. Simply put, both interviews went well. However, the Capen interview was more eye-opening – to say the least – simply because the reference librarian at Capen happened to be a subject librarian. Subject librarian or not, both reference librarians were – in a word: helpful. However, both interviews were different in terms of attitude – approach. I began at Lockwood. I confess I was nervous because I had not spoken to a reference librarian in years. Nevertheless, the librarian established rapport – reassuring me that I was not bugging him at all and invited me to take a seat. I was surprised because upon asking my question, the librarian didn’t repeat it or ask follow-up questions. Instead, he began searching a database with which I was not familiar. It wasn’t until I asked that he/she told me what database he/she was searching. After several failed searches, the librarian searched Google and asked me if any of the search results looked useful. I hate to say, few of them did. He/she then searched another database and found one article about the engineer/engineers of the satellite. Although the article was interesting, it did not answer my question. However, he/she composed an email – addressed to me – complete with the searches he/she conducted as well as the search results. The librarian closed the interview by showing me what and where he/she searched. Although the interview lacked follow-up questions – both closed and open – the librarian directed me to a number of databases and websites. All-in-all, I was satisfied. More importantly, he/she was approachable and listened. The second interview – at Capen – was more fun. The librarian at Capen, unlike the librarian at Lockwood, was a subject librarian. Moreover, he/she was casual – conversational. There was no need to tell me I was not bugging him/her because he/she understood the economics of conversation – a high-five rather than a handshake? At any rate, avoiding the typical formalities of the reference interview, the librarian resisted the urge to begin searching and chatted briefly with me about my question. After discovering that I was interested in general information about the satellite, the librarian directed me to a number of websites – NASA for example. Rather than search databases for articles, he/she offered quick facts about the satellite – tailoring the scope of the search to my needs. His/her laid-back attitude allowed me to open-up – discussing a tattoo of the plaque on the satellite. Upon discovering my interest in the plaque, the librarian narrowed the search and found a book in the catalogue about the plaque. Furthermore, the librarian went above-and-beyond – calling the music library to see if it owned a copy of the recording on the satellite. Simply put, I was satisfied. Both interviews were different – one more easy-going than the other. However, both yielded useful sources. Although I preferred the Capan librarian over the Lockwood librarian, I learned that reference librarians employ different techniques, attitudes, and approaches when interviewing users.

comments: Leave a comment

September 17th, 2009

Time: 07:21 pm

Jonathan Benoit LIS 513 – Records Management J. Tammaro – Thurs. 7:00PM-9:40PM Homework One - First and foremost, I would express to Mr. Hunter the importance of managing the records in his department. Given that no one really cares about managing the records – I would recommend that Mr. Hunter organize a committee in order to negotiate the importance of records management. - Secondly, I would recommend that the committee include representatives from both the accounting office and the ordering office. Because both offices are involved, the representatives of both offices need to know the importance of records management in order to better manage records. - Third – Because the accounting department never refers to vouchers after the year the vouchers are received, I would recommend that the vouchers be placed in storage after the first year until the scheduled retention is met. - Fourth - Once the scheduled retention is met, I would recommend that the vouchers be disposed of in order to make room in storage. Jonathan Benoit - Fifth – Because the records are available to the public for review, I would recommend that the vouchers be organized either alphabetically, numerically, or chronologically. Rather than use all three arrangements, I would recommend one arrangement in order to expedite the retrieval of records for review by the public. - Sixthly, all parties have agreed that the accounting department has the official copy of the voucher. Because the ordering office rarely refers to its copy of the voucher, I would recommend that the ordering office purge its copies in order to make room. - Lastly, Because new vouchers fill up one square foot of a filing cabinet drawer each year, I would recommend that the vouchers that have met the scheduled retention be purged at once in order to make room for new vouchers.

