Christian Outreach CAS reflection

After half term, I am getting more comfortable with our clients at the service, and starting to know more of their personalities and their preferences. I used to always limit myself to the drawing activity because it is not really active, however this term I pushed myself out of my comfort zone and engaged myself with different clients that I didn’t dare to approach before. I started playing ball games and lego with them, and from my teacher supervisor I learnt that there are certain ways that you can communicate with them in order to make your communication more effective, such as: when they do not want to share their toys with the others, tell them “you need to share”, and most of the times they will understand and do so.

This service has become an enriching experience for me and as well as for the clients. I hope that I would push myself more and really get to know them for the rest of the term. This also strongly connects to the Learning Outcome 2 as I am able to undertake challenges and develop new skills in the process.

Smiles of China reflection

After half term, I have gained a much more thorough understanding of my job and is more able to facilitate the communication between the three parties involved in this GC.

We have been through our major event of the year, which is the Chinese New Year GC event. It was a test of the effectiveness of our leadership team, and after the events, we also reflected on the activities conducted and the merchandise sold at the event, to improve the event for next year. We have also encountered minor problems regarding finance. The service department thought that we were selling Starbucks vouchers, which is unethical and directly making the profit although it is for an NGO. It is proven to be a misunderstanding between the two as we used the Starbucks vouchers as prices for a chopstick marble game for the participants. However, I and the co-chair solved this problem in collaboration with the service department, and they also have given us advise on how we could improve our presentation of the GC goals at events.

I think my CAS experience links to the Learning Outcome 4, as I am able to show perseverance and commitment this CAS activity, and also LO7 because we are also considering the actions of our choices and actions on both sides while helping the others. It also links to LO2 because I am able to develop better communications skills in the process.

Here is an example of our meeting notes:

Oil Painting reflection

I have completed several smaller paintings since the last reflection, and my teacher suggested that we can move onto bigger scaled paintings as this will challenge my composition skills and it will also allow me to demonstrate the details in the painting.

In this painting, I plan to use mixed media, such as pencil, acrylic and oil painting. I have just planned out my composition and laid out my entire canvas. The canvas will approximately be 1.2 meters.

This experience links to LO3, 4 as I am initiating a new CAS experience while extending it from the older ones that I have done before, and it also links to LO2 because I am challenging my self by moving on to produce art pieces on a bigger canvas.

Healthy Girls for Life reflection

This term I have continued to join the circuit training for Healthy Girls For Life, and it has proven to be a valuable experience for me. During this semester, we have explored other types of exercises such as Yoga, HIIT, weights, etc. A combination like this gives me more self-esteem, as I can undertake new challenges and work through them with the help of my supervisor during this activity. These different activities require different techniques, for example for yoga one needs to be stretchy, and for HIIT is a very intensive training that exercises the major muscles. I think a combination of things is beneficial regarding being more active at the end of a Monday, and shaking off the sleepiness of the weekends. Now I feel like I am more stretchy, and developed a bit more of stamina.

Healthy Girls for life links to Learning Outcome 2 as I have undertaken new challenges and have demonstrated that I have developed new skills in the process. Overall I feel like this is a beneficial activity that I will definitely signup in the future again if I have time to do so.

Karate (All belts) Reflection

I have passed my grading successfully for yellow belt in December and is working towards yellow black/ green. However, when one reaches yellow belt, karate becomes very technique based and one really needs to practise and learn the techniques precisely if one wants to achieve a good grade. In the next grading on April 29th, I would have to remember all the katas and leg katas since white, orange and blue-black, whilst also remembering how to do the new katas- eg. yantsu,  perfectly. From yellow belt on, the techniques are increasingly harder. I have decided to dedicate my every Wednesday after school to this activity.

I personally need to practise more, and also be more resilience when I am in combat and doing practices. my goal is not to feel tired even after the warmups in order to increase my stamina.

This links to Learning Outcome 1 and 2, as I am able to reflect upon my personal strengths and weaknesses in regards to the activity, and strive to be better at it. I hope the next time I do a reflection on karate I will already be green belt.

 

Link to Yantsu:

https://www.youtube.com/watch?v=TYFP3vZK_jc

On Lian He Zao Bao during grading:

HS East Historical Society CAS mid term reflection

We have been doing some presentations for the East Historical Society, and we could choose any historical period and decide the issue to present. We may want to focus on essential individuals that are less recognised, and we may also show history about countries that we tend to focus less on, such as Myanmar. One group chose to do the historical accuracy of the film Wonder Woman.

What my group choose to do is the historical aspect of anime series, such as the grave of fireflies. The film took place after the second world war and showed the struggling of Japanese people after the war. What we tried to do is to link the historical context of the film to the actual history, as the film shows little about the political aspect of the war. We want to argue that the how war is responsible for the suffering of individuals in the society, and how the film is useful to depict that the war is impactful in a micro point of view. However, we also investigate the biases in the movie, as most Japanese films tend to depict themselves as innocent while in reality, Japanese played a very cruel part inside this war. Some other anime also masks the justification of chauvinism and jingoism under its surface, thus it is really crucial to explore these issues too.

