The Future And What It holds

In our third term called Systems and models, we learned about the different personalities tests. We took multiple tests and we made a test ourselves. During this unit, we also learned more about psychologists and what they can do with personality tests. The two main tests that we focused on are DiSC which stands for Dominance, Influence, Steadiness, and Conscientiousness. For this test, we learned how we fit it fits us and how our personality. The second main test we took is called Enneagram. The Enneagram test puts you on a scale of 9 numbers to see what kind of a person you are in a workplace. What I loved about this action project was taking the tests and seeing what kind of a person I am in a work environment or what my personality is.

Title: The Future And What It Holds

Medium: Digital Photograph via Instapainting

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Food For Friends

In our elective term class called Global Peace, we had to do a nonviolent action based on an issue. For our last AP of the term, I went to my church to help make food and give it to the homeless, it was called Food For Friends. Using that we had to see how one or more of Gandhi four principles related to what we did. Overall I really enjoyed giving back and making sure the homeless don't go hungry.

Rachel Carson And Pesticides

In our Global Peace, we are researching about activists and what they do. For our first AP, we had to research about an activist and write an essay about them. Gandhi made four principles that he created in order to live in a better society are sarvodaya means the uplifting of all, swadeshi means that it is the principle of a community that people should have a relationship with the economy and one person should not own just their own money, swaraj means self-governing or self-government, and satyagraha means saying or showing the truth in a peaceful manner. While doing research our class learned about three types of violence which are Cultural means violence that happens because of a culutre and example is in Pakistan there are honor killings where if someone in the family dishonors the family they are allowed to kill that person, Structural means any kind of violence that occurs through institutions like schools or jails like not feeding someone who is in jail, and Direct violence means violence that a person can directly see like if someone punches a person. We also learned about 198 of nonviolent way to protest according to Sharps method. The three I used in my essay are the first letters of opposition or support, second records, radio, television, and the third teach-ins. During this process, we also used conflict analysis tools which are the ice burg. The top of the ice burg is where you can see some violence. Behind that, there are more issues that you can’t easily see which would be the part of the ice burg under the water.

The activist I chose for my essay was Rachel Carson. She was a biologist who wrote a book called Silent Spring, which was about pesticides. Rachel Carson wrote this because she wanted to show people what humans were putting in their bodies. She wanted to know exactly what chemicals are in the food and drinks that people consume. What I learned from this person is the true form of what pesticides really does to humans.

(orionpozo, Rachel Carson, 2018)

What Is The Meaning Of Life?

This is for my class called Journalism. This is the third unit called Photo. What we learned in this unit is how a photo can tell a story. But if you change to photo and photoshopped it, that it can tell a different story. For our AP, we had to interview someone about what is the meaning of life. Then we had to take a picture of whatever they said was the meaning of life is. We also had to photoshopped the photo to show a different meaning. For our project, we had to write an essay about our interview and the two photos we took. Take a look at my project below.

                                                                              (AA,Interview,2018)


    Throughout time, religion has been able to bring people together. But there is still that one question that everyone wants to answer, what is the meaning of life? I wanted to ask someone who is a leader at my church. I decided to ask the Rev. Brian Hastings who is an Episcopal Priest and rector at Church of Our Saviour where I go.
    The interview took place at COS (Church Of Our Saviour). The interview was on Sunday, October 21, 2018, at 12:05 pm. Throughout the interview, Fr. Hastings shared with me his beliefs about the meaning of life. Here is some of his verbalizations:
    “The closest thing to the meaning of life is the zest and joy we get when we grow and when we sort of open up our arms to those bigger, broader, deeper experiences of our own humanity and how we share humanity with other people.” His reason for this is that he saw a bigger and deeper meaning for life. The changes he witnessed during his life, were when he found the “zest and zing” to the meaning of life, It was when women, all ethnicities, and LGBT obtained equal rights. The meaning of life is being joyful and having open arms to everyone.
    Part of the meaning for life for him also is enjoying life and being joyful. He added, “I think that zing and zest is a gift of God working in the world. You can be a secular humanist, you can be an atheist, you can be a Buddhist, a Muslim, a Jew, a Hindu, Confucian, you can be a Taoist, you can believe in Yoda and still see that zest and zinging when life kind of opens up.” What he means by this is that you can’t find the meaning of life in a place, but it is something that is much deeper meaning than that. Anyone can still find what the meaning of life is or as he says it “the zest and zing.” He says that no matter what you believe in, or what type of person you are you would still will be able to find the meaning of life. He believes this because in the Church that I go to we are one. We should not judge people for being different and finding their own paths to deeper meaning, that is a part of what the meaning of life is, but that is a fairly important part.
    The image is of Fr. Brian Hastings in front of a cross at Church Of Our Saviour on Sunday, October 21, 2018. Both of the photos are of the same, but I manipulated the photo to tell more of a story. The one on the right enhances more of what Fr. Hasting is verbally expressing. The way I took the picture was straightforward. For visual perception, people can visually perceive the glow like God is there. Often when people see a glowing light, they equate it with God’s presence since we can’t visually perceive God with our own eyes. God’s presence is too powerful for humans to optically discern and understand. Humans can’t really see God’s actual form since we are humans and humans do have the capability to see his true form. For touch, people can feel the presence of the Lord through the picture that is on right. People can feel the Lord from the cross that is hanging in the background, and from the energy that is permeating the Church. For me, the image also has a smell of burning candles, which are always present. It also evokes the sound of the choir singing and the congregation singing too. You can taste the bread which Jesus gave his disciples, and we now do every Sunday.
    I photoshopped it so everything is blurry except for Fr. Hastings and the cross. The reason why I did not blur out Fr. Hastings and the cross because the cross is a symbol for his meaning of life. Additionally, I made the picture glow in a way so it looks like God is there, or at least what people verbally express God looks if he shows himself to humans. I did this because it enhances the picture and makes the image more informational and powerful.
    The picture on the right is meant to serve as an enhancer, to give the story more detail. The subjectivity of the right photo was to give you a happy emotion since you see God and the cross in one photo. In the end, the photo on the left has only one story, but the one on the right has as many as you can perceive. Fr. Hastings’ message throughout the whole interview was that no matter what you believe in you will still be able to find the meaning of life. He also states that the church has open arms and will accept anyone.

