Crucible Essay

The purpose of this essay is to discuss the play The Crucible, in particular how the characters in the crucible act in a confusing manner. This behavior can best be understood and described by using Kolberg’s Moral Precepts. Kolberg’s Precepts have three diverse perspectives that when individuals are put into certain situations, will motivate them to respond in diverse ways. These three perspectives consist of pre-conventional, conventional, and post-conventional behavior. All three of these categories are factors considered when individuals decide to act in any given situation. If we can understand the given situation and view the response of a character, we will be able to achieve a better understanding for the characters.  

In The Crucible there are characters which act in a way which best describe them a pre-conventional. What being preconventional means is when you act in a certain way to receive a reward and avoid punishment. The first pre-conventional character in the crucible is Abigail Williams. This is evident when Elizabeth Proctor says “[Abigail] wants me dead.” This line displays Abigail as a pre-conventional character as she would kill in order to get the reward of Elizabeth Proctors husband John. Furthermore, Abigail would also avoid the punishment of guilt in the form of preventing John from getting charged with lechery. The second example of someone who avoids punishment to gain reward is Betty Parris. She is a pre-conventional character as she is willing to snitch on other people when she “[sees] Sarah Good with the devil.” She says this as she is trying to avoid a punishment of being beaten. The final pre-conventional character is John Procter. When John Proctor confessed to lechury he was sentenced to death and had everything taken from him, which left him pleading for “[his] name, [he] will not have it said, [his] name is soiled.” Though he still may have been executed, he still got his reward and avoided punishment. His reward could have came in the form of getting the guilt off his chest. As for avoiding punishment, he was executed but as John is a strong Christian, he could be trying to avoid the punishment from god. The prevoius three characters, Abigail Williams, Betty Parris, and John Procter are all examples of pre-conventional characters for the reasons previously listed. 

The second one of Kolberg’s Moral Precepts is the conventional person. A conventional person is someone who acts in a particular way to fit into a group. The first conventional person in the crucible is Ann Putnam. Ann Putnam shows she is a conventional character when “[she] feared [Goody Osborn]. [Her] babies always shriveled in her hands.” This is conventional as Ann Putnam is trying to show she can have babies and fit into the norm of every other women who can have their own healthy babies. The second example of someone who acts out to get group acceptance is Mary Warren. While in court Mary Warren says “[She] has no power” as she is trying not to stick out or better yet join into the group of girls who also are powerless. The final example of a conventional character is Reverend Hale. While Hale is talking to John Procter, Hale ask Proctor why one of his sons is not baptized and Proctor would go on to say he did not trust Reverend Parris, where Hale would respond and say “that man is ordained.” Hale fits into the group of all their society of being a true Christian and trusting all the reverends.  

The final precept in Kolberg’s moral precepts is the post-conventional character. This is someone who believes in a set of principles and does not care about punishment, group acceptance or any rewards. The first post-conventional character is Reverend Hale. Hale has both shown times where he has said conventional and post-conventional things. For example when he “denounce[s] these proceedings” and “quits [the] court” he shows post-conventional traits as he is seeing all the people who are getting executed and he would not stand for it no more as it went against his moral principles.  The second character who bides upon their own moral principles is Giles Correy. While Giles Correy was withholding information on the name of Mr. X he was eventually sentenced to death. During the execution he asked for “more weight”. This demonstrates a post-conventional character as no matter how close to death he may be, he would never give the name of Mr. X as he knew it would lead to Mr. X being killed. The final example of a post-conventional character is Judge Danforth. When Danforth says “I am empowered to trade your life for a lie” is shows he is post-conventional as no matter how much he does not want to, he sticks to his set of principles to do what he fits as necessary.  

