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Project 6 — Reflection 6

I had a blast with this class as a whole, and I’m glad I got to show it through the creation of my portfolio.

In creating this, I cared more about creating a cohesive design, rather than showcasing my project process or written reflection.

I knew what I wanted to do for the front page of project 4 from the beginning, with the scorpion tail. After that, at first I was a tad stumped. I was happy to hear that the vibes of my work was along the lines of the Fifth Element color and sci-fi age decor, so I ran with it.

I stuck with a 6 color palette: dark and light blue, dark and light orange, white, and black. I spent a good while experimenting with designs using my curve tool on illustrator, and I relied on space age interior design to plan my title pages. It took me a bit, but I finally decided on my shape and designs, and it came together beautifully.

I also enjoyed overlapping my inspiration images a little bit for visual interest, as I think trying to space everything for the logo designs would have looked off otherwise.

I’m very proud of myself, and I am planning to discuss with my advisor whether I can do a graphic design minor instead of my studio arts, but I have to check.

I loved this class, this semester, and having my professor, so I’m sad to see it end, but we’ll see where it takes me!

#project 6 #reflection 6 #spring2024

Reflection 6: “Boston Women’s Health Collective: Working Towards Mutuality”

This reading on heterosexual relationships emphasizes the fact that true equality in a heterosexual relationship is difficult. Even when both partners believe that their relationship is one of equals, that’s not always the case. The reading points out there are many factors within society for heterosexual relationships to be truly equal, such as the difference in the amount the sexes get paid. Because there is a difference in pay there will be inequality between men and women, because money is a from of power. Women have constantly been made to believe that as long as they found a husband with good money they would never have to worry, all they would have to do was “simple” housework. Filling little girls heads with these ideas is really damaging and might put them at a great disadvantage in the future. As mentioned in the text, women don’t always plan long term because it was just the norm that that responsibility fell onto the husband. If a woman can’t plan long term she won’t have any other options in the future. Lack of money might keep them in an unhappy relationship because they lack the resources to get out. Making women think that the only thing they need to focus on housework doesn’t allow them to venture out and gain more experiences and talents. Housework is a very important part of life and it does provide you with skills necessary to life (such as cooking and cleaning), but such skills are not truly valued in society. Older women who have been led to believe that they only needed to focus on housework are at a disadvantage if they ever need to get a professional job. Since they only focused on housework they won’t have other skills and experience and might not get a job due to competition. This again makes it more difficult for them to leave a relationship they are not happy in. Because of this, no matter how in love 2 people are or how small something might seem in the beginning, they need to seriously consider anything that could possibly cause unequal distributions of power in their relationship in the future. If men and women want truly equally relationship they need to acknowledge that there are things outside of their control that can cause inequality in their relationship, even if it wasn’t their fault or intention, and they must also put in effort to reduce theses inequalities and work towards an egalitarian relationship (like both splitting housework equally).

#Reflection 6 #inequality in heterosexual relationships

Dogen further illustrates my point.

#entry #reflection 6

I think that the Japanese culture is one of the very few cultures left that is its own entity. They’re just so traditional and so specific in their ways. It’s kind of untouched, it’s not Americanized.

~Toni Collette

Many things have been left untouched on this island that was closed off for thousands of years. Taiko drums and calligraphy are ancient pratices that live on today in the people of Japan. There is a rich history behind each art form, and distinct skills that are honed by each person. There are many parts of Japan that are left untouched by globalization, keeping a unique Japanese culture after thousands of years of isolation. It is only within the last century that Japan has opened its doors to globalization. This quote is mostly true, but the winds are beginning to change.

Temples and shrines are basically left untouched, preserved, or maintained. They stand where they always stood or were rebuilt to honor the original.

Taiko drums use choreography and unique rhythms that have been carried on through the centuries. Samurai stances and specific female cow skins for the drums continue to be taught and crafted. The drums continue to be modernized in a unique way in the form of arcade games.

