Final Self-assessment

1st Pillar: Self Regulation

        This semester, if I'm being honest, I don't think my self regulation has improved that much. Like last semester, I have trouble finishing assignments on time, as well as stay on task in class. However, the assignment I didn't finish yet is the Romeo and Juliet essay. But, lately I've been able to complete my work at home. Granted, 50% of my work is put up later than it's supposed to be. I don't have a problem with listening and paying attention in class, as well as helping others or giving suggestions. For example, I've edited both Sarah's and Sukhleen's Final essay for our pressure unit. I helped out sorting theme statements/thesis statements. When we are working in groups, I give insight and ideas. I typically stay in task when we work in groups. However, individually I could do better, I often loose focus and check twitter or whatever on my device. Although I don't comment often, when I do I really think about it and make sure it's in a respectful manner. 

Total: 18%

2nd Pillar: Quality of Communication Skills 

             One of the expectations from the prescribed learning outcomes is to: 

8. B8  explain and support personal responses to texts, by
   – making comparisons to other ideas and concepts
   – relating reactions and emotions to understanding of the text – explaining opinions using reasons and evidence
   – suggesting contextual influences 
   

An example of me displaying this is when we were doing the poetry assignment, and I think the best example of me showing this is from the discussion for How is your Heart by Charles Bukowski. I analyzed the theme, meaning and tone in all possible aspects and figured out which one made most sense to me. 

Examples:

Another expectation from the PLO's:

5. 5. C7  select, adapt, and apply a range of strategies to revise, edit, and publish writing and representing, including
      – checking work against established criteria
      – enhancing supporting details and examples – refining specific aspects and features of text – proofreading 
      
   Throughout the class, I always revise and edit my work after I'm finished, fixing errors or moving sentences around and occasionally change phrases. Before finishing I make sure everything is in order and good in my standards. Additionally, I proofread other's work really often, and make suggestions and explain different concepts, such as different theme statements and thesis statements. I also help figure out the different types of essays we have the choice of writing, like with our essay on pressure. 
   
   Finally, the last PLO is: 
6. 2 write purposeful information texts that express ideas and information to:
7. – explore and respond 
8. – record and describe
9. – analyse and explain
10. – speculate and consider
11. – argue and persuade
12. – engage

 I show this through my final essay on pressure, my synthesis essay, as well as my final response on relationships. An example from my final essay:

An example from my final response:

Total:32%

5. 3rd Pillar: Contribution to the learning environment 
6. When it comes to commenting, I fall flat, because I hardly comment at all however, when I do I think I do a good job, because I try to make my comments helpful/thoughtful, so I can actually help them improve their work. Additionally, I help proof read and edit other people's assignments, and give them some input on their work. During group talks, I also contribute regularly, giving new ideas. 

Total: 25%

Total percentage:75% 

Effects of Pressure

Synthesis Essay
Theme statement: "We tend to sabotage the very thing we care most about"
Thesis statement: Both of Christopher's parents loved Christopher, however their own thoughts and ideas poisoned their relationship with their son, only pushing him away and sabotaging his chances for a better future.

               Relationships have always been a difficult topic to fully grasp, because of the complexity of human behaviour. That being said, it is also difficult to predict what people do under pressure, harder yet to discuss if their actions were justified. In the novel The Curious Incident of the Dog in the Night-time, the main character's parents feel a heavy amount of pressure. Although both accomplish terrible deeds, there is in no doubt that they love Christopher. However, they potentially damage their son's future in the process and put their own feelings and pressure before Chris. By all means, despite how stress induced they are, what they did was not justified.

           The effects on a parent, to not be able to hug or even barely touch their own child at all builds pressure. Pressure to take care of Chris better and the guilt of not doing so would be incredibly heavy to carry, especially when they love him dearly. Both of Christopher's parents felt the same pressure, and both of them reacted  differently. To cope with the pressure, the stress, and the guilt, both of them pushed it away, running from responsibilities.

           Christopher's mother, specifically, literally runs away from the main source of stress in her life. Learning how to deal with her son, including the pressure that comes with it, and the arguments that arise with her spouse; she retreats away from everything. Despite doing this, she still loves Christopher. She writes him letters, telling him about her new life without him. Her affair with Mr. Shears was the perfect excuse to leave, furthermore, her absence aided her reasoning  that Christopher's life would be better of without her son. When reunited with Christopher, she is delighted to see him again. However, over time she quickly behaves the same way as before; impatient and brash. Although taking care of a child with autism is challenging, you need patience, which is something Judy does not have.