Is Junior two people?

In this class called Forbidden Books, the unit I studied is called Diversity. We learned about why have book been banned and what is a limit for censorship. We learned how to tell a story through censorship. During this unit we read this book called The Absolutely True Diary Of A Part-Time Indian. It was about a 14 year old kid who lives on a rez. His name was Junior he lived with his parents, grandmother, and sister. He needs to leave in order for his dreams to come true. He goes to a white school and at first he does not really fit in but at the end he does. For this AP, we had to find make an essay about this book. On of thing we had to do for this was explain the censorship about this book. The thing I did great at was writing the essay. The thing that I had trouble was thinking about what to write for the paragraphs. I over came that by going through the book and finding quotes that could help me. Overall, I thought that this was a fun project to make and to write the essay. I hope you enjoy my project that I did.

Maryann Yin, The Absolutely True Diary Of A Part-Time Indian,(2016)

Is Junior two people? In the book, The Absolutely True Diary Of A Part-Time Indian, Junior is technically two different people because he lives on the rez and studies in the white community. There are two main settings, both are towns in the Pacific Northwest. The first is Wellpinit, which is the hometown of the Spokane Indian Reservation where Junior lives with his mother, father, sister, and grandmother. His family has lived there for generations. The second setting is Reardan a white school that’s 22 miles away from the reservation and Wellpinit. This novel explores the inner conflict that minorities feel when they are forced to go into an all white environment to pursue their dreams.

There are many themes in this book, but I will only be focusing on one. That is Hopes/Dreams/Plans. Junior’s hopes and dreams are to become a famous cartoonist, but for people who live on the rez their dreams don’t really come true. Junior says, “But we reservation Indians don’t get to realize our dreams. We don’t get those chances. Or choices. We’re just poor. That’s all we are” (18). This means that Junior has to leave in order for his dreams to come true. Junior’s math teacher at the rez school told him that the farther he walks away from the rez the more likely he will find hope. ““I was starting to understand. He was a math teacher. I had to add my hope to somebody else’s hope. I had to multiply hope by hope. “Where is hope?” I asked. “Who has hope?” “Son,” Mr. P said. “You’re going to find more and more hope the farther and farther you walk away from this sad, sad, sad reservation.” (46).

Junior leaves the rez to attend the white school in order to have his dreams come true. At the new white school Junior has everything that he needs to fulfill his dreams. “But Reardan has one of the best small schools in the state, with a computer room and huge chemistry lab and a drama club and two basketball gyms. The kids in Reardan are the smartest and most athletic kids anywhere. They are the best.” (49).

Another way of Junior giving himself hope to achieve his goal, was when he was supported by his White classmates. When Junior’s sister dies he went to school the next day. The teacher tried to make a joke of him but the whole school walked out of the teacher's classroom. “I walked out of the classroom and felt like dancing and singing. It all gave me hope. It gave me a little bit of joy. And I kept trying to find the little pieces of joy in my life. That’s the only way I managed to make it through all of that death and change. I made a list of the people who had given me the most joy in my life” (171).

There are many reasons that the book was banned. In fact it was one of the most banned books in 2014 according to (Schuab). Some of the reasons were anti-family, cultural insensitivity, and drugs/alcohol/smoking. The people who wanted to ban it used Junior’s words. Junior said that people on the rez got drunk a lot. “And the whole time, everybody would be drinking booze and getting drunk and stupid and sad and mean. Yeah, doesn’t that make sense? How do we honor the drunken death of a young married couple?” (202). When the book was published, many people did not want to read about the troubles minorities faced in an all white school. They thought it offended minorities, especially Indians, and they did not want to confront their own prejudices.

My main points were that Junior had dreams just like every kid, but because of who he was he faced obstacles to making his dreams come true. He had to live two lives and endure hurts that he faced in each life in order to succeed. He had a lot of courage.

Work Cited

Schaub, Michael. The most banned and challenged books of 2014. latimes.com, 13 Apr. 2015. Web. 24 Feb. 2017.

“Some parents seek to ban ‘the absolutely true diary of a part-time Indian.’” tribunedigital-chicagotribune, 22 June 2009. Web. 24 Feb. 2017.

Titus, Ron. Banned books. 2015. Web. 24 Feb. 2017.

Yin, Maryann. Hugh Jackman lands role in the absolutely true diary of a part-time Indian movie. 6 Dec. 2016. Web. 24 Feb. 2017.

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.

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.