In this excercise, we found that the likes on TikTok closely resembled the laws of Benford and showed that there was a much more abundant amount of numbers beginning with one and that it decreased exponentially from that point. I chose this data set as it was fairly easy to collect, I simply scrolled through thirty TikTok’s and recorded the amount of likes present. After this, I used commands off of excel to find the first digit of each number and turn them into percents, this allowed me to compare it to benfords law. Despite my findings which accurately represents how the likes of tiktoks relate to Benfords law, I found that there were no sevens present within my data sheet. According to benfords law, I should have seen ~6% for my “seven” data. This could be simply explained through the fact that I only scrolled through thirty tiktoks. This means that I would have a smaller amount of data to pull from disallowing any chances for seven to present itself. Benford’s law has many different types of uses, namely, this law is used to identify any fraudulant activities such as money laundering, election fraud, and detecting any anomolies where numbers are naturally developed. We can do this by doing the same methods shown above where we compare the percent of benfords to the percent of the first digit of these numbers, if any massive discrepencies are established, this is a tell-tale sign of fraudulant activity. Lastly, we use logrithimic functions for benfords law as the probability of each number is growing exponentially and rarely stay constant. Using logs, we can predict the next numbers through mathematical calculations.
The Crucible Essay
Kholberg’s three moral precepts will help us better understand the ideology of each character seen within the crucible, and how certain actions may be justified under this theory. This essay will examine how Kohlberg’s moral precepts provide explanations for the character’s actions and motivations in Arthur Miller’s The Crucible. These three ideologies include preconventional, conventional, and postconventional thinking. Although many characters exhibit personalities which display more than one of these ideologies, this essay will focus on specific examples and how they weave themselves into this theory.
The first example of Kholberg’s moral precepts seen within the crucible is the idea of preconventional thinking. Preconventional characters think and act in a way where they are motivated by the avoidance of punishments and obtainment of rewards in a given situation. The first example of a preconventional character seen within the crucible includes John Proctor. John Proctor demonstrates his preconventional ideology when he states that he will “think on it” when confronted by Elizabeth and told to confess. He acts indifferently and avoids directly answering the question as to deflect his involvement with the witch hunt, and more importantly to not be labeled as a lecher. Clearly, he acts in a way to avoid punishment with little to no regard to his actions and the consequences which may domino from him not confessing. Another example of a character who acts for punishment and reward is Thomas Danforth. Danforth illustrates this when he interrogates John Proctor and says that if he’s lying, he will “not accept it”. This simple statement puts Proctor in an unwinnable situation as his confession of being a witch is not factual. Moreover, If Proctor tells the truth, he can not give Danforth what he desires. Danforth, fully aware of the circumstances, purposefully says this to hold power over John Proctor, in turn, keeping the image of the church a positive one. This proves he is preconventional as he is willing to ruin the lives of the citizens for the reward of power. The final individual who portrays this ideology is Tituba. Tituba exemplifies this when she exclaims “God Protect Tituba!” as she was being interrogated and threatened by the court for being a witch. She falsely admits to being in alliance with the devil in avoidance of being whipped, hanged, and killed. This clearly shows that she is a preconventional character as she is acting in a way to avoid a punishment. Finally, based on the examples provided above it is clear that there are many types of preconventional characters throughout the crucible
Another one of Kohlberg’s moral precepts includes the ideology of conventional individuals. Conventional characters behave in a way to fit within a group, and base their own decisions based on the opinions of others. The first example of a conventional character seen within the crucible would include Anne Putnam. Anne Putnam illustrates her conventional ideology when she says to Hale “Who else may tell us who murdered my babies” when referencing Tituba. Mrs. Putnam is seen to put the blame of her baby’s death not on herself, but the entire idea of witches. This takes the blame of the repeated deaths of her babies off her and onto someone else. This action would lead to her being more accepted by the community as she would no longer be the woman with seven miscarried babies, and instead be the lady with seven babies who died due to witches. The next individual who acts on their actions and decisions based on the opinions of others would be Elizibeth Proctor. This is exemplified when John Proctor says “[Elizabeth Proctor] will never lie!” when speaking to Thomas Danforth. It is shown that Mrs. Proctor has built a reputation for never lying. Elizabeth Proctor had decided to maintain her image by being the good christian girl that was expected at that time. Through this, we can see that Mrs. Proctor had decided to do this to be in the good light of everyone in that village, cementing the idea that she bases her actions off of other individuals. The final example of an individual who expresses this ideology is Mary Warren. Mary Warren was seen to faint in the courthouse, and when later questioned on how she did it she states that she “cannot tell how” and that she was only able to do it because she heard “the other girls screaming”. The connotation of this statement indicates that she only pretended to faint so as to not be alienated from her group of friends. If she was the only individual to not be laid on the floor pretending to be affected by the witches, she would be seen as strange. Due to this, she goes along with this act, fainting only due to the societal pressure around her. Finally, based on the examples provided above, it is clear to see that there are many examples of conventional characters within the crucible.
