In Accounting 12, I built on the foundational knowledge I gained in Accounting 11, in which I learned the entire accounting cycle manually. This year, I transitioned into using Sage 50, a professional accounting software, which allowed me to apply what I had previously learned in a digital environment. I developed strong critical thinking skills by analyzing financial data and evaluating various transaction-related questions. For each scenario, I assessed the situation and determined the appropriate document to generate, whether it was a receipt, invoice, or memo.
I also gained a deeper understanding of how taxes work, including when and why they apply to certain transactions. This helped me see the real-world importance of accurate tax application in financial records. Overall, Accounting 12 enhanced both my technical and analytical skills, allowing me to confidently use accounting software and understand its relevance in professional business settings.
I explored mathematical ideas using technology when I was writing out the equation. There were different graphs and lines that showed as I changed certain degrees and coefficients of the equation. Despite some struggles with meeting the criteria, this graph shows that the equation follows the given instructions. I analyzed data and used criteria to draw conclusions when I used the required degree and followed the amount of numbers needed for the graphs. I graphed out three different equations, as shown, to complete the art. I justified my conclusions with evidence by writing out the equations and showing the abstract pattern it created when graphed out.
The lab I am proudest and most interested in is the pig dissection lab, as it has enhanced our knowledge of the digestive and circulatory tract. My partner and I opened a pig, by cutting through its skin and tissues with a scalpel. We explored its anatomy and labelling each organ by following the instructors demo. Throughout the lab, I demonstrated skills that followed the core competencies. This allowed an easier and more efficient flow of work between my lap partner and I, as we course through the lab. Examples of where I communicate clearly and purposefully can be seen in each step we took in terms of dissecting the pig. I made sure that each of us knew what the other person was doing, and that each of us understood the procedure. We reiterated each step and statement to one another, to make sure that each of us was fully aware of what was happening. If I noticed that my partner was having difficulties with finding certain parts of the pig, I would offer help and assist by looking for further images of the pig in the school textbooks to help us with identifying it. When I am in need of help, I remain open minded as I explore viable options or alternative approaches that they offer. An example of something I have spent a lot of time learning about is the proper technique in cutting the pig, and distinguishing the differences between certain veins and arteries based on their names and positions in the body. Most struggles arose from identifying certain parts of the stomach, which was further elaborated in class which helped immensely in understanding the anatomy of a pig. There were also a few personal struggles throughout the lab such as staying focused. When I needed to re-focus, I would take breaks in between certain periods to carry out tasks more efficiently during times that I had to work. Although I am challenged by these struggles, I have developed several strategies such as taking breaks, addressing my needs, and working during a certain time frame to counteract these obstacles. I know that these struggles can cause setbacks, therefore I make sure that I address and communicate it clearly to them, and consistently use my strategies to help reduce any problems. The inspection of the pig anatomy, ignited an interest of learning more about the human body. It was an insightful learning experience, and a true privilege to learn it first hand. The lab has allowed us to completely immerse ourselves in the experience, to fully grasp and learn it with every sense.
The process behind making this recipe required minimum effort and equipment. Most ingredients used to make this dish were cheap and accessible. The equipment needed are cast iron skillet (or any non-stick pan), oven, stove, knife, and flipper, which are staples in most household kitchens. Ingredients such as feta cheese, canned tomatoes, basil, pasta and a few spices are household items which also makes this recipe a convenient dish to make. Besides the price and convenience that comes with making this dish, it is also delicious and healthy. Most components of this dish are vegetables with countless health benefits and and mostly covers all the food groups. All of these factors is what makes this dish stand out from the rest.
Core Competency Reflection
My strategies for collecting relevant information for specific tasks include researching information from the internet, as well as using given resources (such as paper handouts, and asking my peers for further information. Examples of where I communicate clearly and purposefully can be seen in the way I work in the kitchen. Before starting a lab, my peers and I briefly go over our roles and tasks we must complete throughout the class for a more efficient cooking block. While cooking, I have learned to offer extra support when and where it is needed to make sure that the outcome of the food would be meet product standard. If there is a disagreement within the group, I find it helpful to communicate our views with a kind tone and to keep an open mind. Often times, these problems resolved with communication; by compromising for the needs and wants of each other. I show that I value feedback from others in my group by listening to them and responding with kindness to build a safe and cooperative environment for everybody. There are a few challenges that come with cooking in groups; however, with communication and efficient cooperation, we can all work together effectively.