comments: Leave a comment

August 5th, 2009

Time: 04:19 pm

Job Interview (NEW 8/5/09) J: Buenos Dias S: Buenos Dias. Me llamo SC. J: Me llamo JB. Como estas? S: Estoy bien gracias, y usted? J: Bien gracias y muy emocionado. Estas interesada en una puesto en mi compañía? S: Si, Estoy interesada en un puesto en la officina. J: En que departamento? S: En el departamento de relaciones humanas. J: ¿Cómo oyiste sobre el trabajo? S: Leí sobre el trabajo en el anuncio clasificado en el periodic. J: Dime sobre ti. Que te gusta hacer en tu tiempo libre? S: En mi tiempo libre me gusta… J: ¿Cuáles son sus calificaciones? S: Yo tengo un licenciatura en negocio, pero tengo muchos fortalezas. Soy una trabajadora concienzuda. Siempre llego y nunca sali temprano. Trabajo bien con otra gente y yo fui una empressaria en my trabajo pasado. Puedo escribir a maquina bien y puedo navegar el interned y uso otros programmas en el computadora. J: Por que renunciaste tu trabajo pasado? S: Porque mi trabajo pasado fue en florida, y mi familia vive aqui. Quiero vivier mas cerca de mi familia. J: En que ciudad viviste? S: Yo vive en la ciudad Clearwater. Me gusta la ciudad porque es muy cerca del mar. J: Si, me encanta Clearwater. Yo tengo familia en Clearwater. Mi tia tiene una tienda de ropa en esa ciudad. S: Si? Cual es el nombre del tienda? J: La tienda se llama “ropa del sol.” S: Si, yo fui de compras alla. J: Si? Conoces Aline Benoit? S: Si! Yo conozco ella. Ella es muy simpatica. J: Ella es my tia favorita. S: Dígame sobre el trabajo. J: El trabajo es interesante pero dificil porque tienes que trabajar con muchas personas diferentes. Pero no te preocupes porque mis empleados son professionales. J: Solo necesitas hacer los evaluaciones y resolves conflictos menores. S: Perfecto. Pienso que soy la mejor persona para el trabajo. J: Eres calificado y me gusta tu personalidad. Me gustaria ofrecerte el puesto. Bienvenidos a mi compania. S: Muchas gracias por su tiempo. Usted no estará decepcionado. J: Cuando puedes empezar? S: Puedo empezar inmediatamente. J: Bueno. Empezas lunes a las ocho. S: Perfecto. Gracias. J: Hace un buen dia. S: Y usted tambien. J: Adios S: Adios

comments: Leave a comment

Time: 01:57 pm

Jono Benoit SPA 152 MTWRF 9:40-10:50 Final Draft – Composition #4 El verano difícil Cuando yo tenía diecinueve años, yo volví del universidad. Necesitaba un trabajo por el verano. Yo buscaba por un trabajo. Pero, yo no lo encontraba. Mis amigos tenían trabajos y yo estaba muy frustrado. Yo buscaba por todos partes! Mi madre y padre eran muy provechosos, pero el verano era muy difícil. Un día, mi amigo y yo teníamos hambre. Mi amigo sugiero un restaurante nuevo. Mi amigo y yo fuimos al restaurante. El restaurante tenía comida orgánica y muy saludable. El empleado del restaurante me dijo que el restaurante necesitabas más empleados por el verano. Estoy muy emocionado! Yo encontré un trabajo. Todos los días, yo montaba mi bici a el trabajo. Me encantaba lavarse platos porque yo podía pensar mucho. Pero, mi parte favorita era, me hice amigos con todos los empleados en el restaurante.

comments: Leave a comment

August 3rd, 2009

Time: 03:28 am

Jono Benoit SPA 152 MTWRF 9:40-10:50 First Draft – Composition #4 El verano dificil Cuando yo tenia diecinueve anos, yo volve de universidad. Yo necesitaba un trabajo por el verano. Yo veia por un trabajo. Pero, yo no encontraba el. Mis amigos teniamos trabajos y yo estaba muy frustrado. Yo veia por todos partes! Mi madre y padre eran muy provechoso, pero el verano era muy dificil. Un dia, mi amigo y yo tuvimos hambre. Mi amigo sugere una restaurante nuevo. Mi amigo y yo fuimos al restaurante. El restaurante tenia comida organico y mucho saludable. El empleado de el restaurante dijo me el restaurante necesito mas empleados por el verano. Yo era muy excitado! Yo encontre un trabajo. Todos los dias, yo montaba mi bici a trabajo. Me encantaba lavarse platos porque yo pude pensar mucho. Pero, mi parte favorito era, yo hice amigos con todos empleados en el restaurante.

