My Inquiry

As a student initially fixated on getting into the University of British Columbia (UBC), my aspirations were rooted in its reputation as a top-tier university with a world-renowned academic environment. However, through careful consideration, extensive research, and personal reflection, I have ultimately decided to pursue my studies at Simon Fraser University (SFU). This decision was not made lightly, but it stems from a deeper understanding of my goals, priorities, and the opportunities that SFU offers.

The Shift in Perspective

Getting into UBC was my dream—a benchmark for academic success that I aspired to reach. However, as I delved into the pros and cons of UBC, SFU, and even Douglas College, I realized that my initial opinion needed to be reevaluated. Through student blogs, videos, and firsthand discussions with mentors and experts, I began to see a more nuanced picture of what these institutions offer. While UBC has undeniable prestige, I found that SFU aligns better with my current needs and long-term goals, especially in terms of affordability, accessibility, and flexibility.

SFU offers a welcoming environment and practical opportunities, particularly in programs that support real-world experience and community engagement. I also researched Douglas College as a potential stepping stone, learning how its transfer pathways could serve as a bridge to a university if necessary. This investigation further solidified my confidence in SFU, as its programs cater directly to my aspirations without the need for additional transitions.

The Shared Umbrella Program and Personal Growth

In tandem with my university decision, I’ve been working on a project to develop a Shared Umbrella Program, inspired by global sustainability efforts. I’ve collaborated with organizations like United Way and received guidance from my school’s woodshop teacher, Mr. Huber, to design practical and affordable umbrella stands. This project has been both challenging and rewarding.
• Challenges Faced: Coordinating with external organizations and refining the prototype have been hurdles. Balancing this project with academic responsibilities has tested my time management skills.
• Proud Moments: I’m particularly proud of conceptualizing a program that promotes community sharing and sustainability. Having the opportunity to discuss my ideas with mentors, chefs, and other experts has been deeply inspiring.
• Support and Collaboration: I’ve sought advice from mentors and teachers who helped me explore cost-effective and high-quality resources for developing the project.

Although the Shared Umbrella Program is still in progress, I’m excited about its potential to create positive change in my community and my continued growth in collaborative problem-solving.

Personal Learning and Competency Development

This journey has helped me grow in multiple ways, particularly in Communication and Personal Awareness and Responsibility:
• Communication: I’ve learned to present my ideas clearly and confidently, whether in discussions with mentors or in written reflections. For example, sharing my vision for the umbrella stands with Mr. Huber required me to adapt my communication style to a practical, technical setting. I’ve also researched universities and communicated with current students to gather valuable insights, showcasing my ability to understand and share information effectively.
• Personal Awareness and Responsibility: I’ve become more aware of my strengths, values, and goals. Recognizing that affordability and sustainability are important to me, I’ve taken proactive steps to align my decisions with these values. This has strengthened my ability to advocate for myself and take ownership of my decisions.

Looking Ahead

Moving forward, I want to focus on completing the Shared Umbrella Program, refining my business plan, and continuing to advocate for sustainable practices in my community.

Choosing SFU/ Douglas College over UBC was not an easy decision, but it was the right one for me. It reflects my growth as a thinker and learner, as well as my commitment to balancing practicality with ambition. This experience has taught me that success isn’t about the label of a university—it’s about finding a path that aligns with who you are and what you stand for.

This semester in Anatomy and Physiology 12 has been an incredible journey. Through various labs and activities, I’ve developed my communication, thinking, and personal/social skills, and I’m proud to share my growth.

One of the highlights of the semester was the Protein Synthesis Role Play. By volunteering for this activity, I demonstrated my ability to take on roles and responsibilities in a group and work collaboratively with others. As I navigated this role-play, I realized that I can represent my learning and tell how it connects to my experiences. This experience not only boosted my confidence but also showed me the value of effective teamwork.

