CHESS

This is my 2nd Action Project for my elective course, RPG. In this course we will be studying about 3D printers. In order to complete this project, I had to studied about 3D printer and know to to use them. I also learned how to fix it if it gets jammed. For this Action Project the class choose do print chess peaces. We had to make a power point that showed the process of making them, a venn diagram, and a lot of other things. The thing that I am most proud of was making the PowerPoint and finding the research. Something that was hard for me was looking for a making the cardboard version of the king chess peace. Please learn more about the chess project down below. 

Like an Animal

This is my 2nd Action Project for my elective course, Biomimicry. In this course we will be studying about animals and their habitats. In order to complete this project, I had to studied about animals and what they do in their habitat. I also learned how overall an animal can survive in the wild by maybe hiding in the trees. For this Action Project I chose my two animals to be a ape and an eagle. We had to make a power point that showed the design of two animals to have some of the same things in them in a house. The thing that I am most proud of was making the PowerPoint and finding the research. Something that was hard for me was looking for a picture of the animals and drawing them. Please learn more about the my two animals and my house design down below. 

AA, Poster Like an animal Biomimicry. (2015.)

PLANTS AND HUMANS

This is my first Action Project for my elective course, Biomimicry. In this course we will be studying nature and how it relates to humans. In order to complete this project, I had to studied plants and its habitats. I also learned how overall the plant can solve a problem that is in the world and how the plant will fix it. For this Action Project I chose my plant to be a Giant Dioon and the problem that I wanted it to solve was to create warmth and cold without using energy. We had to make a power point that showed the plant's name, its characteristics, and a design that I made. The thing that I did really well was making the power point and finding the research. Something that was for me was looking for a picture of the plant and drawing it. I am proud of how my power point turned out. Please learn more about the plant I chose and my design down below. 

TWO LETTERS

This is my first Action Project for my elective course, Rapid Prototyping. In this course we will be studying electronic machines. In order to complete this project, I had to use a Camio and do it by hand cut the paper. I also learned how overall the which is better by machine or hand. For this Action Project I chose to do by hand first since it would be the hardest. My two letters are a and F. We had to make a power point that showed the what letters we did how we did it and compare both of them. The thing that I did really well was making the power point and finding the research. Something that was for me was spray painting the a because it was windy out side. I am proud of how my power point turned out. Please learn more about the plant I chose and my design down below. 

Kansas

This course is Water or H2O, the project is making a a power point about a city we had to choose. The thing that I did really well is making the power point and finding the research. Something that is did wrong was looking at the wrong places for my research. Something I am proud of this my whole power point.

Boxing

For my project for self-defense we were studying boxing. For my part I am going to do boxing. The purpose of this video was to teach people one of the thing that we learned and the students will be the teachers. The video was two parts blocking and punching. I learned that by using these I can protect my self and I know know if someone will attacked me or not. The part of this project that was the most challenging getting the blocking down perfectly. The thing I am most proud of is the whole video.

Master Learners: The Boxing Edition from GCE Lab School on Vimeo.

HIV/AIDS

    For my project for MDGs we were studying about the MDGs 6-8. I wrote my essay on MDG 6, which is to combat HIV/AIDS. The purpose of this essay was to influence someone to take action about HIV. I learned that HIV cannot be passed on by touching someone, but is passed on by unsafe sex. The part of this project that was the most challenging was trying to find examples of a country doing well with HIV. Uganda was having a big problem, but has found a way to improve. The thing I am most proud of is my picture and whom I chose to draw. The part that I loved about this is trying to find ways to spread the word for preventing HIV. The thing that was most interesting to me was that young men are the highest percent of people who are HIV positive. I learned that many people and countries are trying to cope with HIV I also learned that a lot of countries won’t even talk about people having HIV/AIDS and they won’t allow their country to have an open discussion because they are scared.

AA, Magic Johnson HIV. (2015.)

     “When the millennium development goals (MDGs) were devised, AIDS, Malaria and Tuberculosis killed approximately 6 million people each year. World leaders felt it was imperative to have a goal dedicated to tackling this deadly trio” (Kironde). This means that every year 6 million people die from a disease. Some people are afraid to undergo medical tests especially when they know they are at risk of HIV. An examination of spirituality, acceptance and emotional support from the family and relatives will help them overcome this fear. How is HIV spread throughout the world?