comments: Leave a comment

July 23rd, 2009

Time: 02:27 pm

Jono Benoit SPA 152 MTWRF 9:40-10:50 First Draft – Composition #3 Entrevista con Mi Hermano, Madre, y Padre Preguntas: - Es su salud importante? Por qué? - Durante la semana, cuantos días haces ejercicio? Esta importante? - Comes comida saludable? Que comida comes? - Juegas deportes con tus amigos? Que deportes? - Es una vida saludable difícil o fácil? Mi familia es muy saludable. Mi padre cree que su salud es muy importante. El levanta pesos tres días a semana. Pero mi hermano va al gimnasio todos los días. Por eso razón, mi familia y yo llamamos mi hermano “Hulk.” Por la cena, mi madre cocinas una variedad de comidas muy saludables. Por ejemplo, ella preparas verduras por ensaladas. Ademas, mi padre y yo encantamos jugar frisbee en el parque durante los fines de semana. A pensar de al gimnasio y la ensaladas de mi madre, mi familia creen que una vida saludable es muy difícil pero muy gratificante. Mi familia tiene una influencia para mí y mi salud. Yo creo que en el futuro yo podré hacer opciones saludables. Cuando yo era niña, mi madre y padre siempre cocinaban para mí. Ellos cocinaran comida saludable. Por eso razón, yo como comida saludable hoy y pienso comeré bien en los próximos años. Intentaré vivir una vida muy activo, gratificante, y saludable gracias a mi familia.

comments: Leave a comment

July 13th, 2009

Time: 12:26 pm

Jono Benoit Spanish 152 MTWRF 9:40-10:50 First Draft – Composition #2 Soy muy emocionado. La economía es mala pero soy muy emocionado. Soy agradecido para que la oportunidad trabajar porque el trabajo es duro de encontrar. Por otra parte, la mala economía me ha enseñado a apreciar el trabajo. Sin embargo, hay buenas oportunidades. ¡Por ejemplo, la oportunidad de trabajar para su escuela! Tengo un comandante en inglés. En 2009, recibí a mi comandante de la universidad a búfalo. Aunque no tenga mucha experiencia, trabajo bien con otros. Trabajo especialmente bien con los niños. Trabajé en el Sunshine Campus, un campo para niños con desordenes físicos y de desarrollo. Por otra parte, Me ofrezco voluntariamente en la biblioteca de mi madre todos los veranos.

comments: Leave a comment

July 9th, 2009

Time: 09:41 am

Jonathan Benoit SPA 152 MTWRF 9:40-11:00 First Draft – Composition #1 Civilizaciones Antiguas: Los Mayas y Los Incas Hay muchas civilizaciones antiguas. Los dos más reconocibles comieron los mayas y los incas. Ambas civilizaciones formaron organizaciones sociales y políticas así como la arquitectura, arte, religión, y, economía. Los mayas y los incas tienen muchas semejanzas. Pero tienen muchas diferencias también. Por ejemplo, los mayas llegaron antes de los incas. Pero ése no es todo… La estructura social y política fue controlada por la clase alta y los sacerdotes. La clase alta y los sacerdotes tenían meteorológico así como conocimiento agrícola. Los mayas seguido un calendario y construyeron las pirámides grandes. Pero había más a los mayas que organizaciones sociales y políticas. Construyeron palacios, los templos, y los pyrimids hermosos. Los incas llegaron después de los mayas. Sin embargo, como los mayas, los incas establecieron organizaciones sociales y políticas así como arquitectura, arte, y la religión. Las clases más bajas eran grandes y las clases altas eran pequeñas. El Senor del Imperio estaba en la tapa de la pirámide y era el jefe. Como los mayas, los incas construyeron los monumentos magníficos. Los mayas y los incas tenían diferencias pero también tenían mucho en campo común.