This links to Learning Outcome 3 because this CAS experience is self-initiated, and we strived to make it a thought-provoking presentation. This also relates to Learning Outcome 6, as the topic of war is on a global significance, and everyone should be aware of the after-effects of war, so we would minimise conflict and solve things diplomatically.

Here is an example of our presentation.

Cas reflection for Chinese Chat mid term

It has been nearly two service seasons since I have started Chinese chat, and I felt that I have developed my communications skills by a vast amount compared to the start of the seasons. I and my mentee have developed a trusting relationship with the service sessions. After I am more used to these digital learning platforms, I made the tuition more fun and interesting, and I would use treats to encourage him to work harder. However, I also recognised that it is very important that he is motivated to achieve a better grade too. So this time, I aim to work together with his Chinese teacher and ask her regularly on what she thinks he could improve on.

This relates to Learning Outcome 2 because I have undertaken challenges in the area where I have no experience in, and I greatly developed my communication skills too. I also set new goals for further personal growth, so it also relates to Learning Outcome 1.

Does familiarity with literature itself provide knowledge and, if so, of what kind – knowledge of facts, of the author, of the conventions of the form or tradition, of psychology or cultural history, of oneself?

Bücherstapel und ein aufgeschlagenes BuchCreative Commons License Marco Verch via Compfight

Requirement:

Your post should be approximately  300-350 words long. Use brief detail/references/examples from the text to back-up your claims. If you are writing about The Siege, the most obvious aspect to consider would be the knowledge gained into the historical and political context of the narrative.

Question:

Does familiarity with literature itself provide knowledge and, if so, of what kind – knowledge of facts, of the author, of the conventions of the form or tradition, of psychology or cultural history, of oneself?

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Literature itself in English is defined as “written works, especially those considered of superior or lasting artistic merit.” Different literature could have different areas of focus, written in different styles by various authors.  Literature itself is an art form, and the nature of art determines that artworks are created by the personal knowledge of the artist, and aims to provoke personal responses from the audience. The intention of the artist will always be different from the understanding of the audiences. The nature of art makes it similar to history, and human sciences. The similarity is also in the analysis of the subject: one needs to be content with the evidence provided to support their claim.

The kind of knowledge that the literature provides is a shared one, as most of the personal message would not be able to reach the audience. However, through analysis of the texts, one would get a clearer image of the author’s intention. As fictional novels are too, based on facts according to real life, and the accuracy of such knowledge gained is based on one’s faith of the author. The language and the cultural context of the literature also plays a part, and it is the setting of the text, and understanding these background information is very important. One example is that the setting for the story of “The Reader” is pre-WWII and post-WWII, whereas Germany (the protagonist’s country of origin) played an active part. It would be crucial to understanding these factors to understand the retrospection of the Germans of their past.

Although the aim of the author would not be the same as what the audience thought that the author is trying to convey, literature is still able to provide the audience with their personal knowledge. The audience will experience the book by reading it directly themselves, and based on their imagination and emotions, perhaps memories; the response provoked will be different for each.

To what extent is “complete certainty” achievable?

In different areas of knowledge, the methods of achieving knowledge also depend on the kind of knowledge that one aims to obtain.  Areas of knowledge are classified into 7 sections, and by comparing each section with another, we are able to examine and evaluate the knowledge question “To what extent is “complete certainty” achievable”

In some cases, complete certainty is virtually unachievable. In arts, the construction of art is largely associated with the artist’s emotion and aims to provoke a personal response from the audience. It can be delivered through a large variety of media, and the message that it conveys might be quite different from what the audience’s interpretation. The very nature of arts makes the knowledge obtained from art more personal than the others, therefore complete certainty of the meaning of art is essentially impossible. How can one ever know that Da Vinci is trying to convey through the eyes of Mona Lisa?

In history, ideally one aims to be as objective as possible when describing a historical event. However, this is usually not the case as the writers tend to include bias in their writing, excluding key evidence and information in order to favour their own side, thus history can be very different if viewed from two perspectives. The most accurate history would be if the writing only includes dates and data, but a drawback is that no one could ever understand the coming of the event. If one includes the factors of influence, then the question becomes that how one gets to decide what is important and what should be excluded. The reliability of information obtained from historical writing is limited based on these reasons.

 

In some cases, the establishment of certain subjects relies on the certainty and justification of the knowledge.  Mathematicians have the concept of rigorous proof, which leads to knowing something with complete certainty. This is because that mathematics relies on deductive reasoning, the process which draws broader conclusions from a narrow statement, which is usually an axiom. Without the axioms, the mathematical system would collapse as axioms are the foundation of how everything works.In mathematics, an equation usually only have 1 or few answers, and the calculations must abide the axioms. If the inner angles of a triangle do not equal to 180 degrees, many other theories based on this axiom would collapse and be proven invalid.

Similarly, natural sciences rely on the absolute certainty of its scientific knowledge to exists. The scientific method is more inductive as scientists first derive a hypothesis from an observation, consolidate it or abandon it after repeated trials of experiments. A hypothesis only becomes scientific knowledge after it has been peer-reviewed and repeated by different scientists, all conducted in a very formal manner. However, the world of science has experienced large paradigm shifts that sometimes completely invalidates previous theories such as the flat earth models after technological advancements. Thus, we regard any current models and theories of science as relative certainty, but not complete.

The only impossible journey is the one you never begin

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