When it was 1981 a very recognized syndrome was created. Many people think that HIV can get passed to people by touching them but it can’t. “Since its discovery, AIDS has caused an estimated 36 million deaths worldwide. In 2013 it resulted in about 1.34 million deaths.” This means that since the thing was created over 36 million people died worldwide of a disease. “HIV/AIDS has had a great impact on society, both as an illness and as a source of discrimination.” Even since HIV and or AIDS was founded it impacted society because it was a disease.

Uganda is doing really well with the disease. “Traditionally the government, supported by its international partners as well as local non-government organizations and the community has borne the brunt of the costs of containing the epidemic in Uganda.” This means that the government and the non-government both supported the costs of containing the epidemic in Uganda. In South Africa, AIDS is a great problem. South Africa is developing its options to tackle HIV/Aids over next 20 years. HIV/AIDS has had devastating impacts in many other countries, Uganda in particular. However, Uganda is depicted as one of the most successful countries in fighting HIV/AIDS. “Uganda's success story is attributed to the open general environment which allows open discussions surrounding HIV/AIDS when other countries, such as South Africa and Kenya, denied the existence of the disease in their countries.” (Result). This means that the country made a decision that they want to talk about it. In Uganda they built social capital, this means building the community with conversations. They had people in the community and all of the non profits talk to each other about their experiences with AIDS. They reduced being promiscuous and wife sharing by 90%. This should help reduce HIV. These safe sex techniques in Uganda are important because “The HIV/AIDS epidemic is likely to remain the pre-eminent global health concern for the foreseeable future.” This means that the diseases are still going to be a trouble in the future.

Perhaps we can learn from Uganda in the US. The Uganda model showed us that open discussion works. Young men are the highest percent the group in the growing in the US, But young women are most likely to become HIV positive when there is unsafe sex. We need to apply the model of open discussion with schools, friends and families. In Uganda all of the police, judges, medical professionals, non profits, all professionals helping with AIDS talked together and held community meetings with families. Individuals can take action by being nice to the people who have HIV and by having meetings where everyone learns how not to pass HIV. While we try to find a cure we can help people know about the disease. One way to help is to be open with education and prevention on social medias. People talk about this and can help each other find ways to prevent the spread of the disease not only in schools but in discussions about safe sex with their families and in the community. They can find a cure but that might not happen in time for young people today, so young people need to know how to be safe. Young people and their friends and family could also read more about HIV and have open discussions. In the US we talk about this in schools, but we need the community to agree to involve everyone, the family, the government and other organizations, All political parties have to agree to do these discussions. More education in schools, community campaigns, social media and media posters can go a long way to helping everyone learn to prevent the sharing of HIV between young people.

How can you help to prevent and find a cure for HIV? The progress that was made is that now we can help people continue to receive support and be friends with their old friends since they have HIV. People think that it can get passed by touching a person but that is not the case and everyone needs to learn how the disease is spread and how to prevent the spread. It is spread by having unsafe sex. I hope this is not true, but if there is no cure for this in my lifetime, we have to learn to prevent, be kind and have all friends and family members support those with HIV. We must help the people who have it and we must try to stop other young people from getting it. HIV cheats young people out of family, friends, jobs and joining their community.

Works Cited

Kabeba, Roberts and Jamil, Ishtiaq. “Addressing HIV/AIDS Challenges in Uganda: does social capital generation by NGOs matter? Sahara Journal of Social Aspects of HI/AIDS. 2011. Web. 22 Oct. 2015.


Kironde, Samson, and John Lukwago. "Corporate Response to the HIV/AIDS Epidemic in Uganda - Time for a Paradigm Shift?" African Health Sciences. Makerere Medical School. Web. 17 Oct. 2015.

"Result Filters." National Center for Biotechnology Information. U.S. National Library of Medicine. Web. 23 Oct. 2015.

"We Can End Poverty." Web. 17 Oct. 2015.

"What Is the Millennium Development Goal on HIV and Malaria All About?" Piyal Adhikary/EPA, 2010. Web. 17 Oct. 2015.

Wikipedia. Wikimedia Foundation. Web. 17 Oct. 2015.

Gender Equality

For my project for MDGs we were studying about Gender equality in the world. There are many places where a women should not be alone but there are also other places where they can be alone and safe. The purpose of this essay was to say where a woman can go and not be safe. We had to use US and another country that also has gender equality in it. I learned that many people think that some women are just objects. The part of this project that was the most challenging was trying to find another country that is like the US for gender equality. The thing I am most proud of is that not all the people in the US think women are just objects.

AA, Goodman Theatre Disgraced. (2015.)