The data on the graph shows the varying numbers ranging from 1-9 that states the different leading coefficients observed in datas that uses quantifiable measure. This set of numbers was collected from different TikTok videos, specifically the number of likes in each one. Collecting the data was done through scrolling through the videos and recording the number of likes from each one. Tiktok is a social platform that uses numbers to show how many likes a video has. Since most videos are short, people often watch them completely, which results in a higher numbers of likes. Tiktok is also accessible and it is easy to switch from one video to another, making it more efficient to collect data.
Benford’s Law entails that 30% of data collected consists of numbers that starts with 1 and only 5% of numbers consists of 9 as the leading coefficients. The law further states that as the number increases from 1-9 there would be a decrease in how often it is seen in records or graphs. Despite these claims, there are certain things that remains tentative. For instance, the data above does not follow the rule that as numbers increase, the amount of times it is seen in graphs decreases. Besides number 1, there were more numbers with the 2 & 4 than the other numbers as the leading coefficients. From this records, it is evident that Benford’s Law is applicable to most data to an extent.
Most numerical datas uses numbers and graphs which accounts for their similar outcomes. However, with these similarities, there are also differences between all these data. Often times, numbers of data influenced by humans through biased selection or results from a limited process can be different from other datas collected from companies which usually follows Benford’s Law.
Although Benford’s Law is mostly used in corporate companies, it is used in anything that produces a series of numbers which would create a data set, often laid out in graphs. In most cases, Benford’s Law is used to identify any fraud or inaccuracies in datas by looking for changes in a graph. However, it is also used in various financial statements, lab results, forensics, cryptography, and security aspects. All of these subjects uses an accumulation of numbers to form a graphable data which mean that Benford’s Law would apply. Logarithms is a crucial aspect of Benford’s Law. Since it is most often used in larger companies to detect discrepancies in a data set, the numbers in these data as presumably large. The use of logarithms helps with working with a series of large numbers, as it increases and decreases by 10. There is also a given formula that determines the probability of how often a number would be the first digit in a series of number. Overall, logarithms aids in explaining Benford’s Law and helps with carrying out to prove it over again efficiently.
The “blue” line on the graph represents the most standard form of a parabola which later changed into the “red” line on the graph which represents a different one. This change was made with altering the “parent” function. The first change would have been made with the vertex also known as where the two ends meet or start on a parabola. The vertex of the “red” function would be a “-4” on the y axis and falls on “-1” of the x-axis, indicating that it is the starting point, the minimum point of a parabola. With this change, the original function of “x” squared would also be altered, either being subtracted, or added to, to move the vertex on the “x” axis from side to side. The addition of another number after the “x” within the square of my function, indicates that the starting point of the parabola doesn’t fall on “0” of the x-axis. The number next to “x” is a positive “1” which means that “x” is “-1” since “x” can be determined with whatever number would cancel out the one next to it (x-h). The number before bracketed “x” squared, also known as the “a” point of an equation determines the width of the parabola and whether it’d be directed upwards or down. If the number on “a” is a negative number, then the parabola will go downwards on the graph, and the opposite would apply if it were a positive number. Since the “a” is 1/2, this means that the width of the parabola is wider than the standard as it is less than one but greater than 0. The number is also positive which indicates that it is directed upwards. If “a” was bigger than -1 but less than 0 it would do the same as in stretching the parabola, except that it would be mirrored.
The course has imparted meaningful and authentic information of the First Nations communities across Canada. Every unit brought a new perspective on the history of our country and the different aspects of Indigenous people’s experiences, cultures, and traditions. It has allowed us to critically analyze, and have our own perception through unbiased information being taught. Before taking the course, my knowledge of the First Nations was shallow. Although I’ve learned about systematic racism and discrimination among Indigenous people from Hospitals, my idea of them was still considered to be on a surface level . As I was taking the class, I started learning about their experiences, history, and their customs both in the contemporary and historical world. I learned to sympathize with their experiences and make connections to other world issues. I gained so many new perspective on different things; however, the role of women in the fur trade stuck with me the most. Learning about the unrecognized sacrifices that women made throughout the fur trade was most interesting as the juxtaposition between their experiences and women in the modern world’s experiences is clearly shown. When fur trade is discussed, I no longer only think about men in business, the impact of women also comes to mind. Their sacrifices is evidence that women aren’t just a minor part of the fur trade, rather, they are the backbone of it. The rest of the course was also a fascinating experience, as it didn’t teach us to have the same opinion and perspectives on these scenarios. Instead, we were taught to formulate our own opinions and critically think about each events with the use of our own moral compass.