The last theory of Kholbergs moral precepts is the idea of post-conventional characters. Individuals with a post conventional ideology behave in a way true to themselves, disregarding the opinions and views of other people, instead they act according to what they believe is morally correct. The first example of a post conventional character is Mary Warren. This is illustrated when she states that she “cannot lie no more” about the presence of witches around her. Despite her being seen to go against the truth earlier and deciding to faint with her group, she later decides to leave Abigail and the girls behind after feeling a strong sense of moral conviction of the falsehoods that she had stated. It is shown that Mary Warren is now acting based on her own moral compass and not letting the opinions of others affect her. Another character who acts only according to their own moral compass is John Proctor. He demonstrates this when he exclaims that he’d rather “cut [his] hand off before [he] ever touch Abigail again”. It is shown that John has distanced himself from Abigail, deciding to stay loyal to his wife. Despite making the mistake of first associating with Abigail to begin with, he had come to the conclusion on his own that this affair was never a good idea. Subsequently, he had decided to cut ties with Abigail on his own free will without the pressure of others weighing down on him. The final example of an individual with this ideology is Elizibeth Proctor. She exemplifies this when she states that John Proctor had “his good will” and that “god forbid [her] if [she] took it”. The implications of this statement are major. This is due to the fact that if she does not say that he is lying, John Proctor will be killed, leaving the blame of his death on Elizebeth Proctor as she could have stopped his tirade. Despite this, she chooses not to say anything, giving John what he wants. She acts on her own moral compass by allowing John to go out on his own terms despite the fact that the guilt of his death will weigh on her for the rest of her life. Finally, based on the example provided above, there are many examples of post-conventional characters throughout the crucible.
In conclusion, Kohlberg’s moral precepts provide an eloquent explanation for the decisions of the characters within the crucible and the reasons behind their peculiar actions. Post-conventional characters behave in a way which stay true to the personality that they have built over their lives, not being swayed by the opinions of others. In contrast, conventional characters base their decisions on the opinions of others as not to be alienated from a certain group. Lastly, pre-conventional characters act in a way solely for punishment and reward, disregarding the opinions of groups, and the opinions of themselves. Through the examples provided within this essay, it is clear to see that Kholberg’s three moral precepts provide an effective and reasonable explanation to the actions of each character within the Crucible.
Chem 12 Self Assessment
“I can take on roles and responsabilities in a group; I do my share”
Within this lab, I took the responability of measuring soloutions, conducting the reactions, and recording data, while my partners did they’re fair share as well. I found that with the proper distributions of work, we were able to finish the lab effeciently and effectvily evident from the fact that we were the first group to finish. While maintaing effeciency, we also maintained the quality of the lab, allowing us to not only complete it, but to clean up while maintaining all proper safety precautions as well. Moreover, in this lab I also studied the procedure beforehand, memorizing what to do even without it. In addition, I also asked Ms. Exley thoughtful and purposeful questions during the lab rather than the useless questions that could be explained through the procedure. These thoughtful questions allowed me to excel in the lab as I understood why each step was being preformed. I learnt from this lab that the proper distribution and planning will positivley affect the quality, and speed of the lab.
