Why do events happen, and what are their impacts?

I think the question Why do events happen, and what are their impacts? is the most significant question to study for the remainder of the school year. The second part of the question is the most important, what are their impacts? The impacts of events are why we study them, for example, the first world war. That war caused a massive amount of destruction and death. We needed to learn about the consequences of our actions, people from that time said that war was “the war to end all wars”. They thought the destruction that war caused would teach us to stop fighting, to stop killing each other. Now, going back to the start of the question, Why do events happen? Events happen because of other events. After the Great War (World War 1), Germany was punished. The world made them weak so they could not fight again, their economy crashed, unemployment rose and their army was banned. Germany was like this for twenty years. Next, the country gained willpower, they wanted to be strong, they didn’t want to be a weak country anymore. Then came Adolf Hitler, he saw this as an opportunity and promised the German people a strong and powerful Germany. He said the Germans were the strongest people and said they must get rid of the immigrants that dilute their country. He recreated their army and went off to start the second world war. The first world war caused the second world war. These two historical events caused the most impact on our world in the last century, and are a prime piece of evidence to my point. In order to properly learn the consequences of historical events, we need to understand the question, Why do events happen, and what are their impacts?

INDEPTH Week 5 post

Sadly, I have not found a mentor yet. I’ve sent out countless emails, phone calls, follow ups and some asking in person, but nothing has gotten me a mentor… until yesterday. At the start of the week, I sent out an email to everyone in the technology department of Centennial Secondary. Their website is very useless, and only states the names of each teacher, not what they teach. My email bounced back for three out of the seven I emailed, I didn’t know what happened. I got a response the same day! Here is the email I received:

Mon 2/12/2018 10:37 PM

To: 125S-Zawadzki, Rowan;Huber, Brandon;Peterson, Keith;Pope, Shane;Kent, Jeremy

Hello Rowan,

I currently teach drafting, design, digital animation, and computer programming. While I’m well versed in 3D printing and a drone enthusiast, my knowledge of electronics and robotics is extremely limited.  I’m just happy when I power things up and I don’t release the magical smoke.

Your contact list for the tech ed department is also a little dated.  Phil Johnston, Rob Sabo, and Chad Hipwell no longer teach in SD43 so I’m guessing you got a bounce back for their e-mails.

Brandon Huber specializes in woodshop related courses and Keith Peterson specializes in Metal related courses.  I’m not sure how strong their robotics knowledge or comfort level is.

Our current robotics teacher is Jeremy Kent but this is his first year teaching robotics.  I will forward this e-mail to him but I know he is already very busy with a whole load of new teaching preps.

Maybe Shane Pope has some expertise/interest? …I’m not sure, so I’ll leave that up to him to respond.

Good luck in your quest for robotics mentorship.

Lisa Mulzet

Mrs. Mulzet was a great help for me and she got me in contact with the present Centennial robotics teacher, Mr. Jeremy Kent. We’ve been exchanging emails for the past few days and I think he is going to be my mentor, which is uplifting. So that is my progress on securing a mentor so far. Although, not having a mentor hasn’t kept me back from learning. I now have a general understanding of robotics, from researching blogs/vlogs of people building robots, youtube videos, and other electronic websites. I have also found a robotic arm that somebody has built and shared online, I hope to build something similar in the near future. You can read about it here: http://www.instructables.com/id/4-Axis-Robot-Arm-DIY/ . I’ve also found something to help me with the programming/electronics of my robot called Arduino. Arduino is a company based on electronics, very similar to Raspberry Pi. I can buy a circuit board that is capable of controlling my robot. I can plug the circuit to my computer via USB and use my computer to code and control my robot, like the movies! I can’t wait to start creating!

  1. What learning challenges emerged?

My main challenge is not being able to meet with a mentor. IN-DEPTH has been tough without a mentor since the whole project is based on mentorship. I’ve been learning quite well on my own but I feel like I could learn so much more if I could meet with a mentor. Also, these blog posts have been hard to write since all of the questions have been based on meetings with your mentors.