Where is the best place in the world for women to live? In reality, there is no good answer. There are some better places. A lot more dangerous places. It really depends on where you are and if the women are comfortable. If the society just accepts that all women are not objects, the world would be a better place. Gender inequality also known as gender stratification, “is the unequal distribution of a society’s wealth, power, and privilege between females" (Best and Worst States for Women's Equality).

In the U.S. before the 19th amendment was passed women were not able to vote. They could not do a lot of things. Even though they vote they still cannot do many things. Gender is separated into two groups -- male and female. When the 19th Amendment was passed, women were granted the right to vote in the U.S. Even though the 19th Amendment passed, there are still many things that women can’t do in the U.S. that men can. According to the Center for American Progress, women “are only 14.6 percent of executive officers” (Best and Worst). If more women are given opportunities to have leadership roles, other women will be encouraged to work in those fields. If more women are leaders, they will be taken more seriously and get more jobs.

Norway is one of the best places for women to live. According to the Huffington Post, "Norway is as often as possible relegated as one of the best and most proportional countries to live on the planet” (Women, Work and the Economy). Norway gives women equal pay when they do the same jobs as men. In 1978, Norway passed the Gender Equality Act which changed the way that women were represented in the public sector. They did it that way before US passed the 19th amendment.

Is Norway better or worse than the US in gender equality? Both of the countries are having trouble with gender equality. They are some of the best places for a woman to be in. The U.S. still struggles with achieving gender equality, while Norway has taken many steps to promote gender equality.

In the US women's rights made it this far since the time that the nineteenth amendment was passed. In any case, regardless of this progression, gender equality in the United States continues persisting in various structures. Norway has been an unmistakable leader for women. Even though the U.S. still struggles with gender equality, it is making progress towards improving. The U.S. can learn from countries like Norway that already have gender equality in place.

WORKS CITED 

2015's Best and Worst States for Women's Equality."WalletHub. Web. 1 Oct. 2015.

Gender Equality In Norway - Progressive Policies And Major Challenges." Brother Elisabeth Mona Elisabeth The Huffington Post. Web. 2 Oct. 2015.

Water Filter

This course is Water or H2O, the project is making a water filter to turn dirty water into clean water and if it did not work why. The thing that I did really well is making the water filter because I have already made one for another project so I just used the same things. Something that is did wrong I pressed the bottle to hard and all the water turned black because there was coal and I guess when I pressed it some of the things I used fell to the bottom of the water filter. I overcame that by rinsing out the water and waiting for it to go through a cycle twice and then testing it again.

Data	Visual Observations	Measured amount	pH Test 1	pH Test 2	Average pH
Before filtration:	translucent	200mL	7.2	7.3	7.25 (a)
After 1st pass:	dark	150mL	7.0	7.1	7.05 (b)
After 2nd pass:	translucent	100mL	7.1	67.0	7.05 (c)
After 3rd pass:	translucent/ Black	50mL	7.1	7.1	7.1 (d)

Materials:

• A large bucket of water obtained by Lake water
• B. Untreated Water (Sample 1)
• 1 14oz clear plastic PET bottle with cap
• C. Sand/Gravel/Charcoal/Chlorine Dioxide Filter (Sample 2)
• 1 14oz clear plastic PET bottle with cap
• 18oz of common sand
• 18oz of gravel
• 8oz of activated carbon charcoal
• Water collector
• Digital pH meter
• 2 x 200mL beakers
• Over 1000mL contaminated water
• 10mL 7.0 calibration fluid

0_________________________________7__d__c,b___a_____________________________14


My water filter design is you put water in the top and the water comes through the sand, gravel, and coal. I choose this because I have done something like this a couple years ago. And the water taste good for this water filter. My water filter works because the water goes through the bottle the sand, gravel, coal, sand, and gravel. It works by the water going through the water bottle and it drips into clean water. My water filter is the same as the ground water because it could be bad or you or good. It is different because my water is much safer to drink than ground water.

Yes it did change between 7.0, 7.1, 7.2 and 7.3. It varied the most was 7.3 the least was 7.0.
My hypothesis was if I use common, inexpensive materials readily available anywhere in the world, then I should be able to construct an effective water filter for use in areas where drinkable fresh water is scarce. To test this hypothesis, I constructed two simple, inexpensive water filter systems using one proven methods for purifying small quantities of water. There is a growing shortage of drinkable fresh water in the world. In the Third World there is a great need for people to have affordable water filters. The purpose of this study is to compare the effectiveness of two different inexpensive types of water filters.
My hypothesis was partially supported by the data:
1. The pH levels of water from my two filtration methods were brought into the SAFE zone

The relationship between my water and the groundwater was that my water was a pH of 7.2 and the groundwater is of 8.2. Both of the water was dark and dirty. My water was clear but when I pulled it out it turned black.My water represents the filtration process by filtering it in one of the cycles.