comments: Leave a comment

April 19th, 2009

Current Music: Simon & Garfunkel - Scarborough Fair Time: 10:28 pm

Mi hermano y yo hacen "platos de la basura" todos fines de semana. Los platos de la basura se originan en Rochester, Nueva York - nuestro pueblo natal. Ellos son muy poco sano. Por eso nosotros hacemos platos vegetarianos de basura. Todos restaurantes en mi pueblo tiene su propia versión del plato de basura. Para hacer platos de la basura que usted necesita hamburguesas, las papas, la salsa de tomate, la mostaza, la carne de vaca, y los macarrones. Primero, cocina las hamburguesas en una cacerola en la estufa. Entonces, cocina la carne de vaca en una cacerola en la estufa. Próximo, se hierve las papas antes de cortarlos. Proximo, cocina las hamburguesas y hervir las papas, se hierven los macarrones. Dure, mezcle los macarrones con las papas, la carne de vaca, la salsa de tomate y la mostaza. Por último, puso las hamburguesas en la cima.

comments: Leave a comment

April 10th, 2009

Current Music: David Bowie Time: 01:35 am

Jonathan Benoit Making Culture Professor Mack Paper #2 Proposal I hope to explore the notions of despotism and freedom in the Persian Letters. Throughout the novel, several letters bare witness to despotism and freedo. Letters 80 and 83, for example, discuss law and desire. These letters assume men can be separated from desire and imply a denial of pleasure as well as a pleasure of denial. Not unlike letters 80 and 83, letter 64 suggests the eunuchs are an extension of Uzbek. Indeed, one eunuch admits that his “hand is merely [Uzbek’s] instrument” (Montesquieu 131). In addition to the role of the eunuchs, I hope to discuss the role of the wives. In letter 62, for instance, Zelis recognizes the absurdity of the system and points to the difference between mental freedom and physical freedom. It seems that although Uzbek is physically free, he is not mentally free. No doubt Uzbek is a prisoner of his desire. Moreover, I hope to explore the structure of the text – the structure of the text as despotic insofar as it revolves around one author. Through examples from the text as well as Mythologies, Course in General Linguistics, Orientalism, and the Spirit of Laws, I hope to quantify despotism and freedom. Not only how the two function in the Persian Letters, but also how the above texts enrich our understanding of them.

