Anatomy core competency reflection. (Communication)

I demonstrated communication through the fetal pig dissection done in my anatomy class. I cooperated with my partner as well as being resourceful and utilizing the guidebook as we searched for and pinned labels to various organs located on the ventral side of the big fetuses body. There wasnt anything we couldve improved on as we found the neccesary organs in the time allocated for the lab. In the future, I hope to continue to collaborate well with my peers and be able to build future relationships

Co​​​​​​​​​​​​​​​​​​​​​​​​​​​​​re Co​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​mpetency ​​​​​​​​​​​​​Self-Assess​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​ment​

Critical and Reflective Thinkin​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​g

The Learning Guide Booklet for Unit 3, Solubility Equilibrium

​​​​​​​​​​​​I dem​​onstrated criti​cal an​​d reflec​​​tive think​​​​​​​​​​​​ing thr​​​​​​ough​ my unit 3, sol​​​​​​​​​​​​​​​​​​​​​vubility equilibrium learning guide done in my chemistry 12 cl​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​ass. I chose this as my artifact because it was t​he hardest learning guide for me all year. Requiring me to reflect on my notes and gain ​a deeper understanding of the subject while extrapolating​ to solve qu​estions that w​​​​​​​​​eren’t as easy as they seemed. The booklet began with solubility review​, then went on to cover qualitative ​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​vanalysis, solubility product, precipitation problems and the common ion effect. For this particular experience, I feel there is nothing to grow in as the growth took place as I worked on it. I was able to identify and attempt certain difficult questions and utilize critical thinking to plan and develop strategies to better fortify my knowledge of the subject matter. ​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​

Crucible Essay

Kohlberg’s Moral Perceptions in the Crucible By: Filip Canak

The goal of this essay is to give better insight into the characters found in Arthur Miller’s “The Crucible”. A plethora of characters within the play behave in specific ways that may confuse the reader. However, utilizing Kohlberg’s moral precepts, one can better comprehend the reasoning behind the characters’ actions as they’re portrayed. In this essay, three different types of moral precepts will be looked at and used to explain the motivations of each of the characters. The three types are, preconventional, conventional, and post conventional.

There are many examples of preconventional characters within the crucible. Preconventional thinking is when one behaves in a certain way to avoid punishment and obtain reward. The first instance of such behavior can be observed with Betty. We can see this trait in her when she is supposedly ill in bed and unconscious but suddenly “whimpers” during a dispute between Abby and Mercy. From this, it becomes apparent that Betty is being preconventional by simply feigning her illness to avoid the punishment of being beaten for dancing in the woods with the other girls. Later in the act, Tituba also displays similar behavior. This is seen when Abigail accuses her of making the girls drink blood and dance. Upon hearing this, Parris begins to close in on Tituba, stating that “[She] will confess or [he] will take [her] out and whip [her] to [her] death”. This prompts Tituba to cry out a false confession as it was the only way to avoid the punishment of being whipped to death by Parris. Furthermore, towards the end of the play in act 4, Reverend Parris can be seen acting in a specific way in order to avoid punishment or obtain reward. He displays this when he stresses how important it is that Hale convinces the prisoners to confess in order to save their lives as “there is danger in it for [him]”. In this instance, Parris is referring to when he opened the door to his house and a dagger fell to the floor, indicating that his involvement in the hangings and the effect it has on Salem is putting his life in danger. From this, it can be seen that Parris is changing his behavior to avoid punishment when he suddenly joins the side of mercy once his actions begin to have consequences. From the characters mentioned, it can be noted that there are numerous examples of preconventional characters in the Crucible.

Moving on, there are many examples of conventional characters within the crucible. Conventional thinking is when one behaves in a certain way to fit in and be accepted by a group. One instance of a character acting conventional is Mercy Lewis. This behavior can be seen when she and the other girls join Abby in imitating Mary Warren, repeating “Abby you mustn’t”. By joining the other girls in imitating Abby, Mercy is doing something she normally wouldn’t do in order to fit in with the group. Moreover, this similar behavior is seen with John Proctor. He displays this when he shows reluctance to Elizabeth’s request to go into the village and tell everyone the truth about Abigail, stating that he will “think on it”. Proctor’s disinclination towards coming forward with the truth comes from wanting to be accepted by the community. If he does come forward, he will need to confess to the affair he had with Abigail, and doing such a thing would shatter his reputation, causing him to become a societal outcast. Lastly, Marry Warren can be seen acting in a way to be accepted by a group. She does this when the girls are pretending she is a witch and claiming that she is summoning her familiar spirit in the form of a bird to attack them. Driven to desperation, Mary turns on John Proctor, saying that he was the one controlling her and calling him the “Devil’s man”. After this, she goes straight to the girls, who accept her, allowing her to fit back into society at the expense of John Proctor. From these three examples, it is evident that there are many examples of conventional characters in the Crucible.

Finally, there are many examples of postconventional characters within the crucible. Postconventional thinking is when one behaves based on their beliefs, independently from the influence of punishment, reward, or group acceptance. The first instance of this is Elizabeth. She displays this when Hale asks her if she believes in witches and Elizabeth says that it would be impossible for her to be one, stating “If you think that I am one, then I say there are none”. This quote shows Elizabeth’s postconventional nature as she is well aware that what she is saying is flying against the gospels which is a serious crime, yet she is unbothered by the possible threat of a punishment or believing in witches like the other villagers in order to fit in. On the topic of the Proctors, the next character of interest is John Proctor. He shows this in court when he rips his confession document after signing it. While the others in the room are shocked and tell Proctor that he can’t rip it and that he will hang, Proctor simply replies “I can. And there’s your first marvel, that I can”. Proctor has come to the realization that by telling the truth, he can safely go to heaven. That belief is what motivates his actions in spite of the fatal punishment. Rebecca Nurse is the final character whose beliefs remain unaffected by fitting in, reward or punishment. She demonstrates this when she is brought into the court and asked to confess to witchcraft, but replies “It is a lie, how can I damn myself? I cannot.”. Her reluctance to provide a fake confession is due to her knowledge that she did not kill Goody Putnum’s children and that if she were to confess, she would be lying. That faith in her judgement is what influences her not to give in even though she knows that the court is against her. These three examples show that many postconventional characters can be found within the crucible.

