Study sounds

When studying, I like to pop in my earbuds and listen to a bunch of nerdy stuff. Mostly I listen to music without lyrics, because otherwise I feel the need to sing along, and that’s discouraged in the library. Lyric-less music means soundtracks.

I listen to cooler stuff in my spare time, I promise.

What I heard at college today

I feel like everybody would be much happier if ____________________________.

A. People stopped judging others
B. Obama was impeached
C. Sexism didn’t exist
D. Florida and Alabama fell off the face of the earth

 

 

Hint: Consider the priorities of college students at an SEC school.

Slow down before turning, please (AKA pay attention while driving)

Today I was walking to chemistry and rounding the corner of an intersection when I heard squealing. I turned just in time to see a sleek, compact little red car try to make a sharp right turn much too fast. Its wheels screeched as the car drifted sideways, approaching a van in the turn lane of the road it was turning onto. It was one of those vans that a plumber, or an electrician, or some sort of service industry worker might drive. If you’re not getting the picture, imagine a stereotypical unmarked white van with a colorful, comfortably reassuring ‘not a pedophile- but still good with kids!’ logo on the side.
As the car drifted towards the van, I idly wondered if it was going to connect, and how hard. The red car stopped with a quiet crash. It was quiet relative to the prolonged screaming of the brakes, anyway. All was still for a few moments as my fellow pedestrians and I stared. Then, the red car slowly backed up. Its window was rolled down. I heard some raised voices. All I could distinguish was the phrase “get out of the car” said several times. Then, the red car’s engine gunned and it zoomed away. If I recall right, I heard a few quiet expletives before the van drove off when the green light lit.
I want to call that a hit-and-run, but I know that’s only for hitting people. I’m not sure what the police would call it. Leaving the site of an accident, I suppose? It was kind of scary to see because the signal for walking across the crosswalk was still lit. This person might have hit someone, had anybody been crossing. This occurred at one of the busiest pedestrian intersections on campus- in hindsight I’m shocked that nobody was crossing.

Currently open tabs- June 12, 2014

This blog, a page of one of UTK’s chemistry professors, Codecademy, email, Amazon Mechanical Turk, UTK registration for orientation, a Youtube video on proper guitar technique, a guide to developing perfect pitch, a website on music theory, a recipe for baking bread, a Google search “how to sing”, career opportunities at Barnes & Noble, a website about dance, another recipe for bread, a recipe for double chocolate swirl pound cake, and UTK housing. I should consider opening a new window.

9/13/13 Wants

I want more time. Someone needs to invent a personal time machine that somehow doesn’t age you, so if I use it several times a day I won’t die at thirty. Maybe a normal time machine should be prototyped first.

A machine like that would give me time to do homework, practice piano, read the many books in my queue, get ahead of my classes by reading the textbook, keep up with my Edx and Courseera courses, peruse Khan Academy, examine the various languages that interest me, try composing some music, learn more about Java and C++ as well as the web suite of tools (HTML, CSS, Javascript, etc.), examine Haskell, find out what discrete math is, work on my merit badges needed to get to Eagle, learn more about nanotechnology and try to penetrate quantum physics, learn more about circuitry and basic electronics (and build a Tesla coil!), get my ham radio license, find an examiner for my NAP exam, finish Deus Ex and start the other games in my queue, and possibly hang out with some friends once or twice.

I’m sure I’ve forgotten something; I might edit the post later.

EDIT: 10/2/13: I have completed Deus Ex. It was magnificent.