comments: Leave a comment

February 20th, 2009

Current Music: Sleep - Holy Mountain Time: 03:42 am

Jonathan Benoit ENG 369: Making Culture M/W/F 12:00-12:50 Paper #1 Second Draft The Heart of Darkness and Robinson Crusoe: An Exploration of Marlow, Crusoe, and Colonialism Conrad’s Heart of Darkness and Defoe’s Robinson Crusoe are no doubt controversial books. Both stories grapple with the volatile issue of colonialism. Although Conrad revealed colonialism before it was well known, he is widely criticized as racist in his portrayal of Africa and Africans. Chinua Achebe – one of the most outspoken critics of the novella – outlines several grievances in his essay “An Image of Africa: Racism in Conrad’s Heart of Darkness.” According to Achebe, Conrad casts Africa and Africans as exotic, romantic, mysterious – a mere backdrop – the mise en scene of Kurtz’s dissent into madness. Simply put, for Achebe, Conrad’s treatment of Africans is patronizing. For instance, Conrad calls Africans “prehistoric [men]” (Achebe 108). It seems the story is less about Africa and more about “the deterioration of one European mind” (Achebe). In spite of Achebe’s criticism, the protagonist Marlow moves beyond the insanity of one European mind to expose collective insanity: colonialism. The same, however, cannot be said of Crusoe. Crusoe stands in stark contrast to Marlow. Both men connote rationale, reason, logic – the path of least resistance. However, Marlow sheds light onto the pointlessness of colonialism whereas Crusoe embodies it. Through his nagging need to order, his relationship with Friday, and his journal entries Crusoe comes to exemplify that which Marlow seeks to unmask. Though both systematic thinkers, Marlow and Crusoe reveal two competing interpretations of colonialism. Marlow's scientific thought process allows him to see the holes in colonialism while Crusoe's does the opposite - blinds his ability to see the error of his ways. Colonialism is essentially imperialism – the domination of a weak country by a strong country for control over resources, labor, and markets. Economics is at the heart of colonialism and the product of science, mathematics, and logic. Marlow, no doubt a man of science, sees a great deal of horror in the wake of a seemingly scientific process - colonialism. For example, when the doctor asks him if there was “ever any madness in [his] family,” Marlow wonders if “that question [is] in the interests of science” (Conrad 76). Certainly, Marlow sees himself as a man of science – not concerned with madness unless it fits into the scientific method. When he reaches the outer post, Marlow encounters a great deal of natives working. However, “no change appeared on the face of the rock.” (Conrad 81). For Marlow, this is the problem. Not only does no change appear on the face of the rock, no change appears throughout the book – day and night natives work to no avail. Marlow notices, “the cliff wasn’t in the way or anything; but this objectless blasting was all the work going on” (Conrad 81). It seems the natives are not making progress. For Marlow, the “objectless blasting” comes to represent the fruitlessness of colonialism. As Marlow travels, he discovers more atrocities – the brick maker doesn’t actually make bricks; there are no rivets to fix the hole in the boat; the natives feed on rotten meat. Left and right Marlow sees “men strolling aimlessly about in the sunshine of the yard . . . here and there with their absurd long staves in the hands, like a lot of faithless pilgrims bewitched inside a rotten fence” (Conrad 91). Over and over again, images of listlessness play into the text – the workers have little work to do – and what little work exists is meaningless. Indeed, “the word ‘ivory’ rang in the air, was whispered, was sighed." Marlow continues, "you would think they were praying to it” (Conrad 91). Clearly, the natives and the colonists are mad for ivory. It seems the absurd hunt for ivory reflects the absurd form of currency: brass wire. While the natives search hopelessly for ivory – a potential form of legitimate currency – they are paid each “week three pieces of brass wire, each about nine inches long; and the theory was they were to buy their provisions with that currency” (Conrad 115). Perhaps the height of stupidity, the brass wire serves no useful purpose – not even as currency. It simply stands as a testament to the futility of colonialism. In short, the natives are unable to obtain the necessary supplies and the colonists are unable to move forward. More and more, Marlow comes to epitomize the senselessness of colonialism. Through the scope of his scientific mind, the sheer absurdity of his observations, and his negative interpretation of colonialism - Marlow stands in stark contrast to Crusoe. Simply put, Crusoe embodies that which Marlow is not. To be sure, Marlow focuses on the senselessness of colonialism for a great deal of the book as a passive observer. Unlike Marlow, however, Crusoe acts as an active participant – Through his urge to order, his relationship with Friday, and his journal entries Crusoe grows to represent the futility of colonialism. One the clearest examples of Crusoe’s need to order appears early in the novel. After washing ashore, Crusoe makes numerous trips