In conclusion, it is evident that Kolberg’s moral precepts have been a valuable tool in allowing us the reader in to achieve a better understanding for the characters in the crucible. It has also demonstrated why individuals behave in the way they do when they are faced in certain situations. Depending on the character the three categories pre-conventional, conventional, and post-conventional can cover all the all the characters which were previously mentioned. With the first grouping who behave in a way to achieve a reward but seek to avoid punishment. Following that, the people who act in a way to fit in a group, and lastly people who have believe in a set of principles and do not care for reward, group acceptance, or punishment. As you can see, from the examples which were previously listed it can give you a better understanding of the characters from the crucible.  

Life Saving Measures

List and briefly explain 3 of your takeaways from the CPR unit.

CPR is always a skill which is useful to have. It is something you wish to never use but you never know when you are going to need it. The first takeaway is the new acronym “CCC” or constant chest compressions. This was put in place to replace the old method of CPR where you gave 30 chest compressions and follow with 2 breaths. This what put into to get rid of the potential “fear” of not wanting to breath into a strangers mouth. The new CCC method results in constant compressions until the person wakes up. The second thing I took away from the CPR presentation was how to safely use an AED. During the presentation we walked through the steps on how to use an AED. Along with this we were also told locations where to find AED’s incase if we are ever in an emergency. Finally the last thing I came away with from the presentation would be the rates of survival that people come out with before and after someone does CPR. The rate of survival before CPR is 10% and after someone does compressions is boosted up to 40%.

Critical and Reflective Thinking

I can analyze my own beliefs and consider views that do not fit with them.

In this unit there were multiple points where we were introduced to various different views. I agreed with majority of the points spoken for by the presenters.

Core Competency Self-Assessment

Communication

During this lab there was a various amount of communication as the lab required four people to do two different task. During these tasks we had to record measurements from both parts of the lab. I had to both communicate with my group to get the right information and communicate with the teacher to ask questions and to get a hypothesis about the lab and from there I was able to take the feedback and apply it in my conclusion.

Personal Social

This lab gave me multiple opportunities to demonstrate and show personal responsibility. The first instance of this would be my time management, this was shown off in the lab as I worked well with my groupmate to finish the lab and record the data in a timely fashion. Another time I managed my time well was in class time where I used it effectively to work on and ask questions about the lab.

Pre-Calculus 11 Core Competency Self-Assessment

Core Competency Reflection

Working collaboratively with others

During this Pre-Calculus 11 course and any math course in general group work plays a big role in students learning. Before this course, I started off not doing well in group work because when I wouldn’t be answering the question, I would find myself drifting off losing focus on my other group members who would be doing the work. As the semester went on and tried to become more focused on paying attention while my groupmates would be doing the questions, and in my head I would be doing the questions as well. In the end this helped me when I were to study for tests because I would have extra practice from the group work. During the group work I was also able to work with the others in my group and I would be able to help or explain other group mates when needed, also I was able to take feedback from my math group and apply it to my learning.

Managing time effectively

In this course I found that I worked on my in class time management skills. For example during my last years Pre-Calculus 10 course I found while I was in class I would not get my workbook questions done in class and I would end up talking to other classmates and leaving it to later, to do at home. This year I have focused on getting as much work that I can done in class, so far this has gone well, but on occasion there will be a day where I talk and don’t get the questions done. Moving on to next year my goal would be to have everyday be a day where I get as much work done in class as possible.

Dealing with challenges

One of the biggest challenges I have had to deal with this semester would have to be catching up on missed work because of either being away due to an illness or being away because of sports commitments. The biggest struggle I had this semester happened when the class was learning unit 7, I was not there as I was in Ottawa for a football game. The hardest part of this was that I was not able to ask questions to see if I was on the right track or, when I did not understand the notes. I overcame this challenge by using other resources such as YouTube videos, photo math, and then asking questions to other classmates or teachers.

Advice for Future Students

If I would be able to redo this semester there would be a couple thing in which I would do differently in the course which future students who take this class can use for advice. The first thing that I would advise is to not wait to ask questions, what this means is if you are unsure about a topic instead of waiting to ask how to do the question. The second piece of advice I would have for students would be to always be paying attention in groupwork and to make sure you always understand every question because, you never know what might show up on a test. Lastly I would advise for students to take advantage of the flex or cent time blocks to ask questions and to get homework done, this is because it gives you more time in class to review and do your homework and it gives easy access to ask questions if needed.