• Before 7.25
• After 7.1
• Change 0.15
• -log x =0.15
• or
• 10^0.15
• x= 1.91253754462

Before and after it was the same it was Acidic both before and after both of them were a 7.

LAB REPORT
Procedure
I will test water from Samples 1, 2 & 3 for purity in 2 different ways:

1. Gathering Samples
2.  From the source water, I will make three samples.

Sample 1

•  Remains unfiltered
•  Store in a capped 14oz clear plastic PET bottle
• Test for chemical content using water strips

Sample 2

1. Gather sand, gravel, charcoal, chlorine dioxide in the prescribed amounts
2. Cut the bottom 2 inches off of 32oz clear plastic water bottle
3.  With the cap on the bottle, put a small piece of cloth at the bottom of the bottom of the bottle
4. Remove the cap
5. Pour the prescribed ingredients into the open bottle in the following order from bottom to top

• gravel
• sand
• charcoal
• sand
• gravel

 Pour water from the source water into the sand/gravel/charcoal/charcoal filter
Collect water that trickles out of the filter in the water collector in a 14oz clear plastic PET bottle

My hypothesis was if I use common, inexpensive materials readily available anywhere in the world, then I should be able to construct an effective water filter for use in areas where drinkable fresh water is scarce. To test this hypothesis, I constructed two simple, inexpensive water filter systems using two proven methods for purifying small quantities of water.

My hypothesis was partially supported by the data:

1. The pH levels of water from my two filtration methods were brought into the SAFE zone
2. My water filtration methods were not able to remove Total Coliform – an indicator of fecal bacterial contamination in water. This might have happened because:
1. The gravel/sand/charcoal/chlorine dioxide filter used for Sample #2 did not contain enough filtration material to remove all of the contaminants.
2. The information I learned in this experiment can help me in the “real world” because I discovered that while drinkable water can be obtained with simple, easy to make water filters the methods used must be carefully constructed to deliver the proper results.
3. I would like to learn more about this subject because the supply of drinkable water around the world is becoming lower each year due to climate change, population growth and improper water usage. I want to help reverse this trend.

AA. Water Filter. (2015)

Works Cited 

De Villiers, Mara. "Water The Fate of Our Most Precious Resource" MA: Houghton Milflin, 2001.

Homme, Prud, Alex. "The Ripple Effect the Fate of Freshwater N the Twenty-firsty Century." New York, NY:: Scribrer, 2011.

Keinath M., Thomas. "Water." World Book Millennium 2000. Vol. Vol 2. USA: World Book Encyclopdia, 2000.

Pearce, Fred. "Keepers of the Spring. Reclaiming Our Water in an Age of Globalization" USA: Island Press, 2004. 

Pielou, E.C. "Fresh Water" USA: University of Chicago Press, 2000.

French blog of my time in France.

When I was in France I went to a French camp. I stayed at an apartment my family rented for 1 month. I have 3 videos and I wrote about what I did in the camp. Click on this link to see my journal. This video contains footage from the three times the class went on a field trip.
We went to a TinTin museum for the first week. The 2nd we went to an art museum. The 3rd week is the Catacombs in Paris.

The Life of Tin-Tin from GCE Lab School on Vimeo.

Ensuring That Kids Have An Education

         For my project for MDGs we were studying about humanity and Maslow's Hierarchy of Needs. Access to education should be considered a right because it fulfills one of the levels on Maslow’s Hierarchy of Needs. The purpose of this essay was to say if kids education should count as a right. I learned that many people want to go to school but can't because of money. The part of this project that was the most challenging was trying to find ways to help children so they can go to school. The thing I am most proud of is the ways I found out how to help children. 

AA, The Skylight In GCE Lab School, (2015.)

      “The goal of a human rights-based approach to education is simple: to assure every child a quality education that respects and promotes her or his right to dignity and optimum development” (United Nations Human Rights). Every child means full inclusion of children with disabilities. According to Human Rights Education in Primary and Secondary School Systems, “approximately 80 percent of the world’s disabled population lives in developing countries.” (United Nations Human Rights.) Ensuring that all children complete school should count as a human right.