English Final Reflection
Artifact: I chose my connection to the land assignment. This assignment was meant to show how the land we are on has a deeper past than what is told on the surface. I chose the Kwikwetlem land and decided to explain the stories of the thunderbird, salmon, and the flood story.
Curricular Competency: I can construct meaningful personal connections between self, text, and world. The entire purpose of this assignment was to show how the land we reside on has a deep and misunderstood history. Through the knowledge of knowing what happened on the land, we are more aware of what we could do, and especially what we shouldn’t do. Therefore, this allows us to be more sustainable in our living, as well as respecting and caring for the land that we unrightfully took from the hands of the First nations people.
Core Competency: I can show a sense of accomplishment and joy. I take pride in my work and myself. Not only did I have a sense of accomplishment within my work, I had a huge sense of pride in the photos I used, and the deeper meanings behind each example. Not only that, I also think that the presentation was very ascetically pleasing which only further engages the reader, encouraging them to learn and retain all the knowledge being spread.
Life Sciences 11 Relfection
Bio 11 has quickly grown to be my favourite class and my passion for my future as well. Throughout this course, I have loved the applications of science to real-world things and items, and how they are presented through this branch of science. I believe that this lab showed the 3 curricular competencies best. (ThinkingCC) Firstly, the process of directing a worm could be quite meticulous and time-consuming if not done efficiently, obviously, through this tedious work, I was able to develop my creative thinking skills by being able to change cuts on a whim depending on if I needed to change the cut line not to hit any of the internal organs. (Personal Social CC)Moreover, my personal goal is to be a radiologist or surgeon, I was able to relate the ideas of dissection and the nervous system to my personal social goals and responsibilities. This was done through constant applications of the course material, and the equally constant relations to my goals. (CommunicationCC) Lastly, I was able to represent my learning and explain how it connected to my experiences. This was shown through the lab write-up that followed the dissection, in this write-up, I was able to not only label and explain each function, I was also able to explain how the earthworm was able to function as a living organism. This obviously proves how I retained the knowledge displayed within this lab.
English Term Assessment
Artifact: The assignment that I am most proud of and that best relates to a curricular competency would have to be my Oral storytelling assignment. This story revolves around the themes of self-confidence and how you are the only one who can set limits for yourself. I showed this through a character named David who plays the guitar, and how he doubts his capabilities. His doubts are quickly challenged by the introduction of a “magic guitar” and how that would make him play better. After signing with an agency and hitting a block in his abilities, he finds that the guitar was never magical and that he earned his opportunity.
Curricular competency: In this assignment, I learnt that creating a story through the style that the indigenous community does is quite enjoyable compared to making a traditional, linear story. Moreover, I learnt that stories that are composed with these methods lead to a more symbolic connotation which leaves the readers wondering and questioning. Not only does this allow the reader to develop their thoughts and opinions, it also leaves an open ending, allowing people to infer what happens next. I had a recursive, circular story meaning that I had a continuous storyline which kept referencing back to the main idea within the story. Through this, I was able to cement the theme and allow readers to build off of that.
Core Competency: “I can persevere over time to develop my ideas, and I expect setbacks and failure, but use that to develop my ideas”. Since the development of this story, I continued to struggle on what to base it on, taking me a few days to cement the idea. Despite this, I continued to struggle to build upon the idea; liking the fundamental plot but finding it hard to develop the idea into something worthwhile. I continued to ponder on how to take the story when I was around halfway through, Luckily I had made a timetable of how I wanted the story to unfold, and due to this I was able to work backwards allowing me to develop ideas and connect plot point A to plot point B.
Chemistry 11 – Titration – Aaron
I can persevere over time and develop my ideas and I expect setbacks and failures, but can use these to develop my Ideas.
