Jordan Jensen's
E-portfolio
Online Field Journal
The sub-section that I believe that implements the most effective of rhetorical strategies and literary elements is the first Kyoto, Japan section. The section talks about a young boy who is consider to be an "otaku"; which means outsider. He does not like to be socially involve with others and loves to spend time in the cyberspace. He does not take any action during the outbreak because he was intensively engaged in his computer. As the outbreak gotten worse, his computer eventually crashes, then snaps back into reality finding out that his parents are gone and he is left alone to survive from the "living dead." This helps us the readers to identify the rhetorical strategies and literary elements of the character. We read that the boy is space less of what is occurring of the outside world. He doesn't even hesitate when the outbreak hits Japan. Then, there is a turning point when the boy snaps back into reality and has to face the zombies on his own. It allows us the readers to believe the character is real because of individual that we may know who are constantly on their phones, tablets, and computers. They are not aware of their surroundings.
Around the World, and Above
Good-byes
I'm a paragraph. Click here to add your own text and edit me. It's easy.
1. Brooks conducted copious amounts of research for World War Z. In which sub-section of "Good-byes" does it show the most? Why? How?
The sub-section I believe that Brooks shows the most amount of research for World War Z is the Burlington, Vermont section. In the section it mention of two Prime Minister of the United Kingdom; Clement Attlee(1945-1951) and Winston Churchill(1940-1945 & 1951-1955). It explains that right before WWII officially ended, Churchill was replaced by Attlee. Brooks shares his opinion of Attlee as being "mediocrity" and that Churchill was the person who helped ended WWII.
2. What cultural commentaries/critiques does Brooks seem to be making in "Good-Byes"? Which literary elements (character, setting, dialogue, theme, point of view, plot, description, and/or style) does Brooks use most effectively to make the cultural commentaries? Explain
​
The cultural commentaries I believe Brooks seems to make in the "Good-byes" section is; 1)Do we help others when a disasters occurs in the world; 2) Do we go back the way we were before the disaster or are we changed from the aftermath; 3)Do we dwindle in the past or do we move forward.
​
The literary elements that I believe that Brooks is sharing in this section is character, setting, point of view and style. In each section it shares the view points of each character of what has changed or gone back from the outbreak depending on their geographic location and how the country/states affect. The manner/style that Brooks shares the information is by giving history of events that has occurred in each country/state.
​
3. How does World War Z connect to your zombie issue? Which sub-sections of the novel are most relevant to your research on your zombie issue? How?
​
I believe the connection of World War Z to my zombie issue is basically the book itself of each section. If college students don't plan on how to stay out of debt or don't view the "warnings" can go into "great panic". As they plan ahead they can avoid going into a massive amount of student debt. Although, there is hope for those receive financial advice to get rid of their student loans and debt. Or they can continue down the road of misery. The sub-section most relevant to my zombie issue is Vaalajarvi, Finland(Total War). The section helps see how as humans we have limits on what we can do depending on the individual. Also, it talk about how each individual has it own maxium emotional and philosolgical breaking points. I believe college students can relate to this by how they spend money. They need to be careful to not overdue their spending because if they do they'll eventually stress over the issue, which then affect them in other areas such as academic performance, health, etc.
Field Research Day
Our group (The War Pigs) visited the Taylorsville Student Life & Leadership center. The day before visiting the center, I researched on what type of service the institution provides. The SLL(Student Life and Leadership) helps students to develop leadership skills and make college life a better experience. As well they hold activities to help students get involved and find a place to grow as an individual. During our visit, the space of the area was very open and multiple private offices. We weren’t able to discuss with any of student leadership because of a meeting they had but was able to talk to one of the coordinators, Brandi Mair. We were able to get information that seven people including Brandi receive emergency kits that look like will last for twenty-four hour. She directed us to the Auxiliary Services who were the ones that issued the seven emergency kits. We were then able to talk to the receptionist. As we were talking to her, she mentioned that the college does have emergency plans for like earthquakes, fire, etc. but wishes the camps would practice more in preparedness in case of a disaster occurs. The information that we received will help us determine what we can do to help not only student leadership but students on campus to stay safe during the outbreak; more like step by step on was to stay staff and out of harm.
The readings that I believe will be most useful is Everything You Ever Wanted to Know About Zombies. I believe that this reading will be helpful because there are good sections in the book that mentions on supplies, shelter, food, and water. As we were talking to the receptionist she mentions that there are two staff members on the north and south side of the campus who are “on watch” of any situation occurring on campus. If so, they will report the issue to their director, Jason Beal. Jason will then distribute the information to other departments on campus. I believe in cooperating this to our plan will then help each department of the situation and different leaderships in each department can inform those in how to act during the outbreak.
We will present our plan by using a web link to our site also, a possibility in giving brochures. Although the wifi at the college will be out, individuals will still have access on their smartphones in order to figure out their next move. If phone network is down then by giving broachers to the different department's leaders will help keep control of the situation.
April 18th Homework: Some Serious Planning & Play