to the marooned ship for supplies. Upon scouring the ship, Crusoe “got three of the Seaman’s chests” (Defoe 38). He continues, “the first of these I filled with provision, viz. Bread, Rice, three Dutch chesses, five pieces of dry’d Goat’s Flesh” (Defoe 38). Crusoe continues to list each and every item taken from the ship. Moreover, he makes several subsequent voyages, draining the ship of nearly every resource. It seems Crusoe, not unlike Marlow, is a systematic thinker. His obsessive urge to order implies his need to maintain control. Crusoe orders more than simply product, however. Even evil and good are quantifiable in the eyes of Crusoe. Indeed he is “cast upon a horrible desolate island, void of all Hope of Recovery,” he is, however, “alive, and not drown’d as all [his] Ship’s Company was” (Defow 49). A simple pros and cons list becomes sinister – a representation of Crusoe’s compulsion to assert himself however possible. Whether taking inventory of items or emotions, the implications of ordering are scary to say the least. Crusoe doubtlessly feels a sense of ownership when he “descended on the Side of that delicious Vale, surveying it with a secret Kind of Pleasure, (Tho’ mixt with my other afflicting Thoughts) to think that this was all my own, that I was King and Lord of all this Country indefeasibly, and had a Right of Possession” (Defoe 73). This seems to be the affect of ordering. Ordering fills Crusoe with notions of power – to classify, index, tabulate is to award residence. It seems Crusoe thinks that “this [is] all [his] own.” Most terrifyingly, Crusoe believes he is "King and Lord.” The overarching question becomes: On what grounds does Crusoe have a “Right of Possession?” Crusoe’s journal works in a similar fashion – his need to catalog appears when he runs out of ink as he only includes important plot points. Furthermore, it is written journalistically – fact-based hard news – as if for an audience. His first entry reads: “I poor miserable Robinson Crusoe, being shipwrecked during a dreadful Storm, in the offing, came on Shore in this dismal unfortunate Island, which I call’d the Island of Despair, all the rest of the Ship’s Company being drown’d, and my self almost dead” (Defoe 52). Even in writing, Crusoe insists on ordering. In addition to inventory and emotions, words too are subject to his obsessive lists. When he refers to himself as both “poor” and “miserable,” as well as when he refers to the island as both “dismal” and “unfortunate” before naming it the “Island of Despair,” it is as if he cannot decide which words to employ. His repetitive use of vocabulary seems to reinforce his need to order. No doubt, Crusoe feels a sense of helplessness. After all, he’s stranded on an island. It’s no surprise that he seeks empowerment where possible – names. Simply put, to name is to own. After naming the contents of the ship, he names the island. After naming the island, he names Friday. For Crusoe, it’s never enough. Not surprising is it that he cannot reconcile with God, he fancies himself God. In his journal, for example, Crusoe admits that he “never had so much as one Thought of what should become of [him]; or one Wish to God to direct [him] whither [he] should go” (Defoe 65). It may be, perhaps, that Crusoe fears faith. Because he is unable to validate the existence of God, he avoids the issue altogether. It is easier for him to remain “meerly thoughtless of a God” (Defoe 65), because, unlike cargo and emotions, he is unable to order God. He is, however, able to order Friday. When Friday enters the novel, Crusoe’s inability to make sense of God and his propensity to order allows him to stand in as God. Certainly, it seems, Marlow and Crusoe have scientific minds governed by rationale, reason, and logic. Marlow cannot ignore the inefficiencies of colonialism – the futile labor, the listless workers, and the overall lack of equipment, know-how, and ingenuity. Crusoe, on the other hand, cannot accept God because God appears unquantifiable. He compulsively lists in an attempt to assert power. Both men exist in the realm of reason – thrown into a seemingly chaotic world. Marlow witnesses the horror of slavery, whereas Crusoe experiences life on a desolate island. In either case, Marlow and Crusoe come to rely on the power of reason to better understand, make sense of, or control their surroundings. Marlow uses logic in order to escape ignorance. By pointing out the shortcomings of colonialism, he is free to improve upon a system full of flaws. In short, Marlow’s employment of reason serves a useful purpose. The same cannot be said of Crusoe. Unlike Marlow, Crusoe’s use of reason is self-serving. He uses logic in order to gain power over a hopeless situation. For instance, the contents of the ship, the choice of his words, or the fate of Friday, Crusoe is interested in authority. This is the paramount difference between the two – power or knowledge. Works Cited Achebe, Chinua. "An Image of Africa: Racism in Conrad's Heart of Darkness." www.ncsu.edu. 1977. Massachusetts Review 18. 17 Feb. 2009 <http://social.chass.ncsu.edu/wyrick/debclass.achcon.htm>. Conrad, Joseph. Heart of Darkness. New York: Signet Classic, 1950. Defoe, Daniel. Robinson Crusoe. New York: W.W. Norton Company, Inc., 1994.