The art of calligraphy continues as it once was centuries ago. Calligraphy shows off talent and character of each individual. There are thousands of kanji characters that have strong meaning attached to them.

But the Japanese language has been changing within the last couple decades. An ancient language has started to use loan words by using katakana. When I see katakana words or the super global campaign to include more loan words in the Japanese language, I see a country opening up to the world by also losing a part of itself. Traditional Japanese words are being replaced by English sounding words written in a Japanese way. Simple words like toilet or ring are changed from their original Japanese words to the katakana in modern conversations. It’s correct because it is Japanese, but its origins are no longer Japanese. Needless to say, they’re becoming Americanized.

Photos taken on June 6, 2018, of our Taiko drum and calligraphy classes.

#entry #reflection 6

Reflection 6

In what way(s) could a corpus-based study add value to the linguistics frameworks that you have acquired throughout your BENL courses?

In the tenth week of the semester, we were exposed to another topic in our Computer Application class which is Corpus Linguistics. By learning this subject, we were able to know other branches of linguistics which we already learn throughout our days in IIUM as well as some which are not offered in this university.

Based on this topic, we also realized that corpus-based study helps a lot in learning linguistic conveniently even without the presence of teachers. For example, language learner can easily use corpus focusing on grammar available on the internet as an aid in learning language rules correctly. This will help a lot especially for those who are engaging in Grammatical Analysis. By referring to the accessible corpus, students will be exposed to many other examples and several methods of explanation which may help to gain a deeper understanding on the subject.

Furthermore, the corpus-based study also makes it easier for BENL students in searching for other information related to the subject learned which may not be added in the course outline and learning material provided by the department. For example, in learning Discourse Analysis and Error and Contrasting Analysis, we are taught to analyze a lot of written materials as well as spoken materials in order to understand language functions better. Thus, having corpus related to these subject on the internet enable us enhancing our analytic skills as well as sharpening our understanding on the different language functions. Linguistic-majoring students can also look up to tons of examples provided online.

In conclusion, a corpus-based study is an advantage for linguistic students especially in conducting research and searching for material related to coursework. Moreover, it is easier for students to search for information with the presence of corpus focusing on the specific field.

#reflections #reflection #reflection 6

Reflection 6

The recent advances in technology and the Internet have opened countless new doors of opportunity for people in the 21st century. From gathering and generating information to the ability to communicate 24 hours a day, 7 days a week, the rapid expansion of this technology has been astronomical. Once a person has engaged life on this technological level, they become a digital citizen. Obviously this has brought innumerable benefits to the realm of education that would have been unthinkable 50 years ago. However, there are also a number of issues that need to be addressed if the Internet is to be utilized safely in the schooling system and if teachers are wanting to train students into positive digital citizens.

The core issue of safe internet usage in schools is being able to block and filter inappropriate use of the web including bullying, pornographic material and even just activities that are unnecessary during school hours (such as online gaming), without limiting the students usage to the point that there is barely any point in trying integrate the Internet into classroom activities.

First and foremost if a school wants to use the Internet successfully it needs a sophisticated web filtering system and one that the I.T. department knows inside and out. Students tend to push the boundaries when it comes to Internet filtering so the people monitoring this system need to be on the ball. As previously stated, it must be a system that allows students enough freedom to reap the benefits of the Internet as a resource as well as filter content according to the school’s code of conduct.

Secondly, schools should be very overt about the risks and consequences of activities like sexting (sending sexually explicit pictures or messages, normally via mobile phones), cyber bullying and harassment. Education in this area will go along way to students being more aware of the repercussions of their decisions.

Between a good filtering system and strong education, schools need to be strong with their discipline policy with these issues. School’s cannot afford to sweep digital issues under the carpet and, if need be, may need to add sections to discipline policies to address cyber issues.

The goal of all this is to allow a generation to master the Internet as a resource without being hindered by the negative points that come with it. If students and teachers alike embrace positive digital citizenship, the future of schooling with technology as a lead weapon can be very successful.