Personal & Social Awareness and Responsibility
Throughout the course, my social and personal awareness has increased as I learned more about the correct approach in certain discussions that involves Indigenous people. I have been more inclined to engage in class discussions and analyze other interpretations of the same stories. Ever since taking the class, I have become more confident in expressing my opinion and analyzing other perspectives as opposed to automatically categorizing it as “incorrect”. It is important to recognize that other people’s opinion should be validated even if they contradict mine because this topic is complex. There are different opinions that falls along the “right and wrong” spectrum. Along with the increase of my personal awareness, I have also been more inclined to take accountability with the words I say. When necessary I have learned to apologize, and to correct myself as it also shows responsibility and respect.
Positive Personal and Cultural Identity
The course has allowed each student to analyze the relationship between the different cultures and traditions. It has gone in to depths with discussing the differences in values and choices of the differing cultures. Throughout the course, one of the main ideas I interpreted from it was the ability of a diversified group of people to coexist without greed. Although for the most part they didn’t, due to the one side wanting more than they should take; people of the contemporary world shows that it is possible for everyone to coexist with compromising. It is a choice between people, not necessarily just an ability, or a “strength”. I have also learned the importance of cultural identity on a deeper level, as the main takeaways from this course doesn’t just strictly apply to Indigenous people, it also applies to the other cultures around the world.
Learning about the basics of physics has been an interesting and educational experience. I have learned to use and apply basic formulas from each unit. Besides learning about the basic calculations of the course, I have also learned to improve my cooperating and communication skills. After each lesson, we are often told to answer 2-3 questions written on the board with other people. This is done for us to share ideas, and allow us to help one another when struggling with a concept that we do not understand. Overtime, it became one of the best aspects of the class, as it allowed us to talk to our friends and learn together as opposed to being told exactly what to do.
Taking this course is a big responsibility as it requires a lot of time and effort in different aspects. Although it can be difficult to manage due to other courses, it allows students to reflect on the different abilities they’d need in the real world. One of the many things I’ve learned from this course is taking responsibility for my actions. It is sometimes difficult to do so, as I am not used to leading, delegating tasks, or taking initiative, but I also learned that I’d have to do it eventually. The learning process wasn’t easy, however, I also improved my skills and gained new ones by running a club and volunteering. Throughout the course, I have improved on my multitasking and communication skills which also contributed to the improvements I’ve made with my presentation skills. I have also learned how to delegate tasks; and manage my time better to ensure that everything is in order. It was one of the harder skills for me to learn, however, I knew it was important to have. Although this course is a huge responsibility, I am glad I took it, as it has shown me a preview of the different challenges I’d face in the future and allowed me to learn how to handle them.
A. There were a lot of things that I thought I knew before starting this unit in PE; however, as we went further into learning the subjects of this unit, I learned more life saving skills and knowledge for my own benefit and for those around me. One of the many things I learned is that CPR should be done properly by doing 100-200 compressions per minute. I also learned how to use an AED properly. Most importantly, I learned the different heart attacks (angina) along with cardiac arrest, and strokes. As a class we also learned how to treat and identify each serious situations.
B. The main key takeaway from the theory or Practical CPR Unit is to learn how to save a person’s life in the most random and common life threatening situations a person can be in. It is important to learn these basic life saving skills to prevent further damage on a person’s life (that can be long term) and to prevent someone from dying.
C. This unit relates to the nutrition unit of previous discussions because although these situations can be unpredictable, there are also certain ways they can be prevented. Since the previous unit discusses staying healthy by eating nutritious food, many people can prevent heart blockages (that eventually lead to anginas and heart attacks. The previous unit helps people maintain a healthy lifestyle by eating healthy foods; while this unit helps save lives.
Core Competency Reflection
In discussions and conversations, I help to build and extend understanding by repeating some of the prompts we’re given. To ensure everyone fully understands and remembers the concept of each topic, other peers and I would repeat the words and use other related words to help us remember a topic. I ensure that everyone clearly understands the topic being discussed by asking my peers questions regarding the topic and asses their answers to see if it matches the criteria.
One area of CPR in which I’d like to spend more time learning are the next few steps after it is delivered. I want to learn more about how the heart work and it’s specific functions, to come up with other possible ways to resuscitate a person more efficiently.
One of the ways I can see using this learning to help others is in life threatening situations which needs quick response. The information I have learned in this unit helped me further understand the differences between certain life threatening situations.