IN DEPTH blog post 2

As I am researching the field of robotics, the more I learn, the deeper I dwell, the more interested I get. As for my progress so far, I have done lots of research and am very familiar with the subject. Although, securing a mentor has been tricky. I’ve sent out emails to a robotics company, a Charles Best school teacher, a couple groups and an organization for the past few weeks but have only received let-downs. I still have many more ideas on where to find a mentor, and will keep pursuing them until I have secured one. So far I have emailed about 5 people. I am also going to start talking to teachers and family who are in similar fields to robotics and see if they have any friends or colleagues that are in the field of robotics. I hope to get a mentor soon.

Lazy Poem

Love

verbal

fighting

trickery

fix

everything

perception

changed

manipulated

feelings

forgiveness

resolution

flower

power

MSND Blog post #1

In William Shakespeare’s A Midsummer Night’s Dream we see that our emotions often influence our perceptions of the world around us when Helena follows Demetrius into the woods and also when some of the characters fall under the power of the magic flower. Helena follows Demetrius into the forest because she’s in love with him. She ignores his disrespect and threats telling her to go home because she wants him back. When Demetrius says “Do I entice you? do I speak you fair? / Or, rather, do I not in plainest truth / Tell you, I do not, nor I cannot love you?”.(2.1.199-201) Then Helena’s reply: “And even for that do I love you the more / […]spurn me, strike me / Neglect me, lose me; only give me leave, / Unworthy as I am, to follow you.”(2.1.202,205-207) Demetrius says that he doesn’t love Helena, but she replies with saying that she will love him no matter how horrible he can treat her. Her love for Demetrius is drowning her self-respect. She gives all her love to Demetrius and spares none for herself, Demetrius gives all his love to Hermia and spares figuratively no respect for Helena. My next point is that power of the flower can reshape the character’s worlds by changing their emotions. When Puck drops the liquid of the flower into Lysander’s eye, and he wakes up to Helena and immediately falls madly in love with her. Even though he had a plan to marry Hermia in the next day or so. He states this by saying: “Not Hermia but Helena I love”.(2.2.113) Lysander’s new emotions outweigh his feelings for Hermia. This flower changed him greatly, and uses the power of emotions to change others, like Oberon said to Puck, “And with the juice of this I’ll streak her eyes, / And make her full of hateful fantasies.”.(2.1.257-258) Oberon says he’ll use the flower to manipulate and distract Titania so he can take the halfling boy. This demonstrates the power of the flower and what emotions can do to a being.

IN DEPTH blog post #1, ‘Intro’

For my In Depth project, I will be exploring the field of robotics. Robotics is playing a huge part of our future, almost everything we use has been somewhat to mostly to fully made by robots, like our electronics, clothes (zippers and such), cars, and writing utilities. I have always been interested in robotics and similar fields but never got around to going ‘in-depth’ with robotics. I am very excited to dive into robotics and learn everything I can about the topic. I have learned about similar fields, but now I’m going to tackle the largest one, robotics.

ZIP Document of Learning #4

For my forth Document of learning, I will talk about what I have to present for ZIP. So far, I have an interactive story (I talked about this in my last document of learning) and am working on a Pecha Kucha inspired video. In the video, I will be talking about three points that make a good interactive story. I will also edit in pictures as I talk. So far, I have written my script, recorded an audio file of me reading it and edited the sound portion of my video. After my video is done, I will have around seven minutes for my presentation and will be finished my ZIP project! Just in case, I will prepare an extra component so that if my main presentation is not long enough, I will have a backup plan. I predict I have another two hours of work for ZIP which will include finding images online to incorporate into my video and making another small component.

ZIP Document of Learning three

For my third document of learning, I will write about what I am presenting for my main assignment of ZIP. I have decided to write an interactive story which I will read out loud to the class. The story is about a New Years party your friend invited you to, and some pretty wild situations occur. The class will have to choose what the main character will do in these situations by walking to either the ‘A’ or ‘B’ side of the classroom. The side with the window would be B and the side with the door to the hallway would be A. Each choice will consist of an ‘A)’ answer and a ‘B)’ answer, like this:

Will you take the red pill or the blue pill?