Another challenging yet rewarding experience was the Diffusion Sausage Lab. My lab partner and I faced some setbacks, but we persevered and worked together to overcome them. Through this process, I learned to recognize different points of view and disagree respectfully, and apply constructive strategies to navigate misunderstandings and conflicts. Our successful completion of the task was a testament to our effective communication and teamwork.

The Piggy Dissection lab was a fascinating experience that deepened my understanding of digestive systems. As I dissected the pig, I realized that I can analyze evidence to make judgments and reflect on my thinking. This hands-on experience allowed me to connect theoretical concepts to real-world applications.

Throughout the semester, In the Blood Typing Lab, I learned the process of blood typing and discovered my own blood type, also we have done sheep’s heart and brain dissection which was great experience for me.

In conclusion, this semester has been a transformative journey. I’ve grown not only in my knowledge of anatomy and physiology but also in my communication, thinking, and personal/social skills. I’m excited to see where these skills will take me in the future.

Collaboration🧪

In Lab 19c, my partner and I worked collaboratively to achieve our goals. Effective communication was key to our success. We divided tasks, shared responsibilities, and communicated regularly about our results and opinions.

During the lab, we demonstrated great collaboration. We took turns heating solutions, recording observations, and reading temperatures. This shared workload allowed us to complete the lab efficiently and even undertake additional tasks.

Our collaboration was characterized by open communication, mutual respect, and a willingness to share opinions and ideas. We worked constructively, and our effectiveness made the lab more enjoyable and resulted in greater learning.

This experience reinforced the importance of collaboration in achieving success. By working together, we can share perspectives, divide tasks, and learn from each other.

To genuinely comprehend the characters in Arthur Miller’s The Crucible, one can utilize Kohlberg’s moral framework as a means to help us grasp the motivations and influences of these characters. The three levels are pre-conventional, conventional, and post-conventional. These three stages typically unfold in this chronological order throughout an individual’s life, and often more than one stage is taken into account when behaviours manifest.

The play contains multiple examples that illustrate the pre-conventional level of moral development. The pre-conventional level occurs when an individual behaves in a way to obtain rewards or avoid punishment. To begin with, Abigail Williams, a fourteen-year-old girl, exhibits pre-conventional behaviour. This is evident when Hale remarks, “A needle was found stuck into [Abigail’s] belly.” Abigail pushes a needle into her belly, despite the severe pain, bleeding, and potential for infection that it could cause. Because she is attracted to John Proctor, a thirty-five-year-old married man with three children, she wants to remove Proctor’s wife, Elizabeth, to increase her chances of having John to herself. Abigail’s willingness to harm herself in an attempt to frame Elizabeth and eliminate her competition for John’s affection exemplifies pre-conventional moral reasoning, as she acts purely out of self-interest. Moreover, Danforth vividly portrays a person operating at the pre-conventional level, acting to avoid punishment and preserve his position of authority. He exemplifies this behaviour when he says, “[Ninety-one landholding farmers] should be summoned.” Danforth is willing to do anything to maintain and elevate his influence and power. He knows that if he were to admit his errors in judgment or alter his rulings on the matter of witchcraft, his authority would be undermined. Rather than risk his power and status, Danforth chooses to continue his harsh measures, reflecting the pre-conventional level where avoiding consequences and safeguarding personal interests take precedence over justice. The final example of pre-conventional behaviour is found in the character of Thomas Putnam. He displays this when Giles Corey says, “This man is killing his neighbours for their land!” Mr. Putnam, the wealthiest man in Salem, exploits the witch trials to acquire more land. When an individual’s property is up for sale due to accusations of witchcraft, the government does not divide the land into smaller pieces, making it affordable only for the wealthiest individuals like Putnam. Consequently, he is often the only one able to purchase substantial properties, such as Mr. Jacobs’s land. Putnam’s actions reveal his purely self-serving motives, as he uses the fear and chaos of the witch trials to expand his wealth, caring little for the well-being of his neighbour. In conclusion, these characters in The Crucible—Abigail Williams, Danforth, and Thomas Putnam—demonstrate behaviours that align with the pre-conventional level of moral development. Each character, driven by selfish motives, acts primarily to secure personal gain or avoid consequences, with little regard for ethical or societal standards. Through these characters, the play highlights the destructive power of self-interest when unchecked by moral responsibility.