comments: Leave a comment

February 18th, 2009

Time: 09:12 am

Jonathan Benoit ENG 303: Chaucer M/W/F 10:00-10:50 Paper #1 The General Prologue and Social Difference: A Portrait of Portraits No doubt Chaucer’s Canterbury Tales was written in the midst of great social, economic, and political change. For a wide range of reasons, the fourteenth century signaled the break-up of Feudalism. Famine and the outbreak of the Black Death between 1348 and 1349 and again in 1361 decimated nearly one third of the population in less than half a year. Agricultural production suffered at the hands of the plague because there were not enough vassals to grow crops. Therefore, surfs were no longer tied to land. Now free to move from place to place, the Peasantry could demand higher wages for their much-needed service. As surfs saved their money and sent their children to school, towns and urban areas grew in size and number – which gave rise to the Merchant class. Other factors, however, lead to the growth of the Merchant class. For example, the Peasantry could move to the Clergy. In turn, the Nobility would often install family into plush clerical positions. For these reasons, the Clergy became a mixture of classes that produced social wealth. To be sure, the fourteenth century was a time of unparalleled change. Simply put, Chaucer embraces change. Throughout the General Prologue, the narrator of the Canterbury Tales focuses on discourse – amongst other things. For the narrator, language is social. Through the use of highly individualized portraits, the narrator advances his friendly attitude and seems to imply the difficulty with which any and all attempts to introduce classification of the characters falls apart in the face of growing change in social class structure. Certainly, the narrator values individuals – each character receives their own portrait – profile. Moreover, the narrator offers an apology or “proper” on behalf of the characters out of respect for their unique voices. In essence, the portraits of the characters in the General Prologue and the actions of the narrator come to embody the break-up of Feudalism and the rise of Capitalism and the merchant class in England during the fourteenth century. Through portraits, the narrator showcases several characters in the General Prologue. From the Knight to the Squire, from the Franklin to the Miller, the characters point to the increasing social complexity of England in the fourteenth century. Indeed, the characters come from a number of different social, economic, and political backgrounds. For this reason, the pilgrimage seems to embody the proverbial court insofar as numerous individuals from a variety of social classes intermingle. For instance, Chaucer writes: “At night come into that hostelry / Wel nine and twenty in a compaingnye / Of sondry folk, by adventure yfalle / In felaweship, and pilgrimes were they alle / That toward Canterbury wolden ride” (23-27). In this passage in particular, the image is clear – happy hour – the crowd of “nine and twenty in a compaingnye / Of sundry folk” is essentially a casserole of social classes getting together and taking a trip Canterbury. The host of the trip, the narrator, introduces guidelines from the outset – each pilgrim must tell two tales on the way to Canterbury and two tales on the way back. If not, he must pay for food. The rules are simple enough. However, the economic implications are vast. Each pilgrim is a storyteller. Thus, each pilgrim is given the same opportunity to make his voice heard. More importantly, each pilgrim is given a chance to “quite” his fellow pilgrims – to repay, retaliate, or negate. In this way, stories are much more than simply stories – stories become a type of capital – a measurement, commodity, or exchange. Furthermore, the notion of “quite” is especially crucial because it places the pilgrims in direct conversation with one another. Not only are opposing classes traveling hand in hand, they are engaging in face-to-face dialogue – debate. Through the scope of the pilgrimage, the narrator provides the characters an open forum in which they are free to debate, examine, question, dissect, and argue one another. The nature of the forum given the pilgrims by the narrator no doubt challenges the conservative structure of the three estates – Because the three estates exists hierarchically, to allow different classes to get together and take a trip appears radical, contradictive, and strange. It is not, however, the nature of the trip as an open forum for communication between different classes alone that posits the demise of Feudalism. Through the lens of the various portraits served up by the narrator – the change in the social, economic, and political realm comes to the fore. Take the Knight and his son the Squire for example. Of the Knight, Chaucer writes: “…he loved chivalrye / Trouthe and honour, freedom and curteisye” (45-46). Chaucer appears to idealize the Knight through flowery phrases – notions of truth, honor, and freedom. Furthermore, the Knight was “At Alisaundre…when it was wonne” (51). Indeed, the Knight helped shape Europe. By the same token, sadly, he is old, out of date, and washed up. To add insult to injury, the Knight was “…as meke as a maide / Ne never no vileinye he said / In al his lif unto no maner wight” (69-71). For the narrator, the Knight may be noble, gentile, and experienced, but ultimately, he represents an old Europe, a faded prophet, and a picturesque - though fleeting - snapshot of knighthood. In short, the Knight is a caricature – unrealistic, out of touch, and dated. Enter: the Squire. Chaucer portrays the Squire as that which the knight is not – in a word, the antithesis. Of the Squire, Chaucer writes: “Al ful of fresshe floures white and reede / Singing he was, or floitinge, al the day / He was as fressh as the monthe of May” (90-93). It is not difficult to see that the Squire stands in stark contrast to the Knight. Where the Knight is burnt out, the Squire is “ful of fresshe floures,” “singing,” and “fressh as the monthe of May.” The relationship between Knight and Squire, father and son comes to mirror England at large – the generational shift between the two seems to imply the social, economic, political shift from Feudalism to Capitalism. The father is clearly tired whereas the son is youthful, wide-eyed, and grinning. Not only does the Squire house a fresh version of knighthood, he touts a realistic version of knighthood. Unlike his father who fought in the Crusades, the Squire fought in the 100 Years War under no national army – burning villages, raping women, stealing money and bringing it to England to spread around. It may not be particularly chivalrous but it is accurate. Impossible is to capture all the factors that lead to the social change in England and Europe in the fourteenth century. Certainly no one factor sparked the shift. No doubt it was a symphony of cause and effect. The Black Plague and the demand for labor contributed to the rise of the Merchant class. Similarly, the intermingling of the Peasantry and the Nobility within the confines of the Clergy forced the break-up the three estates and Feudalism. There were, however, many more contributing factors. In addition, the change did not take place quickly but grew slowly out of individuals immersed in conversation - individuals not unlike those on the pilgrimage. Indeed, Chaucer captures not only the shift from Feudalism to Capitalism but also the factors that lead to it – in short, the issues surrounding it through the various portraits as well as the inclusion of many different social classes in the General Prologue. What’s more, Chaucer was an active participant – an advocate for change. The General Prologue stands as a testament to the power of discourse. The change made possible by blending of many different groups of people in the spirit of dialogue, conversation, and debate.