            Christopher's father, throughout the book, was portrayed as a patient parent; at least compared to his wife. If he was truly patient and understanding towards his son, he should have had no problem with telling his son where his mother went. At some times, adults think as if they should not burden their children, but in this case, he used that reasoning as justification to withhold information from him. He does not want Chris to blame him for his mothers absence like how he blames himself. He tells Christopher "We all make mistakes Christopher. You, me, your mom and everyone. Sometimes they're very big mistakes. We're only human." Granted, the pressure and stress would break anyone; but that does not mean he should be forgiven.

              The pressure that broke Christopher's parents only put more pressure on Chris, pressure from his parents that potentially affected his future when he took his Grade A maths test.

              

Novel Response

        So far into the book, I really like the perspective of the story, as well as the how Christopher's words and actions can teach readers more about autism. Before the novel, I didn't know much about autism, save for a couple of things I've read on the internet. Reading in the main characters perspective puts living with a disability in a different light. Another thing that draws me towards the novels is how adults treat Christopher, adults such as his father. The possible scenarios that could involve both his parents as well as Mr. and Mrs' Shears can show how his parents may be keeping away information from him due to his autism. I wonder if the information they are withholding is best kept secret, or if they should be shed into the light. Perhaps Chris really would not be able to take the truth. Although he seemed almost nonchalant about his mother's "death", it may only seem that way because it had been two years since his mother died, or maybe explaining the emotions he felt was too hard to pin-point into a single expression like 'sad'.
      Parents withholding information is something I can relate to, although the fact that parents keep some information to themselves does not particularly make me mad or upset. Everyone, including adults are allowed to keep secrets. There are as many secrets in the world as there are people, and it doesn't hurt not to know your parents. That said however, when you have right to know about something, that's when parents need to tell you whats going on. For example, it's really unlikely that Chris's father is actually telling the truth about his mother. Although he may be under lots of stress, that doesn't excuse keeping that from his son. I personally think his father should tell Chris where his mother went, even if he doesn't want to deal with the repercussions.

Connections with Pressure

Source: http://www.huffingtonpost.com/tanner-snider/teens-and-depression_b_4163298.html

When Suicide Strikes: How One Teen Wages War Against Depression

My transition from childhood innocence to the harsh reality of the world began July 20, 2004. The date changed my life in a way I could never have imagined. My Aunt Julie died that day. She committed suicide. I was only 8 years-old. An 8-year-old can hardly comprehend death, let alone suicide. I was confused. I felt pain and hurt. Everything seemed out of control. My family had always felt safe, now it felt chaotic, random, uncontrolled. Looking back now, I see how that dark July day, a day so final, marked my beginning.
For the next several years, memories of my aunt periodically came up in solemn conversations among family members. As the fifth anniversary of her death passed, I began to ponder how my life would be different if she had lived. The more I thought, the more sorrow I felt. I began to slip into a state of renewed grief. Was I slipping into depression? Fortunately, I realized grief was not going to make my situation better. It was in that moment a passion began to stir within me, and I became determined to make a difference.
One year ago, the beginning of my junior year, I realized my calling was to educate my community about depression, the same illness that took my aunt's life. Leading a group of my peers, I managed the planning of a convocation to be conducted at three Knox County high schools, including my own. I had never been involved in or organized such a large social justice project. Surprisingly, however, I didn't have one worry. Throughout the entire project, I knew my Aunt Julie's love from above would be supporting me. I was impassioned and committed to taking depression down. I couldn't bear the thought of someone suffering the way my family had.
The resulting project was named Down with Depression. It encompassed 50 hours of planning and required fundraising in excess of $2,000. My passion to lead and educate, the stirring I had felt, became a force. I knew Down with Depression would be a successful and worthwhile endeavor.
On March 9, 2013, that force guided me onto the stage and into the spotlight of my county's 1,800 students. I first addressed the ways in which students and family members could detect depression and perhaps prevent a loved one's suicide. Afterwards, I told the story of my Aunt Julie. A hush fell over the crowd. The reaction triggered feelings in me I'd forgotten I had. That old grief began creeping into my throat. Although emotion tried to overtake me, I continued speaking. I continued as if my life depended on it. I had to get the message out. According to statistics, I knew one or more of my audience members might be struggling with depression or know someone who was. I had to make them understand. I had to persuade at least one person attending that suicide was not the answer. If at least one person heard my message, I had done my job.
At each auditorium, as I finished speaking, the crowd would erupt into applause. I knew I had done the right thing and that I had made my Aunt Julie proud. But more importantly, during the final convocation, I searched the crowd for two familiar faces. The most defining moment was spotting my mother and father in the back standing and applauding, tears streaming down their cheeks. In that moment, I knew I had become the young man I'd always dreamt of being. My journey was predestined, the one that began the day my aunt died. Finally, I knew I could look to the heavens and say, "Aunt Julie, I'm sorry I was too late for you, but with your love I will continue to fight. I will make sure depression is taken down!"
If you're struggling with suicidal thoughts or know someone who is, call the Suicide Prevention Lifeline for support: 1-800-273-TALK (8255).

