The Joy Luck Club Socratic Seminar
10/25/2023 - 11/17/2023
10th World Literature/Advanced Composition
This project centralized around the analysis of a certain family within the book, of which for me was the Jong family, primarily through the making of connections within the passage and discussing the significance of certain common literary aspects within the text. Before the Socratic seminar, I analyzed three motifs common throughout the last three chapters that decerned the Jong family in the novel including identity, fate/luck/red and Dreams/Nightmares for the first chapter was used for another assignment. In this, five quotes and commentary on quotes were required for each motif followed by an overall brief reflection on the significance of each motif in the text. Along with this, I worked with a group analyzing different aspects of each chapter as to best communicate important happenings in the chapter to those who read the chapters of other families so that they would be able to make more informed contributions to the Socratic seminar to come. In this, I analyzed the use of a symbol and discussed how the relation between the mother, Lindo, and daughter, Waverly, developed within the chapter "Rules of the Game." For the chapter "Four Directions," I cited the passage to clarify a theme that is potent within the chapter and compared a concept illustrated in Chinese culture, as is found in the book, to an American view of the concept. As for the final chapter, "Double Face," I gave a brief summary of the chapter and described the relation between the prologue to the section of the book and the chapter. After reading other's analysis on their families, I formed five questions to ask at the seminar that were either generalized to all families or centralized on a couple so that certain groups that were not to keen to share could do so. At the time of the Socratic seminar, I gave both inciteful commentary on other's proposed concepts and presented new ones that either sparked varied commentary from others, which was more typical of responses to my questions, or deep elaboration from a few individuals.
10/25/2023 - 11/17/2023
10th World Literature/Advanced Composition
This project centralized around the analysis of a certain family within the book, of which for me was the Jong family, primarily through the making of connections within the passage and discussing the significance of certain common literary aspects within the text. Before the Socratic seminar, I analyzed three motifs common throughout the last three chapters that decerned the Jong family in the novel including identity, fate/luck/red and Dreams/Nightmares for the first chapter was used for another assignment. In this, five quotes and commentary on quotes were required for each motif followed by an overall brief reflection on the significance of each motif in the text. Along with this, I worked with a group analyzing different aspects of each chapter as to best communicate important happenings in the chapter to those who read the chapters of other families so that they would be able to make more informed contributions to the Socratic seminar to come. In this, I analyzed the use of a symbol and discussed how the relation between the mother, Lindo, and daughter, Waverly, developed within the chapter "Rules of the Game." For the chapter "Four Directions," I cited the passage to clarify a theme that is potent within the chapter and compared a concept illustrated in Chinese culture, as is found in the book, to an American view of the concept. As for the final chapter, "Double Face," I gave a brief summary of the chapter and described the relation between the prologue to the section of the book and the chapter. After reading other's analysis on their families, I formed five questions to ask at the seminar that were either generalized to all families or centralized on a couple so that certain groups that were not to keen to share could do so. At the time of the Socratic seminar, I gave both inciteful commentary on other's proposed concepts and presented new ones that either sparked varied commentary from others, which was more typical of responses to my questions, or deep elaboration from a few individuals.
My Tasks in Group Work are Listed Below
Libary/Learning Commons Remodel Project
1/23/2024-2/29/2023
Geometry 1 (Work was done during Hoya Block)
Within this project, my group developed both a two-dimensional and three-dimensional model of a potential redesign of our school’s Learning Commons based off data collected concerning students’ usage and preferred development of the Learning Commons which was attained through both physical interviews and a digital survey. As to give a basis as to what questions we should ask the students, we considered what we have heard from others that use the Learning Commons, what we think about concerning the Learning Commons, what we do in the Learning Commons/how we use it and what emotions we feel concerning different matters within the Learning Commons. Our questions were both general and specific, including what they typically do in the Learning Commons for, their opinion on the noise level within the Learning Commons, how often they read books and desire for new seating or any other comforts. We asked these questions through going door to door of participating classrooms and interviewing or giving the link of a survey to those who willingly obliged. Based off the results from these questions, we determined we needed to base the redesign of the students' desire for a workspace, a social area and comfort. Thereafter, we measured the extent of the Learning Commons main room as well as some of the side rooms and its furniture and recorded it as a rough sketch. We then developed a budget list containing products that both directly address the preferences of the students surveyed and objects that align with providing the three needs determined based off their response along with the prices and dimensions of the products. Based off this information, we created both a two-dimensional and a three-dimensional model that organizes the Learning Commons into three spaces by rearranging the position of the bookshelves. These areas included a communal workspace, an individual workspace and a social area of which each contains comfortable seating as to meet the main needs as well as, in the positioning of the bookshelves, reduce volume level from one area to the next. Within the models, as we didn’t use a compass or attain their diameter, the wavey tables, egg chairs and bean bags may not be of accurate proportion. Additionally, the length of walls and rectangular objects were rounded to the closest half of a foot. The star-shaped tables' dimensions were determined by measuring the distance between their ends, using a protractor to draw an angle and by using a ruler to determine the length of the lines that make the angles. Overall, my responsibilities within this project were the initial idea generation, which was performed by everyone in the group, construction and distribution of the digital survey, organizing the responses into three main needs, synthesizing the two-dimensional blueprint (excluding the TV and the bean bag tables) and forming/placing the representation of the rolling desks for the three-dimensional model.
Manikin Project
1/12/2024 - c. 4/19/2024
Human Body Systems
Throughout the extent of the HBS course, I collaborated with two other students (one joined after the final unit change before the discontinuation of the project as our group lacked a member that others had) to mold clay to represent various organs within the body and apply them on to the surface of or insert them into a manikin as we learned of the body systems they form. In performing this, we have developed a better understanding of the arrangement of body parts in relation to each other (Example: lungs anterior to heart), their structures (Example: fissures of the lungs) and their functions (Example: direction of striations indicate direction muscles contract, and origins/insertions indicate what structures are moved).