Essay Defending Thomas Jefferson’s View of the French Revolution

Noah Caldwell
L4 AP US History
Topic 8. French Revolution- Jefferson

The American Revolution occurred over the course of roughly eight years, during which the Declaration of Independence was drafted, signed, and published, the new nation’s first federal government was created, reviewed, and scorned, men fought, killed, and died for their homes, their families, and their beliefs, and a precedent and new belief system was set down in history: the belief that all governments possess power only from the consent of the governed, that when the government does not derive its power from the people, the people have the right to tear down the institution and build one more suitable to their needs and rights; and the precedent of such a monumentally radical event actually occurring successfully. Not to downplay the many details skimmed over in the above rough summary of the core beliefs readily apparent now, but the French Revolution cannot be summarized so clearly morally or historically; there are many parallels, but as a whole, the products are distinctly American or French. Both Revolutions were inspired by the Enlightenment ideas of Locke, Rousseau, Voltaire, and the other philosophes, and both were undertaken with the determination of an oppressed people fighting for all they hold dear; the difference lies in the directors of the Revolutions, how they were conducted, and the geographic, economic, and educational differences.
Circa 1790, the United States had just been established under the magnificently written Constitution; now the only slightly less daunting task of running the new nation lay before its administration. The government was deeply in debt and had established zero credit with other nations, but it had bountiful land aplenty and profitable harbors. George Washington, prized hero of the Revolution, had been elected to President, and had the task of fixing the debt (which consisted largely of paying the veterans), keeping the Union together and relatively peaceful, and generally establishing precedent for every presidency to follow; summarily, he had the entire country’s expectations on his shoulders. He was a well-sized man, but it was obvious he would need aid; thus, the cabinet. (The following are the cabinet of Washington’s first term; throughout his presidency, two different men served as Secretary of the Treasury, and three men served separate appointments in the other positions; that is, a total of eleven men served on Washington’s cabinet.) Henry Knox, a reliable man Washington was familiar with from the Revolution, was appointed Secretary of War. He attempted to negotiate treaties with American Indians that respected their rights and land, regarding the peaceful, humane dealing of this problem as the first challenge for the new republic; these designs rapidly fell apart, though. Thomas Jefferson served as Secretary of State for most of Washington’s first term, though he actually resigned towards the end due to political disagreements, largely over his sympathy for the French Revolution (due most likely to his stint as United States Minister to France after Benjamin Franklin) (Presidents). Hamilton also served with Washington during the Revolutionary War; he witnessed firsthand what a weak congress can do (unintentionally) to its army and its people. That experience, once processed by Hamilton’s calculating, practical mind, led to his adamant support of the Federalist movement. Edmund Jennings Randolph served as his attorney general; he has little import on the topic at hand, and is only mentioned for completeness’ sake.
It was roughly when the American Revolution was ending that the French Revolution began. Inspired in part by our successful bid for independence and also by modern Enlightenment ideals, many of which originated in France, their Revolution was much shorter than ours, if longer in development. As expressed by Alexis de Tocqueville, the two revolutions have many similarities and differences; France was “up against attacks from all Europe, without money, without credit, without allies, casting a twentieth of its population before its enemies… But what is new in the history of societies is to see a great people, warned by its legislators that the wheels of the government are stopping, turn its regard on itself without haste and without fear, sound the depth of the ill, contain itself for two entire years in order to discover the remedy at leisure, and when the remedy is pointed out, submit voluntarily to it without its costing humanity one tear or drop of blood.” (Democracy in America, de Tocqueville) De Tocqueville has eloquently summarized the situation, as always. As mentioned earlier, Jefferson served as diplomat and Minister to France before the French Revolution started; he witnessed the atrocities of the nobility, and felt deeply for the Third Estate, considering them in a parallel situation: parallel and brought on by the same European machine that had birthed and destroyed great nations. Thus, he initially supported the French Revolution; the causes and goals were, after all, apparently identical to that of the rebelling Americans. He also claimed that his views represent those of the majority of Americans (Letter to William Short). But as it progressed, the Revolution became bloodier and more gruesome, often for imagined reasons (French Revolution). Despite his love of the French people, it rose to a point where Jefferson seriously considered renouncing his support due to the violence and barbarism being displayed. But he never did. The Federalists understood the moderate phase of the Revolution to be similar to that of the Americans; but once the Reign of Terror started, and their king was beheaded, the Federalists were appalled, and feared the same sort of mob rule may occur in America. Many Federalists had simply wanted the fairly successful system of the British to be brought into America; their reason for independence was that Britain couldn’t effectively govern the colonies, due to the ocean between the two states. The Federalists had always favored the industrial nature of Britain; they deplored the acts committed in the name of freedom in France; thus, all their support and hopes for the future lay with Britain. Jefferson fought these policies, but he may not have won during the election of 1800 without the Federalists’ alienating Alien & Sedition Acts. Once in office, Jefferson was free to implement his policies; he slashed the whiskey tax, and other tariffs on goods; yet, he managed to reduce the national debt by a third. We will never know if Hamilton as President, or Adams in a second term, would have done better. We do know, however, that Hamilton advocated a permanent national debt; perhaps this means he did not believe he could reduce it by any significant amount? Then again, perhaps his system would have been more successful if the Federalists hadn’t dispersed around the turn of the century, dying of old age.
Permit me for a moment to change persons, as I am now describing someone I will represent. As a ‘Republican’, I will be more or less mirroring Jefferson’s view: initial support and praise, then uncertainty as the mob rule descends, and finally perhaps even outright disapproval at the Terror of Robespierre. The view of republicans changed over the years, but that is the generally feeling of the party over the course of the wayward Revolution.
The French Revolution has many intricacies behind it; Jacques Necker and Abbé Sieyès never worked their way into this essay, nor did the Directory or even Napoleon. It seems a fair statement to say that both Revolutions were of comparable complexity, full of parallels and contrasts. Living in the United States, however, bestows a great desire to learn about its Revolution, as opposed to those conducted in faraway places. Fortunately, the Revolutions are intertwined in a way; they occurred nearly simultaneously in the big picture, and one was heavily inspired by the other. Not just the Revolutions, but all of the world, most especially the Revolutions’ respective countries, were impacted by the others’ revolution.

Sources:
1: United States Government. National Archives. The Constitution. Web. .

2: Tocqueville, Alexis de. Democracy In America. Paperback edition 2002. 1. Chicago: University Of Chicago Press, 2000. Print.

3. United States Government. The White House. Presidents. Web. .

4. Nevins, Allan, and Henry Graff. “Retirement.” Encyclopedia Brittanica n.pag. Web. 18 Nov 2012. .

5. Jefferson, Thomas. “Letter to William Short.” n.pag. Liberty, Equality, Fraternity: Exploring the French Revolution. Web. 18 Nov 2012. .

6. “French Revolution.” n.pag. Encyclopedia Brittanica. Web. 18 Nov 2012. .

Personalities

I just took the Myers-Briggs Personality Test. It was… Interesting, to say the least. I look forward to any psychology classes in college. I was, ultimately, the INFJ type. (Introversion, intuition, feeling, judging.) I had a lot of trouble picking answers for this, especially the last question- judgement or perception. I eventually went with judgement because I shared more factors with that than with perception, but I was loathe to leave the ‘avoids commitments that restrict flexibility, variety, and freedom’ part of perception. ‘Works better without deadlines’, however, has been proven to be very true for me, as well as planning details. I was roughly half and half between those two.

Introversion is not at all surprising. I fit with that entirely, though I have a few symptoms of extroversion. I favor intuition over sensing, though I had trouble deciding this as well. I also found difficulty in deciding feeling over thinking.

Overall, that was very interesting and personally… Not personally revealing, but certainly personally clarifying. I’m still not sure I made the right choice in judging over perceiving. I look forward to psychology classes now. What an interesting subject.