The play presents several instances where characters embody the Conventional level of moral development. At the Conventional level, individuals take actions to fit in with societal expectations or a specific group. Initially, Ann Putnam exemplifies this Conventional behaviour. She demonstrates this when she says, “My babies always shrivelled in her hands.” Mrs. Putnam wants to place blame on others for her family’s misfortunes because it aligns with societal expectations and relieves her own feelings of guilt. By attributing her losses to another’s supposed actions, she conforms to the community’s tendency to look for scapegoats in times of distress.In addition, Mary Warren portrays a person who behaves in a way to fit into a group. She illustrates this level when John Proctor states, “[Mary] only pretended to faint, Your Excellency.” Influenced by the atmosphere in the court and the behaviour of others, Mary pretends to believe in witchcraft, spirits, and even faints to align with the group’s beliefs. Her actions are driven by a need for acceptance, a desire to gain power, and the safety that comes with conformity. Mary’s behaviour shows how deeply she values the security and approval that comes from conforming to the dominant group’s beliefs, even if it means lying or pretending. The final example of the second level of moral development is Elizabeth Proctor. She exemplifies this level when her husband, John Proctor, states, “In her life, [Elizabeth] never lied.” This reflects Elizabeth’s commitment to her religious values and her emphasis on honesty and integrity. She wants to be recognized as a good Christian woman and ultimately enter Heaven after her death. Elizabeth’s adherence to truthfulness is not only a reflection of her personal values but also a way to fulfill societal expectations of morality and virtue, aligning her behaviour with the community’s moral standards.

In conclusion, these characters—Ann Putnam, Mary Warren, and Elizabeth Proctor—demonstrate the Conventional level of moral development in The Crucible. Each character, driven by a need for acceptance or to meet societal expectations, behaves in ways that align with the group or community’s standards, often prioritizing conformity over personal beliefs or truth. Through these characters, the play reveals how the desire to belong or meet societal norms can influence behaviour, underscoring the powerful role of social conformity in moral development.

The play The Crucible provides numerous examples of characters displaying post-conventional moral development. At the post-conventional level, individuals act based on personal principles that transcend societal norms, rewards, or punishments. To commence, Abigail Williams exhibits post-conventional behaviour. She demonstrates this when Betty exclaims, “You drank blood, Abby!” Abigail disregards everything in her pursuit of her goal: being with Mr. Proctor and eliminating his wife. Her actions are driven solely by her personal desires and disregard for social or moral consequences, as she believes her end goal justifies any means. Moreover, Reverend Hale embodies a post-conventional personality, as he acts according to what he believes is right, without consideration for personal rewards or punishments. He illustrates this when he declares, “I denounce these proceedings, I quit this court.” Reverend Hale quits his role, an essential position within the court, because he believes the system is unjust. This decision reflects his commitment to his own moral code over his societal responsibilities and position of authority. By walking away, he challenges the corrupt court, showing that he values justice and integrity above his status and role. The final example of post-conventional morality is found in John Proctor. He demonstrates this level when he says, “I like not to spoil their names.” Although John understands the severe consequences of refusing to give names, he still denies doing so. He wishes to set a positive example for his children, preferring to die rather than betray innocent people to the ruthless court. Proctor’s refusal to implicate others, even at the cost of his own life, highlights his adherence to personal principles over societal pressure. He values integrity and is willing to sacrifice himself to avoid endangering others.

