RSelf Study

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I worked hard and completed all assignments in Japanese classes throughout high school to the best of my ability. One thing I could do better to further my Japanese language skills is to practice every day in the future.

I appreciate feedback on my work, assignments, and tests and prefer it to come in the form of constructive criticism, number grades, and percentages. I work towards improving my work and, therefore, my grades by being told and understanding what I need to focus more on.

Some short/long-term goals for myself include becoming fluent in Japanese and obtaining a better understanding of the culture in Japan. My plan to achieve them is to go to Japan and continue practicing my language skills. I want to immerse myself in the Japanese culture, whether going to events here, in Canada or travelling abroad to experience the culture and better my understanding.

I am curious about what it is like to live in another country that speaks a different language, specifically Japan. I am excited to learn more about improving my language skills to make travelling to Japan even better. 

How will you continue your Japanese language acquisition over the year? Over the continuing year and the years to come, I will practice Japanese on language learning sites such as Duolingo. This site helped me learn the basics before in-class lessons, and I strive to build a more fluent base of Japanese through this method.

If you could travel back in time, what study/language advice would you give yourself or others? Some advice I would give myself and others is to practice every day. Whether it is just for ten minutes a day, it can make a big difference in your skills in that language. If you don’t use what you have learned, you will lose it. By practicing often, not only will you constantly assure that you remember past knowledge, but you will also learn more as you progress.

Anatomy and Physiology 12 Core Competency Self-Assessment

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Sausage Membrane Diffusion Lab

This lab was performed to demonstrate diffusion through a semipermeable membrane. What I liked about this lab was the teamwork and shared roles. As a class, we learned how specific the chemistry can be behind diffusion and how the collaboration and strategies must be tight to obtain a successful lab result. In the end, only a few groups had great results remaining clear sausage. We discovered by putting our ideas together what was the cause of the others to turn blue. This lab incorporated both logical thinking and teamwork amongst the entire class to understand the cause and effects of this lab.

Fetal Pig Dissection

This lab was full of hard work and good eyesight. With three members in my group, we completed the lab and cut out the intestinal tract, which ended up being 2.0 meters long. Throughout about a week, we learned about the different parts of the pig and how they work. This lab was mostly fun because it included precision and encouraging group members. We had fun throughout the lab and helped each other overcome the next steps in the process.

Hear Lab

In this lab, we learned where all the arteries and openings to the heart are, like the aorta, left and right ventricles, pulmonary artery, and left and right atria. I had to go into period four to complete this lab and was selected to be in a group with a friend. This made the lab more enjoyable as we supported each other in our leaning. In this lab, we made observations from other groups’ work and applied that to ours. In the end, it took a few tries to get all the placements correct, but in the end, it was because of teamwork that got us to the end.

Heart Rate Lab

This is a picture of a classmate’s results using the sphygmomanometer. His results made the class laugh, and the teacher worried about how far off they were from the ordinary. Everyone in the class recorded their results, which were one of the highest. We also tested blood types, and I discovered I have the rare blood type O-. The blood testing was fun because we all got to poke ourselves and laugh at each other when we didn’t bleed. Overall, this semester has been fun and I have learned many things that will be beneficial in the future.

ケイトリンの道案内 （みちあんない）

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まず、いりぐちをまっすぐ進み、ひだりにまがってパイレーツオブカリビアンののりものに行きます。こののりものはこわくて楽しそうだった。

次に、いりぐちがあったばしょにもどりますが、そのままちょくしんしてひだりにまがり、スペエスマウンテンに行きます。こののりものは私の子ども時だいを思いださせました。かわいく見えました。

最後に、ディズニーランドのおくへ進み、させつしてピーターパンズ〜フライトへ。こののりものは早く見えて、多くの人が気に入ったと言っていました。

じこしょうかい

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えいかく〜 Personality

私はあかるくしゃこうてきです。でも、おとなしくもまじめでもありません。おしゃれだという人もいます。かぞくは私をあたまがいいとよんでいますが、おとなしいはありません。私は時々シャイになることができます。人は私をへんだといいますが、ほかの人は私をおもしろいといいます。

Human brain outline vector icon. Editable Stroke.

