Economic Theory 12: Final Reflections

Semester Reflection

Economic Theory 12: Reflection

This semester, I completed an independent inquiry project about Canada’s healthcare system, the issues with it, and how the system can be improved. I connected ideas and theories from numerous different economists throughout history when explaining how the system turned out to be the way it is and how we can better it. I practiced research skills by performing independent research, to gain an understanding beyond the topics covered in class, and made reference to many different credible sources. I also referenced lectures and notes from the class throughout the entire semester. I used critical thinking to apply theories to this specific topic and wrote the project in an essay format.

Core Competency Reflection

“While completing my ____________ assignment I faced uncertainty so I did ….. to be able to….”

While completing my inquiry assignment I faced uncertainty with how to find more economists to research, so I met with the teacher to ask for recommendations on places to start. He recommended I look into “Baumol’s Cost Disease”, an idea that ended up becoming a major part of my final project.

“I respectfully advocate for my needs by…”

I respectfully advocate for my needs by asking questions during class to enhance my understanding. I can ask for help when I need clarification and know when I need to spend more time reviewing a topic.

“I remain open minded as I explore viable options or alternative approaches, like when I…”

I remain open minded as I explore viable options or alternative approaches, like when I participated in the many group or partner assignments/discussions, and was very respectful of everyone else’s opinions. I was able to consider opinions that I might not have normally, and my own knowledge was expanded by listening to the input of others.

English 12: The Crucible essay

To truly understand characters in Arthur Miller’s “The Crucible”, one only has to use Kohlberg’s moral perceptions for explanation and understanding. Kohlberg’s perceptions provide reasoning and explain the motives behind why humans may act in seemingly unusual manners. The three categories, which often take place chronologically throughout an individual’s life, are pre-conventional, conventional, and post-conventional. These categories are evidently relevant to the events that took place in the play and assist in providing context for the characters’ actions.

Many characters in “The Crucible” display pre-conventional manners. Pre-conventional characters behave in ways to avoid punishment or to obtain reward. John Proctor is a pre-conventional character. He demonstrates this when his wife, Elizabeth Proctor, tells him to go to the court and testify against Abigail Williams, and he replies that he will “think on it”. Elizabeth wanted John to say that Abigail’s claims of witchcraft were untrue. Although he knew that Abigail was lying, and that disproving her accusations could save innocent lives, he did not go to the court. He did this because he wanted to avoid his affair with Abigail coming to light. He was concerned she would announce that he is a lecher. Another character that acts to gain reward is Ann Putnam. She illustrates this when admitting that she “sent (her) child” to conjure up the dead with the help of Tituba, a slave woman from Barbados who practices voodoo. She acted this way in a desperate attempt to contact her seven deceased children that she lost in childbirth. She committed a sin to try and gain some kind of communication or closure with the many children she has lost. The final example of a pre-conventional character is Tituba. This is demonstrated when she “confesse(s) to witchcraft”. Although she was not a witch, she felt pressured to declare a false confession to keep her life. She invented pieces of information about her alleged sorcery. She lied because, had she not confessed, she would have been hanged.

The second of Kohlberg’s moral perceptions is conventional. There are also many characters in the play that behave in conventional ways. Conventional characters act in ways to fit in with a group or society. Betty Parris is a conventional character. She illustrates this when saying that she “saw George Jacobs with the devil”. This was a lie that Betty made up, simply to act identical to how all of the other girls were acting. Her accusation was an effort to conform with the group. Mary Warren also behaves in ways to act in accordance with her group. This is indicated when she says that she “thought (she) saw (spirits)”. In that moment, she was trying to withdraw what she had previously claimed. The reason that she lied about spirits in the first place was because that is what the other girls were doing. She wanted to comply with them. The last example is Mercy Lewis. This is shown when she, along with the rest of the girls, repeats Mary Warren’s speech by saying “Abby, you mustn’t”. The group of girls, led by Abigail, were pretending to be possessed by Mary and mimicking everything she said. Mercy played along with this fabrication to blend in with her peers.