In this essay, it has been made evident that each character in the Crucible behaved in unusual ways that may have puzzled the reader. However, by taking each character and using a quote from them to aid in deconstructing the motivations for their actions, one can see that Kohlberg’s moral precepts can help the reader gain a more in-depth

Physics Edublog Post

Catapult Project

In this project, me and my partner worked very well. We frequently discussed design ideas and proposals for new improvements to give us a farther distance. We’d also frequently test out our catapult and talk about any issues we notived. I was valuable to my team as i did ssveral important calculations involving the accurate placement kf several catapult components, using frig to find the max distance we could move our catapult forward on the cardboard base and determining the minimum required distance for a 100%. My partner was valuable as they were skilled eith their hands, being able carry out the construction of the catapult carefully and efficiently. In this project, i learned that everyone has their strengths and weaknesses and in a project, to produce the best result, the group members should work on parts that they are most familiar with, whether it be doing the art on a poster board or writing content for a tri fold presentation.

Core Competency Self Assessment

Code for the updated version of the Eden help bot

Curricular Competencies Reflection

My artifact is an updated version of the Eden support bot that utilizes speech recognition to answer a board array of queries. In this project, I was able to work collaboratively with others in a leadership group in order to positively influence the Centennial community . I did this by regularly staying in touch with my group members on the progress of the program as well as attending meetings held by our group in which we would discuss and plan features for our program. This project also allowed me to demonstrate an understanding of technology concepts and systems, and develop computational thinking skills.  This was done by creating a robust and efficient database which would be able to easily adapt to the addition of new help categories.

I was able to demonstrate communication in my artifact by regularly keeping in touch with my group members, documenting the changes I made to the program each time I added to it and keeping a log of changes made for my groupmates to view. On top of that, we would exchange ideas about our project during meetings in tutorial where we discussed where we were currently at with the project and what the next step would be.

  

Les Films

Image

When faced with ambiguity or setbacks, I take a step back and create a plan to advance the development of my ideas. I showed this in my poster when I had trouble planning the layout and where things would be placed. I got through this by seeing which piece of content are the biggest and laying them out in a way where they wouldn’t intrude on the other elements while maintaining a symmetrical design.

Titration Core Competency Reflection

Titration is a technique used to find the concentration of different substances. It involves reacting a solution of a known molarity with a solution that has an unknown molarity. In acid-base titrations, an indicator such as phenolphthalein is used to determine when the titration has reached its equivalence point, a point in which the moles of acid are equal to the moles of base. You know you’ve reached the endpoint of a titration when the indicator substance is the lightest shade of it’s indicating color. In the case of phenolphthalein, its when the substance has turned a very light shade of pink. In this lab, titration was used to find the molarity of hydrochloric acid when mixing hydrochloric acid with sodium hydroxide. In our experiment, we came to a concentration of 0.02046 (0.02 with significant figures applied) molar.

Core Competency: Communication

I can work with others to achieve a goal. This was seen in our experiment as me and my partner frequently communicated with one another to ensure we have all the correct materials and the correct quantities of each solution. During the titration procedure, we also frequently relayed the volume of the burette to each other as well as how long it took for the pink color in the phenolphthalein to dissipate. This allowed us to get a better understanding of how close we were to the equivalence point.

Core Competency Self Assessment

Critical/Reflective Thinking

My informational video on how to make an Edublogs core competency self assessment

This artifact related to critical and reflective thinking as while creating it. When I first began working on the assignment, my biggest issue was that I had never worked with any video editing software before. To solve this problem, I first researched this different types of video recording and editing software. I did this by reading articles as well as watching some short videos on YouTube. Once I had my software, while I at first didn’t understand how to use them, I utilized critical thinking to make inferences on what certain features did based on their names and implemented those features into my video.

Mon Autobiographie

The season you chose

Curricular Competency Reflection

During this assignment, I was able to competently structure sentences and conjugate verbs in the present tense. When there was a word I wanted to use, but didn’t know it’s French equivalent, I used my word reference app to help me. Throughout this assignment, I used the vocabulary we were studying this unit to write about my favorite season. I expressed myself differently in French then I would English, using simpler language and avoiding phrases and idioms. People who move to different countries and don’t have a grasp on the language fully would most likely speak similarly to how I wrote, with simplicity and with a lack of phrases.

Core Competency Reflection

  1. When faced with ambiguity or setbacks, I make sure to like at the current materials I’ve been given to assist me. I used this in the assignment when I didn’t know a certain word and looked it u on word reference.
  2. I respectfully advocate for my needs by asking for help when I need it. I did this during this assignment by asking for clarification when the procedure when I needed it
  3. When I need to boost my mood or refocus, I remember what my objectives are. This helped my during this assignment as it helped me stay on track while writing.

Goal prompt: I make ethical decisions such as making a schedule to get more work done in an efficient manner. I will achieve this goal by planning and creating a schedule based on how much time I usually spend working on each subject.

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