comments: Leave a comment

February 17th, 2009

Time: 06:20 pm

Jonathan Benoit ENG 303: Chaucer M/W/F 10:00-10:50 Paper #1 The General Prologue and Social Difference: A Portrait of Portraits No doubt Chaucer’s General Prologue and the Canterbury Tales were written in the midst of great social, economic, and political change. For a wide range of reasons, the fourteenth century signaled the break-up of Feudalism. Famine and the outbreak of the Black Death between 1348 and 1349 and again in 1361 decimated nearly one third of the population in less than half a year. Agricultural production suffered at the hands of the plague because there were not enough vassals to grow crops. Therefore, surfs were no longer tied to land. Now free to move from place to place, peasants could demand higher wages for their much needed service. As surfs saved their money, they sent their children to school increasing the growth of towns and urban areas. In addition, the Peasantry could move to the Clergy. The Nobility, as well, would often install family into plush clerical positions. For these reasons, the Clergy became a mixture of classes and produced social wealth – which gave rise to the merchant class. To be sure, the fourteenth century was a time of unparalleled change. Simply put, Chaucer embraces change. Throughout the General Prologue, the narrator of the Canterbury Tales focuses on social difference, discourse, and language. For the narrator, language is social and indicative of social class. Through the use of highly individualized portraits, the narrator advances his friendly, journalistic, non-judgmental attitude and seems to imply the difficulty with which any and all attempts to introduce classification of the characters falls apart in the face of growing change in social class structure. Certainly, the narrator values individuals – individuals are always linked to their social class. The portraits of the characters of the General Prologue and the actions of the narrator come to mirror the rise of Capitalism in the fourteenth century.

comments: Leave a comment

February 5th, 2009

Time: 11:06 am

When I was in high school, I sat on the Chemical Prevention Advisory Board (CPAC). CPAC is a community organization that seeks to educate the dangers of drug use/abuse. I was selected by the principal of my school to be a Student Ambassador. It was my duty to attend meetings once a month with law enforcement, parents and teachers, religious leaders, as well as other students. We spearheaded many initiatives such as “Red Ribbon Week,” “Parents Who Host Lose the Most,” and “Start Today.” While working with CPAC I learned the give and take of playing on a team – so to speak. I feel my experience will carry over to the work place – particularly the library – especially when tackling many of the issues that face libraries today – budgeting cuts, fleeting patronage, exploding technology – many of the topics I explored earlier. No doubt, these issues will require the cooperation of many to address. I was also selected to serve as an Asset Coordinator. My role as an Asset Coordinator was similar to my role as a Student Ambassador to CPAC. It was, however, much more hands on. Once a month I hosted a workshop called Leadership Asset Training (LAT) – a comprehensive program aimed at teaching youth how to deal with risky situations – depression, drug use/abuse, safe sex etc. More often than not CPAC worked in conjunction with LAT. For that reason, I was usually served as a liaison between the two – scheduling meetings, workshops, and appointments.

comments: Leave a comment