A) Red Pill or B) Blue Pill

Although, I won’t get to sneak this reference in my actual story. I am in the editing stages now. Before I read my story, I will introduce the concept and definitions of Interactive stories. After, I will explain in a video what I think makes a good interactive story and good/bad examples of these concepts.

(ZIP) Document of learning #2

I will answer my own question for my second document of learning, what is a specific set of skills that you hope to expand on / learn as you continue this assignment. How are you currently learning this skill?
I hope to learn how to create an interactive story. As well as find an appropriate program, I hope to find out how to make one engaging, interactive and interesting. Also, I will like to expand my basic Javascript and CSS programming skills to make my stories have special sounds, pictures, and other cool add-ons to make them more engaging. So far, I have found a great program called Twine 2.0. Twine is easy to use but allows the writer to add CSS and Javascript, meaning the possibilities end at the computer’s computing power. I am watching a 28-part series on how to use Twine, the tutorials are well laid-out and efficient. I am also reading various interactive stories from different genres, including horror, action, adventure, and suspense. I am noting what I liked, disliked and what I have found interesting. My favorite story I read so far is Capsule by someone who calls themself PaperBlurt. Capsule takes place on a humongous ship holding earth’s population in cryosleep headed towards a wormhole, seeking a habitable planet. You are someone called a Sandman. You are in charge of piloting the ship for eight years after Sandman #12 wakes you up. Like the other 12 Sandman, after you put the previous Sandman back into cryosleep, you are alone for the next eight years, or so you think… I read this story and my ending was not what I hoped. I did not make the right choice of locking myself into a cockpit without anything to keep me from going insane.

PTI Indian Current Events Connections

Article Name: Truth and Education: For First Nations, Metis and Inuit Students to find Academic Success, Schools need to Rework their Programs, Curricula and Campus Cultures.

Authors: Maclean’s Magazine

Publication: Gale’s Global Issues in context

Date Published: November 2017

Date Read: 12/13/17

Thesis

This article’s main point is that schools need to update their teaching ways to appeal to First Nations learners.

Article:

There is a “solid effort by a lot of postsecondary institutions not only to make their campuses more welcoming for Indigenous students but to tackle the challenging question of how to bring in Indigenous perspectives, world views and knowledge,”

How it relates:

This evidence relates to updating teaching ways because it talks about post secondary schools already updating their teaching.

Article Evidence:

“Only 9.8 per cent of 25-to-64-year-olds who self-identify as Indigenous had a university degree in 2011 compared to 26 per cent for non-Indigenous people in the same age bracket, according to Statistics Canada,”.

How it relates:

This evidence states why schools need to tweak their teaching. You can see by these statistics that non-Indigenous people have a better chance having a university degree. The article is stating that the reason for this is because the teaching ways of education are not focused enough on Indigenous people.

Novel Evidence:

You’ll be the first one to ever leave the res this way,”.

How Evidence relates to Current Event

This evidence is talking about Junior leaving the rez, more specifically him being the first to leave. The article starts out by talking about “Marcus Scherer, the first in his First Nations family to graduate from high school, will soon have a university degree, too.”

What do we learn?

We learn that Junior will probably be the first in his family to go to postsecondary education, like Marcus. We also learn that these types of stories are still happening for Indigenous families, when they shouldn’t be.

Novel Evidence #2

I deserved to get smashed in the face for what I’ve done to Indians.”

How Novel Evidence relates to article

This evidence is from when Mr. P is talking to junior about how he’s done horrible and unfair things to Indians. The article explains how schools need to keep changing because of the discrimination against First Nations. Of course, the discrimination and unfairness against First Nations are not as bad as Junior’s time but still needs to minimize.

What do we learn?

We learn that education for First Nations was discrimination and unfair in Junior’s time. We also learn that these problems still exist, they are just not as threatening.