Z's Myth-folklore Blog

What Do You Want to be When You Grow up? It was Senior year for Ben. The most exciting year in high school for any student getting through the hell that was high school. For Ben, it was another year in hell.  He was excited to graduate, most definitely, but this was just another year in high school, nothing special. When people asked him why, it was because he was constantly asked the infamous line to anyone in their final years of high school: "what do you want to be when you grow up?" or the student version: "what are you going to major in???" He didn't know. More importantly, he didn't care. He was just going to going to following his father's footsteps of being an accountant. The most straightforward, bland, version of what anyone could do for the rest of their life as a career, at least to him. And so the months sailed by, month after month, week after week, and day after day, the same question echoed both within him in his mind, and in his surround...

 Creation elaborates on how the Heavens were formed with  These are the generations of the heavens and of the earth when they were created, in the day that the LORD God made the earth and the heavens, and every plant of the field before it was in the earth, and every herb of the field before it grew: for the LORD God had not caused it to rain upon the earth, and there was not a man to till the ground. But there went up a mist from the earth, and watered the whole face of the ground. there is a large emphasis on the LORD and his working particularly , the creation of man as well And Adam said, "This is now bone of my bones, and flesh of my flesh: she shall be called Woman, because she was taken out of Man. Therefore shall a man leave his father and his mother, and shall cleave unto his wife: and they shall be one flesh." there was an emphasis on Paradise in which they were cast in Paradise being such as it was, it was, naturally, not necessary for Adam to work the land. True, ...

I have generally always had a problem with both topics of receiving any type of feedback, as well as having my own personal self-doubt. These two topics, receiving feedback and self-doubt, go very well hand-in-hand. I intrinsically (used to) associate any type of feedback with increasing my self-doubt; even when I would receive constructive criticism, I would feel like I made silly mistakes and it would increase my self-doubt, which was generally counterproductive toward my own improvement. I have learned grow from this, and do it much less. I liked TimHerrera's way of mentioning that you should 'crave' negative feedback to help us learn and grow more, as well as to better expect and deal with any type of feedback that could better us, even if it were not constructively put, as per the first article. John Spencer's article, Seven Ways to Crush Self-Doubt helped me learn to mitigate any type of criticism that was given negatively, and transform it in a way that makes it ...

1.  Japanese Ghost Stories I absolutely love ghost stories, and although I enjoy them very much, and have read very many I have been very limited to western stories. So, this being a topic on Japanese ghost stories specifically, it really drew my interest as I really would like to know and appreciate how other cultures tell their ghost stories. It combines one of my favorite topics (spooky stories) and adds a bit of curiosity of learning about other ways to tell and read about them. There are not a lot of past projects in the UNtextbook, but I will try to look around wikipedias also linked, as well as do my own research on the topic! 2.  OU Ghost Stories Another ghost story topic (I know, I know, I'll try not to pick another and learn about other topics!) I chose this in particular to contrast it with my previous choice of Japanese ghost stories. I feel like I would be able to better and directly compare and contrast the types of ghost stories told on or about my university ca...

 The story in under Origin Stories: The Moon , The Man in the Moon  caught my attention in particular because of the layout of the story. The dialogue was short and punctuated, as the lines were separated often, almost feeling like it was a calm dialogue, while also being assertive, as the story was. The theme matched this well, as the wise man sounded soft and slow. I began to read faster as these dialogues became blockier (in terms of format) and the dialogue got more intense and critical. Therefore, with the spacing in the just the formatting itself, it caught my attention throughout the reading. I would want to try this type of writing style, whether it was intended or not, to incorporate a type of "slow-read" that would match my theme of story if I had one of the sort. Bibliography: Katherine Neville Fleeson. The Man in the Moon . Source . The Man in the Moon

Choose from CLASSICAL and/or BIBLICAL units for Weeks 3 and 4. Week 3: Homer's Odyssey Week 4: Adam & Eve Choose from MIDDLE EASTERN and/or INDIAN units for Weeks 5 and 6. Week 5: Jataka Tales Week 6: Life of Buddha Choose from ASIAN and/or AFRICAN units for Weeks 7 and 9. [Week 8 is review week.] Week 7:  Philippines Week 9: South Africa Choose from NATIVE AMERICAN units for Weeks 10 and 11. Week 10: Apache Week 11: Cherokee Choose from BRITISH and/or CELTIC units for Weeks 12 and 13. Week 12: Beowulf Week 13: Robin Hood Choose from EUROPEAN units for Weeks 14 and 15. Week 14: Czech Week 15: La Fontaine I enjoy reading anything based of mythology. I enjoyed reading about The Odyssey back in highschool, so I feel like I will explore that again as a review. I was interested in other countries in Europe as well, so I hope to explore areas there that I have not yet covered. I would want to write about my own stories via the storybook as done in the Indian Epics class, ...