The chemistry titration lab allowed individuals to find the concentration of a solution. Through this process, setbacks and failures are expected, as seen through the multiple trials we were allowed in this lab. Before getting the titration perfect, we had to go through two failed trials, wasting time and expensive resources. Despite this, this allowed us to find the volume of solution which spoilt the titration. Through this, it led us to find the estimate of the max, allowing us to retry the lab shooting just under the number. Expectedly, this allowed us to perfect the lab and get a satisfactory ending.
Physics 11 Core Competencies Reflection
COMMUNICATION & COLLABORATION
“Through their communication, students acquire, develop and transform ideas and information, and make connections with others to share their ideas, express their individuality, further their learning.”
In Ms. Curran’s Physics 11 class whenever we are learning a new concept or idea, we are always put into group work as this may help individuals understand these new concepts with the help of their friends. Through group work, I not only learn from my peers but also actively work on my collaboration skills. Furthermore, through talking and applying these concepts to actual problems my partners and I are able to “rally” ideas between one another to understand the concepts more than we would have alone. Through the help of my peers rallying Ideas with me in group work, I have been to actively work on my core competencies which have made me a much better student.
Graphing Quadratic Functions in Vertex form
Written Response
My quadratic function is very different compared to its parent function. This is shown through its many added variables, this includes the a, h, and k which all represent different transformations and parts of the graph. Seen in my graph, the vertex of my parabola is (-6,-5) this not only represents the h (-6), but also represents the k, which is equal to -5. The h represents multiple things in the graph, it represents not only the amount the parabola is shifted left or right, but also the axis of symmetry. Evident within my graph, as the h is equal to -6, the graph is shifted left 6 units, and also the axis of symmetry is x = -6. Similar to h, the k represents multiple parts of the graph; this includes the range, min/max value, and how much it is shifted up or down the y-axis. Seen in my graph, as the k is equal to -5, not only is the range less than or equal to -5, but also the minimum value is also -5. Therefore, the whole parabola is also shifted down 5 units. Lastly, the a may be one of the most influential variables of the vertex form, not only does it show if the parabola is stretched or compressed, it also displays whether the parabola is opening down or up. This can be determined through looking at the value of a to evaluate whether a is larger than 1, or a fraction between 1 and 0 and whether it’s negative or not. For example, as my a was equal to -2, it represents that my graph will have a more compressed parabola opening towards the negative quadrants.
Self Evaluation
- I represented the fundamental mathematical ideas in multiple ways through representing the differences that h, k, and a represent within an equation.
- Evident within my paragraph, I have demonstrated a sophisticated amount of mathematical vocabulary. This is shown through the use of terminology as vertex, axis of symmetry, and an extended amount of vocabulary first presented to students.
- Not only did I include all necessary information about my parabolas on my graph, I also presented the information in my paragraph in a clear concise manner, addressing all appropriate information one by one.
Facing a Challenge
Aaron
When I first encountered this problem, I found it challenging not due to a lack of understanding, but rather the abundance of different techniques and steps that an equation like this requires.
The mistake I continued to make would be forgetting to foil as it was difficult for me to recognize the difference between a monomial and a binomial when radicals were involved. Not only this, but I also struggled with the organization of my equations, which led to me often forgetting crucial components that were necessary to the final answer.
To combat these obstacles, I asked my father to tutor me. My father graduated from Seoul University as a math major. Due to this, he’s a very reliable and sophisticated tutor, as he can set me on the right path better than most other tutors. I also practice quite regularly through either the worksheet or through practice questions given to me by my father. Through this, I can easily gain a foundation that I can build upon.
In order to complete a question like this, an individual must understand the basics of algebra, the basics of understanding radicals, exponent laws, multiplying/dividing/adding/subtracting radicals. “FOIL”-ing, factoring trinomials, simplifying radicals, being able to find restrictions, and checking your final answer
The next time I encounter a difficult problem, I will first try to solve based upon my prior knowledge and foundation, if I’m able to get through it, I would go back and correct any mistakes. If I’m not able to solve it, I would either ask a teacher, parent, or search it up on YouTube. Once I have no questions left and I’m able to solve it with little to no guidance, I would find practice questions and continue to strengthen my methods and technique until I fully understand the concept.