みため 〜 Appearance

私はながいちゃいろのかみをしていてへいきんよりせがたかいです。私はメガネをきる。足がながくてどうがみじかい。

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ひまなとき〜 Free Time

私はひまなときにスポーツをします。私もひまなときはねてます。ひまなときにおんがくをきくのが好きです。

つよみ〜 Strong Points/Skills

私ははやく食べることができます。私ははやくはしれるし、はやく食べられる。私はかがくを行うことができます。

R1 – うらない

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When researching what animal 星占い  I am in Japan, I discovered that I am a sheep. The description of the sheep was, for the most part, correct. However, the definition also mentioned that anyone who is a sheep is creative and is good at expressing themselves via creativity. I strongly disagree with this, as I never once considered myself creative. As for 血液型, I completely agree with the videos and information I have seen about the stereotypes of different blood types. I am O-, which is known in Japan to be generally optimistic, born leaders, realistic, and not afraid to take charge in a situation to set the tone. Other sources say that people with blood type O are generous and curious, but stubborn. Again, I agree with these remarks because my family and some friends and teachers consider me curious but stubborn. I have been judged by my horoscope for being a virgo both online and in real life. Because I was born in September, people automatically think that I am fussy, critical, picky and a perfectionist. Although this is all true, I don’t believe that everyone who was born in September acts like the stereotypes say they do. I have a neutral feeling to being judged based on my horoscope because I don’t think too deeply about the meaning behind the fortunes, nor do I believe in them. I think fortunes like these are still popular today because people need a sense of belonging and reason. As humans, our brains like organisation and simple answers By having stereotypes that rule out personalities of people just based off what month and year they were born in, what blood type they are, or what fortune you draw from a fortune cookie, our brains can organize people into the “correct” groups. For the most part, I don’t believe many superstitions that give “大吉” or “凶 .” I believe that everything in life is what you make it; with one exception: unless the fortune means good things for me. If the fortune I receive is in favour of my future, I will be more inclined to believe it. This does not mean that I would pay fifty dollars to get my palm read, though. 🙂

Core Competency – Goal Setting

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Others find my feedback useful because along with giving feedback, I give possible plans or solutions on how to improve an area I have given feedback on. My peers can take my feedback into consideration and hopefully grow with a perspective from an outside source. Throughout the rest of this semester, I will continue with providing my peers with feedback that can help build skills and improve certain areas in their academic careers. My goal is to help as many people reach their potential as possible.

As an active listener, I notice that I ask a broad range of questions, often regarding topics that my teacher may have to think critically to answer. Many times my teachers have said how I ask uncommon questions that demonstrate a higher level of thinking and responding when it comes to lessons in class. This semester, I would like to continue asking such questions to continue demonstrating avid listening skills. My goal for this semester is to learn how to improve my articulation skills and ask questions that are relevant and that make sense.

The ways I communicate at school differ from how I communicate at work in these ways:

-being sophisticated at work vs. casual at school

-using more Eq potential at work rather than Iq potential at school

-at work I must articulate and think about what I am going to say next, as what I say will reflect how well I work and communicate in both school and work

I would like to have a more effective way of communicating both in and out of school and work. This will help with job searches in my future and overall performance.

PHE 10 AH Reflection

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My Artifact

Before P.E., I usually feel unenergetic. I feel this way today as well.

Personal Health and Awareness

When I am sad, angry or frustrated, lifting heavy weights helps me be more productive and calm. Working out releases hormones like endorphins, serotonin, and dopamine neurotransmitters that correspond with feeling of sadness, anger, pain and anxiety. These effects help with sleep, mood, senses, appetite and overall well-being. Some of the things I do to stay mentally and physically healthy include eating healthy, no processed foods or foods with high sugar contents, and working out 4+ times a week. Eating healthy and staying fit makes me feel better and improves my appetite. I feel accomplished after a healthy meal or a hard workout. Some of my preferred strategies for maintaining a healthy, balanced lifestyle include no diets – most of them don’t last and people end up binge eating – cutting meal sizes, eating more vegetables and clean proteins like chicken and fish with Omega 3 fatty acids, drinking lots of water, and supplementing pure fibre for digestion and feeding good stomach bugs.

Core Competency Reflection

I can tell the difference between facts and opinions. I can decipher between the two by doing my own research.

I give, receive, and act on feedback to progress in my goals. I appreciate every time I get feedback from coaches or teacher about how to improve my techniques. I utilize the opinions and suggestions to accomplish my goals.

I demonstrate respectful, inclusive behaviour by including people who appear to be left out and always speak to people with the same level of respect I believe I deserve.

I take action to support diversity and defend human rights. I am more than willing to stick up for a classmate when I hear judgements being made about their personal beliefs, looks, ideas or opinions while still remaining respectful. Everybody has the right to be treated equally.