The third moral perception, which is displayed throughout the play, is post-conventional. Characters in “The Crucible” act in post-conventional fashions. Post-conventional characters have a sense of values and beliefs. They are not influenced by punishment, reward, and group acceptance. Giles Corey is a post-conventional character. This is demonstrated when he asks for “more weight” while being pressed to death. He was given a slow and painful method of execution to try to make him plead guilty to witchcraft. Corey was so confident in his opinions that he chose to end his own life instead of going to trial and untruthfully confessing. He died completely sure of himself and his values. Another character that does things that align with their own beliefs is Elizabeth Proctor. She illustrates this when voicing her stance on witches: she thinks that “there are none”. She went against the church and gospel to stay truthful to herself. She was one of the first to have the courage to voice her opinions on the subject that was generating chaos and controversy throughout Salem. The final example is John Hale. Hale convinces a number of Christians to lie and produce false confessions, even though “a sin is double on a minister”. He sacrificed his own eternity to allow others to go to heaven. He was willing to commit a sin and spend the entire afterlife burning in hell for the sake of saving others. He was valiant in his commitment to his altruistic beliefs.

                  By applying Kohlberg’s three moral perceptions to “The Crucible”, we can observe clear reasons for many of the characters’ behaviours. It is beneficial to use these principals as an aid in analyzing these characters thoroughly. This essay discussed how during different instances throughout the play, the characters mentioned behaved in pre-conventional, conventional, and post-conventional manners. These three perceptions clearly justify the actions made by the characters and reveal their true natures. Through the moral perceptions of Lawrence Kohlberg, we can reach a thorough level of comprehension of “The Crucible”.

Law 12: Core Competency Self-Assessment

Critical and Reflective thinking

The reality of the courtroom was similar to what my expectations were. I knew that it would be less dramatic than how movies and tv shows portray it, and also that we wouldn’t be viewing any extreme cases. However, it was still very interesting to observe and see how the system is run in real life. What I found most surprising was the fact we were able to witness such personal moments in the courtroom. I witnessed a testimony that detailed some tragic aspects of an individual’s past, and it was very emotional to see. I made sure to be as respectful and quiet as possible. This experience changed my understanding of the judicial process because it taught me new legal language, showed me how different kinds of cases are dealt with, and gave me the real life experience of being in that environment.

“I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.”

I have used this experience to help solidify my own knowledge. It has changed some beliefs I had, and strengthened others.

Tech Leadership Final Reflection

My artifact: This is a page of the Centennial course planning site that I worked on with a group of tech leaders.

Curricular Competencies Reflection

“Work collaboratively with others in a leadership group in order to positively influence the Centennial community .”

I demonstrated this competency when working on this project because of all the collaboration I was involved in to update the course planning website before course planning opened for the year. I did this by attending meetings and work parties to discuss ideas with others and organize what duties I could take on. As a group, we added new courses and descriptions to the website, added new images and videos (like the video I embedded for the Foundations of Inquiry course), and made the website more accurate, detailed, and functional.

Core Competencies Reflection – Personal/Social

“I can participate in group activities that improve the class, school, or community.”

I grew in this competency by spending a lot of time in groups, working with other tech leaders and teachers to improve and change the website. I volunteered time to work on this job to help the school community and get the website as good and accessible for other students as we could. I communicated with leaders that had done this last year whenever I had a question about the website, as well as contacted teachers to confirm course information and get their classes displayed as nicely as possible. I used the Divi builder on the edublog website to make changes and was responsible in my time management skills throughout the course of multiple weeks.

Transforming Parabolas

By altering the a, h, and k values in this quadratic equation, I made a parabola that looks very different from the parent function when graphed. The a value, -2, made the parabola compressed (more narrow) than the parent function and this function opens downwards because that value is negative. The h value, -3, shifted the vertex of the parabola 3 to the left from the origin. The k value, -3, shifted the vertex of the parabola 3 down from the origin. All of these variables were responsible for how my parabola looks, and why it is different from the parent function.

Self-Assessment

  1. How did you represent the same mathematical idea in multiple ways in this assignment?

I compared two equations of parabolas, one of which is really an altered version of the parent function. I explained why the two are different, and exactly what variables changed each aspect of the parabola that is different from its parent.