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I picked this article connecting to kid kudi's soundtrack to my life. Like the writer of this article, kid kudi also had a close family member that passed away in his youth. Also, depression is a mental disorder. It can inflict anyone, not only people with a terrible life with bad events happening one after the other. I think part of the reason why kudi wrote this song was because he didn't know why he felt so sad even though he had a decent and supportive family. Also, in the article, the author states how all of the sudden his family felt chaotic and random, when it once felt safe and secure. In kid kudis song, he states how his family, despite being a good one, couldnt see what he was really feeling.

 

Pressure- Let it go (The Neighborhood)

"Let It Go"

I'm from a little city with expensive taste,
Where the cars don't run until the engine breaks.
Wasn't spending pennies on massive things,
But invested in mess with this recipe.
Couldn't quite see what the future held
And as days went by it would tell itself.
Let it struggle just a little bit more,
Let it struggle just a little bit more.

Remember what the people said,
Remember what the people said,
When it's said and done,
Let it go.

Remember what the people said,
Remember what the people said,
When it's said and done,
Let it go.

Shouldn't try to fix it if it keeps getting better,
Just let it go, forget it for ever and ever and ever
Don't ever resent a letter inside a single word written,
A little change can play lanes with the right vision.
Couldn't tell what would happen next
But as weeks went by look what turned to best.
Let it struggle just a little more,
Let it struggle just a little bit more, mhm.

Remember what the people said,
Remember what the people said,
When it's said and done,
Let it go.

Remember what the people said,
Remember what the people said,
When it's said and done,
Let it go.

If what they said was all pretend then it'd be different,
If it depended on if anyone was listening,
And I was listening.
And when they said that what I wanted was a figment,
I had to turn the other cheek but I was listening,
Yeah I was listening, listening to all.

Remember what the people said,
Remember what the people said,
When it's said and done,
Let it go.

Remember what the people said,
Remember what the people said,
When it's said and done,
Let it go.

Remember what the people said,
Remember what the people said,
I wasn't listening,
I wasn't listening, listening at all.

Remember what the people said,
Remember what the people said,
Oh I wasn't listening,
I wasn't listening, listening at all.

(At all at all at all )
At all,
At all.

(not done) The Values of Love

         Although Romeo and Juliet is one of the most famous 'love' stories in the world, it can easily be seen as a story about teenage lust and whims. The idea of two people, much less teenagers being able to fall in love in the span of a few days, is extremely unlikely. Both were willing to throw away their family and friends. They disregard everything in their lives for the sake of each other, which is why many would argue that Romeo and Juliet were truly in love. However, there are numerous arguments that would say other wise.

        

Act IV - Juliets Soliloquy

               In act two scene two, Juliet's ponders why a simple name would mean so much, how such a small difference can easily make the person she loves into a person she must hate.  She states only his name is stands between them; that only Romeo's name is her enemy. Juliet continues her soliloquy, adding that Romeo was his own person, someone more than just a simple name. She explains that his body doesn't define the name 'Montague'. Juliet remarks how a rose can be named something completely different, and still smell just as sweet. She then explains that Romeo is no different; that he would only remain to have the same perfection he owns. If Romeo's title was cast aside, then he would be all hers.
             
             Juliet's soliloquy does not necessarily serve a purpose to the plot itself, but it does summarize the entire conflict of the play. Two families are feuding, so naturally they must hate one another. Throughout the entire play, they both struggle against their family, all the way until they both take their final breath. The entire play depends on this conflict. Without the conflict, Romeo and Juliet would have been happy, if their relationship even worked out.

          I personally enjoy this soliloquy because it was easy to understand, and more straight forward than most in the play. Furthermore, I find it intriguing how a thirteen year old would be brave enough to risk her life for a boy she just met. Either it was an act of defiance or simply the acts of a love struck thirteen year old, it was still intriguing. The entire play balanced on the feud between the two families, with Romeo and Juliet wedged in between.