In The Crucible, Miller’s characters vividly illustrate the stages of moral development: pre-conventional, conventional, and post-conventional. Abigail Williams and Thomas Putnam act at a pre-conventional level, driven by self-interest and the desire to avoid consequences. Ann Putnam and Mary Warren demonstrate conventional reasoning, seeking safety and acceptance by conforming to societal expectations. In contrast, Reverend Hale and John Proctor reach a post-conventional level, making decisions based on personal integrity and ethical principles, regardless of societal norms. By portraying these different levels of moral reasoning, The Crucible highlights the enduring struggle between self-interest, societal pressure, and individual conscience, emphasizing the role of moral integrity in resisting injustice and influencing both personal and communal destinies.

To create a self-portrait in Desmos, I utilized various graphs to represent different features of my face. For instance, I employed circles (equation: (x-h)^2 + (y-k)^2 = r^2) to model my eyes and the small mole on the side of my lip, taking advantage of their circular shape and symmetry. Additionally, I used ellipses (equation: (x-h)^2/a^2 + (y-k)^2/b^2 = 1) to create the flowers, leveraging their symmetrical and elliptical shape.

I also utilized parabolas (equation: y = ax^2 + bx + c) to model my eyebrows and hair, as they possess a curved shape that can be accurately modeled with a quadratic function. Furthermore, I employed lines (equation: y = mx + b) to outline my facial features, as they are straight and can be effectively modeled with a linear function.

To add a touch of realism, I used radical equations to create my lashes, taking advantage of their curved shape. I also employed cosine and sine functions, along with their inverses, to generate my curly hair. Moreover, I utilized hyperbolas to form my neck, showcasing the versatility of Desmos in modeling various shapes.

When selecting functions to represent different features of my face, I considered the shape and symmetry of each feature. I chose circles for their circular shape and symmetry, ellipses for their symmetrical and elliptical shape, parabolas for their curved shape, and lines for their straight shape.

I selected these functions based on their ability to accurately model the shape and symmetry of each feature, as well as their ease of use in Desmos. By combining these functions, I created a detailed and accurate self-portrait, demonstrating my understanding of mathematical concepts and their practical applications.

In this project, I explored the use of various graphs to represent real-world objects, analyzed the symmetry and shape of facial features, and applied mathematical ideas to create a self-portrait. I utilized reason and technology to select appropriate functions and model my face, showcasing my understanding of mathematical concepts and their practical applications.

I was able to enhance my self-portrait by experimenting with different colors, line styles (such as dashes and dots), and even animating certain features using Desmos’ built-in animation tool. Furthermore, I discovered how to create a degree sign in Desmos using “btheta” and applied that function in animation mode, pushing the boundaries of what is possible in Desmos.

Throughout this semester, I have undergone a transformative journey, broadening my understanding and perspective on First Nations people and their rich cultures. Our coursework has dispelled stereotypes and misconceptions, replacing them with profound appreciation and respect.One significant shift in my perspective is the recognition of the diversity and individuality within First Nations communities. I no longer view Indigenous peoples as a homogeneous group but rather as distinct nations with unique traditions, beliefs, and experiences. We explored the histories and struggles of various regions, including the impact of European settlement, the Indian Act, residential schools, and the reserve system. These lessons have instilled in me a deeper empathy and understanding of the historical trauma that continues to affect First Nations communities.The course has also helped me appreciate the significance of land and nature in Indigenous cultures. I have come to understand the intricate relationships between the land, spirituality, and daily life in First Nations communities. Additionally, I have developed an appreciation for Indigenous art forms like soapstone carvings and the diverse storytelling traditions.Moreover, our examination of First Nations representation in the media has made me more critical of perpetuated stereotypes and biases. I now recognize the importance of authentic representation and the need to amplify Indigenous voices.This course has not only expanded my knowledge but also encouraged self-reflection. I have come to realize the importance of actively listening to and learning from Indigenous perspectives, acknowledging the historical injustices, and supporting reconciliation efforts.In terms of the core competencies under the personal and social section, I have developed a deeper understanding of Positive Personal and Cultural Identity. I have come to appreciate the factors that contribute to a healthy sense of self, including cultural awareness, understanding, and appreciation. My newfound understanding has fostered a more positive and inclusive personal and cultural identity.Overall, this course has been a life-changing experience, challenging my assumptions and broadening my perspective on First Nations people and their cultures. I am committed to continuing this journey, deepening my understanding, and advocating for reconciliation and inclusivity.