2. State the relevant mathematical vocabulary words you used to demonstrate your understanding.

Quadratic equation, parent function, parabola, origin, value, variable, vertex

3. How did you use formatting to share this information in a clear and organized way?

I used the graphing calculator from Desmos to show the 2 parabolas on the same graph, screenshotted it and added text to label the vertexes. Then I embedded that image, as well as one I took of the quadratic equations, into this post.

Literary Studies 11

My Artifact

My Learning

For this assignment, I had to use creative thinking skills, as well as critical knowledge of grammar and sentence structure to write an alternate ending to Shakespeare’s “Macbeth”. Doing this assignment taught me a deeper understanding of the play, since I had to revisit characters and their motives, as well as look at the events of the play to write a logical ending. It taught me more about writing since the best way to improve on it is to get more experience doing it, it taught me when to separate paragraphs when writing in the style of a novel, and it also taught me more about spelling and punctuation overall.

Core Competency Reflection

“An example of where I built upon someone else’s ideas is… ”

This entire assignment was a way for me to build off of Shakespeare’s already written story and then put my own twist on it. I had to look at what he wrote and why, and I made sure to not make too many changes to the previous acts of the play because I wanted to keep as much of the original as possible and just add my own ending.

“An example of something I have spent a lot of time learning about is… ”

I have spent a lot of time learning about this play. We began with learning a bit of the author’s history, then dove into reading the play both out loud as a class and silently on our own. We also watched a movie adaptation, I completed a number of assignments about Macbeth, and there was also a test on the play.

B.C. First Peoples Reflection

“What has changed in terms of your perspective with First Nations people? What has led to this change?”

Throughout the course of this semester, I have learned about the many First Nations within British Columbia and their beliefs, ceremonies, stories, games, resource management, community roles, and much more. I’ve learned further about the Residential schools, how First Nations communities used to live before the settlers arrived, the relationships between First Nations people and traders during the Fur Trade, and the history of reserves and treaties. Through projects, assignments, journal entries, a novel study, guest speakers, and field trips, I have developed a much deeper understanding and perspective of both the history of First Peoples and how they currently live and operate in Canada. I’ve demonstrated multiple of the Core Competencies. Social Awareness and Responsibility is about working towards understanding the value of diversity and working with others to find solutions to benefit everyone in the community. Positive Personal and Cultural Identity is about building relationships with others and sharing your strengths and values. Personal Awareness and Responsibility is about understanding your own health, work habits, and how you fit into your community.

Connecting Media and Psychological Disorder Mind Map Reflection

Core Competency Reflection

“I can understand and share information about a topic of interest in a clear, organized way.”

I designed this mind map so that the information on it is neat, concise and spread out. I made sure to plan how much of an explanation I was going to give for each psychological perspective so that they would take up around the same amount of space as the song lyrics.

“I can show a sense of accomplishment and joy. I take pride in my work and myself”

I was very proud of this assignment and my thinking, and I took pride in being on top of the work and handing it in early.

“I deliberately learn about things that interest me, and new ideas pop into my head.”

When we had to select a piece of media for the assignment, I chose a song that I was already familiar with, which made it very easy to make connections with the lyrics. Because I incorporated something I was interested in, I enjoyed doing this assignment.

Research Assignment Reflection

Communication Core Competency

“I work with others to achieve a goal.”

For this assignment, me and my group had to create a survey asking other students the best possible questions to collect data for our hypothesis. We were all communicating with each other, (suggesting things and asking each other questions), and everyone’s ideas made it into the survey. It was a group effort and together we completed the assignment.

Personal/Social Core Competency

“I demonstrate respectful, inclusive behaviour.”

While working in this group, I was always actively listening to my partners when they were speaking. I respected all of their ideas and contributions. I did my part in the project and was grateful for the work they did as well.

Thinking Core Competency

“I can analyze evidence to make judgements.”

A large part of this project was the reflection was examining the responses we got. We calculated the mean, mode, median, standard deviation, and correlation coefficient of the survey results. I was able to look at this data and determine what we found out, and how it compared to our hypothesis.

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