The Simpsons

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My Analysis

Creating and Communicating

This unit helped me learn about irony, allusion, and satire by experiencing it through the TV show, The Simpsons. Subconsciously, I reacted to the ironic situations in the show. For example, Homer in one scene says, “Everyone is stupid except for me”. This is ironic because while he said that, he was drinking alcohol and reading “Playdude” -allusion to Playboy- magazines. This show was also very satirical with its references to reality and the problems of today’s society. With the incorporation of dark humour in every episode, the real meaning behind some of society’s problems are revealed. Many references have been made throughout the course of the series that refer to things we have in reality. For example, the reference of Scooby Doo was made in an episode where a police officer says “Meddling kids”. This is an example of alliteration. I expressed my ideas about the series in a well-structured paragraph. I used tactics like removing extra words to make my essay less but more. I also used underlining when it came to the title of the show and quotations for the episode titles. I used my notes from each episode we watched to provide examples straight from the show to further express my ideas.

Core Competency Reflection

I can contribute to and work with criteria to improve my own work; evidence of that is by using specific examples and quotes straight from the book to explain my ideas thoroughly. With help from Mr. Cook’s feedback, I have learned what his expectations are and how to improve my writing according to his specific criteria.

I remain open minded as I explore viable options or alternative approaches, like when I learned new words in Mr. Cook’s class, I incorporate them into every piece of work I hand in to appropriately describe my thoughts. I am always looking for feedback to improve my writing and I am also always open to learning new approaches presented by Mr. Cook to make my writing more grammatically correct.

I have valuable ideas to share about like how irony, satire, and allusion are all incorporated into The Simpsons and do so by using examples and text from the show to relate my ideas.

Chemistry Titration Lab Response

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A titration is a technique used in chemistry to determine the concentration of certain substances. This is done by adding to the measured sample an exact known molarity to a solution with an unknown concentration. An indicator, in this case phenolphthalein, is used to signal the completion of the reaction. The concentration can then be quantitatively determined. During any acid-base titration, the reaction will always include the neutralization between aqueous hydrogen and hydroxide ions. These ions come together to for neutral water molecules.

The titration process in this lab was used to figure out when the number of moles of acid equals the number of moles of base, the equivalence point. In this lab, we figured out that the equivalence point was when the acid, HCl, turned the lightest shade of pink possible and sustained the colour for thirty seconds when base, NaOH, was added. This light shade of pink that had to linger for at least thirty seconds also marked when the end point of the titration was reached.

The results of our lab are as follows:

Moles of NaOH: 0.00145

Moles of HCl: 0.00145

Concentration of [HCl]: 0.145

Core Competency Reflection – Thinking

Some strategies my partner and I concocted to solve and overcome a problem were to ask those around us. By asking other students who were comfortable with the lab procedure, we did not waste our given three questions. Another strategy we used was critical thinking. If something did not make sense and seemed like it did not line up, we thought through our steps and referred back to our notes and the lab procedure to guide us through our mistakes. We measured everything to best of our ability including accuracy, recording and analyzing. By thorough examination of our results, our conclusions were as accurate as possible. We made the decision to keep everything precise and start at 0.00 mL when we added our base into the buret to make the end calculations as easy as possible. The feedback we received from our teacher, Ms. Borges, was helpful when it came to minor confusions. From her advice, we changed the way we went through our procedure and everything ran smoothly in the end. For next time, I would have like to get more comfortable with half-dropping the base into the acid in the E. flask. I thought the colour was perfect in the end, as it stayed a light shade of pink for thirty seconds.

Overall, I think this lab was successful for both my partner and I.

Japanese Internment Camps Paragraph

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The Japanese Canadians should not be put into internment camps. The Japanese Canadians who live in Canada are not to blame for Japan’s attacks against Canada and their neighbour, America. One reason why the Japanese residents of Canada should not be put into internment camps is the cost. The cost of the camps will put a major dent in the government’s pocket that we cannot afford in the current state of the economy with the threat of an increasingly dangerous and expensive World War Two emerging. Think about all the accommodation costs, price of manpower to guard, and possible lawsuits that will result from putting the Japanese in the internment camps. Along with the cost of the camps, they will violate many human rights such as “innocent until proven guilty”. Most Japanese Canadians have done nothing to acquire a “guilty” title, in fact, the R.C.M.P has found no evidence of Japanese Canadians being disloyal or untrustworthy. Furthermore, nobody has proof that there are spies among the Japanese Canadian residents, and they should be treated fairly and equally, as they have done no wrong to Canada.

Core Competency Reflection Checklist:

✅ I did ask and respond to questions to be an active and supportive listener.

✅ I now understand and can appreciate diverse perspectives on issues and can resolve problems effectively and responsibly.

✅ I did analyze evidence from the research I did and made judgements.

Curricular Competency Reflection Checklist:

✅ I did assess, understood, and explained the significance of the threat of the Japanese army and its treatment of people it conquered, in British Columbia, in my research handout and paragraph.  

✅ I did assess and explained the justification for different views of Japanese Canadian internment in my research handout and paragraph. 

✅ I made an ethical judgement about the action of internment the Japanese Canadians in my paragraph.