social awareness/responsibility✨🧪

Curricular Competency:

A titration is a fundamental laboratory technique used to determine the concentration of a solution by reacting it with a solution of known concentration. In this lab, we utilized titration to determine the concentration of hydrochloric acid (HCl) by reacting it with a standardized solution of sodium hydroxide (NaOH). The endpoint or equivalence point of a titration is the point at which the reaction is complete, and the amount of NaOH added is equivalent to the amount of HCl present. The endpoint was indicated by the color change of the indicator phenolphthalein from colourless to pink, signaling the completion of the reaction. Our results showed that 12.05 mL of 0.100 M NaOH was required to neutralize 10.00 mL of HCl, indicating a concentration of 0.1205 M HCl.

Core Competency Reflection:

Reflecting on this lab experience, I realized the importance of personal awareness and responsibility in achieving my goals. To manage my wellbeing and stay focused during the lab, I employed strategies such as staying organized, and seeking help when needed. I set specific goals for myself, such as accurately measuring the volumes and observing the color change carefully. By advocating for myself and taking ownership of my learning, I was able to stay on track and achieve my goals. Additionally, I recognized the value of self-reflection and assessment, as it allowed me to identify areas for improvement and develop strategies to address them. One area for improvement for next time would be to double-check all my calculations and results to ensure accuracy and precision. Furthermore, I realized the importance of effective communication and collaboration with my peers, as it enhanced our overall understanding and learning experience. Overall, this experience taught me the value of self-awareness, responsibility, attention to detail, and effective communication in achieving success in my learning endeavors. In addition to that I learned how to read the measurements and work with pipette and bursted, also I learned how to add dropwise, half drops, full drops and other useful techniques.By reflecting on my experiences and identifying areas for improvement, I can continue to grow and develop as a learner and achieve my goals.😃💗

Precalculus 12:))

This semester, I enjoyed the teamwork aspect, which allowed me to take on a leadership role. Although my group members weren’t interested in collaborative math problem-solving, they brought unique skills and perspectives to the table. I recognized the value of their contributions and made sure to give each member a chance to participate and share their thoughts. I communicated respectfully, offered support, and encouraged them to try their best, even when faced with unfamiliar challenges. When tackling tough questions, I guided them to make the material more accessible and employed constructive strategies to overcome misunderstandings and struggles. As an active participant and listener, I valued my team members’ efforts and skills. I demonstrated my commitment to our shared goals by adapting to different roles as needed.

In this class, I have learned and developed new skills, for example, different types and techniques for cutting like Mice, Julienne, Small Dice, Large Dice, Medium Dice, and Rondelle. I have acquired knowledge about food safety, hazard symbols, cleaning, organizing, and synthesizing kitchen areas, and kitchen storage. Also, I am aware of what should I do in an emergency situation.

Why knife skill is an important skill?

_Knife skills are crucial in the culinary world for several reasons. Firstly, they enhance efficiency and speed in food preparation. A skilled chef with precise knife techniques can effortlessly slice, dice, and chop ingredients, saving valuable time in the kitchen. Secondly, proper knife skills ensure consistency in the size and shape of food pieces, leading to evenly cooked dishes and a balanced presentation. Additionally, good knife skills promote safety by reducing the risk of accidents and injuries. With a mastery of knife skills, chefs can navigate through intricate techniques with control and precision, elevating the quality of their culinary creations. Overall, honing knife skills is essential for culinary professionals, offering improved efficiency, consistency, safety, and elevated culinary craftsmanship.