           Inclusion in a regular school builds up the kids’ confidence. Confidence relates to one of Maslow's needs called esteem. Maslow’s needs is a triangle of five things that you need to accomplish in order to live you life fully. If you don’t go to school you can still get some jobs, but the ones that are interesting and that pay a lot of money won’t accept you. If you get a job where you don’t get a lot of money because you did not go to school you will have to have a lot of jobs. When children with disabilities are included all students self-esteem is increased because everyone develops a better understanding of themselves and others. Without achievement or good job offers you won't have good self-esteem.You will have to ask friends for money if you can’t pay for rent or food. You also might have to live in a friend's basement since you can’t get a lot of jobs. This will mean you have more difficulty achieve earning the respect of others. If disabled kids are not included in the other kids education they will not have the same opportunity for respect from others.

        In fact everyone should have a good education so they can have an opportunity for an interesting and challenging job. Lots of good jobs want you to of graduate school high school and college. If you don’t have an education you may think you might not know how to use a computer or read you might also think biting is good to do because they might not know what is right or wrong. Can may act like an animal Because they might not know how to act. None of the jobs would want to hire you. So that is why it is good to have an education. Early childhood education that includes everyone will eventually increase earnings and create jobs for all around the world.

          "There are many ways to achieve giving everyone access to primary education." As a matter of fact my idea on how to give everyone an education is if you can’t afford it you can get a certain amount of years for school for free and services for disabled students need to be free in all schools. By including everyone you can increase achievement. When every student has an individual learning plan, both disabled students and gifted students everyone will achieve more. Equal access to education can be fulfilled.... by a school being built just for the people who have a disability It will be for anyone who wants to go to a normal school but does not have the money. The school can be anywhere where many people who can’t afford it live.This is a way how we can fulfill all children to have a good education.

          Access to education should be considered a right because if fulfills one of Maslow’s hierarchy of needs. If child education is considered a right, then everyone can have a good job. Everyone should have an education if you can’t afford it you can get a certain amount of years for school for free. This is why i think child education should count as a right. Then everyone will be happy even the kids.



Work Cited
"Human Rights Education in Primary and Secondary School Systems: A Self-assessment Guide for Governments." United Nation Human Rights. United Nation, 2012. Web. 16 Sept. 2015.

"The Benefits of Inclusive Education." PBS. PBS, 13 Sept. 2015. Web. 16 Sept. 2015.

"Why a Good Education Benefits Us All -- Even If You're Long past Being a Student." TED Blog, May 2013. Web. 16 Sept. 2015.

“Together we learn better: inclusive schools benefit all children.” Inclusive Schools Network. Web. September 16 2015.

How Much Water Am I Using?

The class is H2O or Water. This is a STEAM course. My poster is intended to show that in the U.S. we use more water per person on a daily basis than some poor areas of the world. When I was calculating my total sum of water per day, I was very surprised at how much I was using. What I learned in class is that water is rare. That we have to conserve water. I was really proud of how I calulated my sum. 

AA. How Much Water am I Using Bus Ad. (2015)

For hygiene 30 gallons 30%, drinking/food 10 gallons 10%, laundry 20 gallons 20% and cleaning 20 gallons 20%. The country I looked up for comparison to see how many gallons of water they use per person is Uganda. The average person in Uganda uses 10 gallons of water per day. In Uganda the amount of water used for food and drinking was the same amount as me, 10 gallons. Overall I use about 70 gallons per day more then they do. It would take me to 2 hours and 4 minutes to carry water from the nearby water source. In the USA there are 550 gallons of water use per average person per day. If I had to do that before school and after school I would take 4 hours and 8 minutes. I would have to cut down or do my homework earlier. If I did this every day I would take 64 trips for one morning. If the USA uses 525 more gallons than Uganda we could cut down on taking showers and we could give the extra water to a many families in Uganda. If we compare the water usage around the world, in places where there is an abundance of water they use too much. In other places that barely have any and they don’t get much. Many people use too much in the USA and others places. If we don’t take 30-minute showers or use water to give plants food and just let the rain feed them we would save much water. We can use the extra of water and give it to other places that need it more. The blue line on the map above stretches from the USA Uganda.

Sources:

"Average Water Use Per Person Per Day." Average Water Use Per Person Per Day. Web. 17 Sept. 2015.



"File:Map of USA with State Names.svg." - Wikimedia Commons. Web. 17 Sept. 2015.