Transforming Parabolas

My Function

Image of My Function

Parent Function

Image of Parent Function

My function is function from the form, y=a (x – h)^2 + k. In this function each variable represents a part of how the function will look on the graph.

The Significance of “a”

In my function the “a” is negative one half, what it represents is the direction of the parabola. If “a” is positive, it would open up, and if it is negative it opens down. Another factor the variable “a” adds is it determines how narrow or wide the parabola is, this is dependent how close the number “a” represents is to 0. The closer to 0 the number is, the wider the parabola will be. In my function the “a” is negative one half, this causes my parabola to open down and to be intermediate when it comes to the width.

The Significance of “h”

As for the significance of the “h” variable, it gives what the horizontal vertex of the function is. In the vertex form the “h” is a negative which causes the sign to flip, when it flip it causes the horizontal vertex to go in the opposite direction. Since my “h” is 7 it would mean my functions horizontal vertex would be -7.

The Significance of “k”

Lastly the “k” in my function represents the vertical vertex of the function. As for this vertex it is more simple the the “h” as the “k” goes to wherever the coordinate is. On mine the coordinate is -4 which means its horizontal vertex is -4.

1. Give an example from this assignment where you represented the same mathematical idea in multiple ways?

An example would be from when I connected the function from its vertex from to my function and describing the variables.

2. Give an example from this assignment where you used mathematical vocabulary to demonstrate your understanding.

When describing the significance of the different variables I felt I used mathematical language to demonstrate a stronger understanding.

3. Give an example from this assignment where you used formatting to share the information in a clear and organized was?

When showing the graphs about the parent and my function, I felt the formatting of the post made it flow and easier to understand.

IDS Inquiry Reflection

When I first started my IDS project, my topic started out as me trying to figure out how to reduce injuries in contact sports. Since then it has shifted to me trying to figure out how to reduce head and neck injuries in contact sports. How I have been spending my time doing this is that I have been using my cent time blocks to gather research on my topic. The resources that I have used have mostly been from university/professional league athletic trainers who talk about the injuries they see most in sports such as; football, rugby, boxing, wrestling, and mma. A current challenge I am facing is that I am not sure how to put all my research onto paper. This so far has been the only challenge I have faced so far. A core competency I have used would be the collaborating core competency. I have used this by working with others to find and achieve the same goal. I still am unsure of how I will share my project in May/June. I most likely wont work on this for my capstone next year as I have other ideas for things I could share.

Facing a Challenge

The unit I have found the hardest so far in pre-calculus 11 the unit I had struggled the most with was unit 1.7. This unit was on solving radical equations, I found this the hardest as I was away for the note which made it hard for me to figure out the concepts. My strategies for figuring out the notes was to use photomath and learn through its steps. When I first tried this problem I did not understand how to get the restrictions, but after coming to flex blocks I learned how to solve the equations. Next time I encounter a problem I can review the notes and either come in early or go into flex. An example of a question that I struggled on is below.

Physics 11 Edublog

Do you tend to be interoceptive or exteroceptive?  Why do you think that?

Personally I think that I am a exteroceptive person, I say this because, in the past I have noticed when I have been sitting around I always tend to focus on thing that are happening outside of my body, for example birds chirping or cars honking.

What type of meditation would be best for your personal growth?

For my personal growth the type of meditation that would benefit me the most would be the meditation where I would to focus on the feeling which would be happening in my body (interoceptive) would be best for me.

What type of breathing would be best for you to do during your meditation?

Box breathing would be best in my opinion as it would force you to manually inhale and exhale which helps with interception.

This is a tough one – what type of breathing would be best for calming you down?

I think box breathing also would be the best form of breathing to calm you down. I think this because it puts you in a interoceptive state which can lead to slowing down bloodflow which leads to reduced stress/anxiety levels.