#Avondale EDUC21600 Assignment 1 #Reflection 6

Reflection 6

SOCI 2F60 Foundations of Community Engagement Reflection 6 Positive Space Workshop

Description

On Monday, February 25th I walked to Decew Residence Room 208 at 2pm. This workshop was for the LGBTQ, which stands for Lesbian Gay Bi Trans Two-Spirited Queer Questioning. When I got there, there was a definitions match to see if we knew what certain words meant. Examples of the words were gay, lesbian, bisexual and homophobia. We were then introduced to our two leaders named Marla and Brandon. They then went to talk to us about the words we just read and matched. After everyone understood the true meaning of the words we split into two groups. No one seemed unconfortable. Each group was given statements that were commonly heard - an example was “homosexuality only exists in western society”. These questions started conversations between the larger group, which consisted of nine people. We then did a privilege checklist, which started a large conversation about one of the questions provided. The question was “When my partner is seriously ill, I know I will be admitted to the intensive-care unit to visit her/him without question”. We discussed how it was unfair for people to be questioned or if they lie and state they are their brother/sister so they do not have to go through the questioning. Lastly we split into different groups and were provided with scenarios that could happen to people in the LGBTQ community. These scenarios created a large amount of discussion. As everyone was leaving they gave us pamphlets of information to help us understand more.

Examination

By attending this workshop, I learned that it does feel good to help others. One way to help others is to be educated and this workshop helped educate me on the LGBTQ community and how I would be able to inform and help others as well. A reading written by Robert Coles, called The Call of Service: Satisfactions, where Robert follows a man named Dion Diamond who went and did public service for families instead of attending school relates to the workshop. This relates to the workshop because I felt good about myself knowing that I had educated myself and understood how to get others to understand as well. A quote that really relates is when Robert asked Dion why he does this and why he helps people, Dion responded with “The satisfaction, man” (Coles, 2001, p. 343). He further went on to explain it by saying “I’m meeting some really fine people. I’m listening to them tell me a lot about their lives. I’m hearing them stop and think about what they’re willing to do to change this world here in Louisiana” (Coles, 2001, p. 343-4). He later explains that someone to that continues to help has done this because they have a sense of accomplishment (Coles, 2001, p.352). The overall aim of the workshop was to help us and we must now continue to help others. The workshop related to the reading because now I can help others and am ‘satisfied’ like Dion. It is true that there is a sense of accomplishment being able to help and stand up for someone.

Articulation of Learning

I have learned that it pays off to be educated and learn about things we are not so sure about. Understanding gives you the knowledge to help others. When you help others, it creates an overall feeling of satisfaction, which motivates you to come back and help more. When Robert was asked why he came to help the children, he said “… because I have a sense of accomplishment, and I’ve enjoyed being with friends, and I remember the stories I’ve heard, and the jokes” (Coles, 2001, p. 352). This means that not only do you benefit, but also everyone involved in the learning and helping.

I learned this when the workshop was happening, being able to hear other people’s experiences and reactions to situations made me think of what I would do in the situation. I was able to put myself into other peoples’ shoes and learn from it. This made me realize that I too can help others who are not as knowledgeable as me. This is done for moral purpose because you do this for peace. Knowing about the LGBTQ community helps people understand it more, and taking these little steps can really make a difference. As the reading states “...what they are doing is a moral effort and that what they get from their actions is a kind of moral satisfaction or peace…” (Coles, 2001, p. 345).

This learning matters because it informs not only the people who do volunteer work, but also the people who are affected by it. It teaches the people who want to learn and gives them the opportunity to help. “Dion kept telling me what he was trying to do; he kept describing for me the various individuals he was getting to know – the lives he was affecting, even his own life had already been deeply affected”. This is the “pay it forward” method in which you have been helped, and this motivates you to help others in the community.

In light of this learning I take the initiative to make others aware of the LGBTQ community and their ‘personal space’ questions. This will benefit the community and others so they know about it and can also inform others to help them out. This will be beneficial for everyone.

Reference

Coles, Robert. (2001). The call of service. In J. S. Ott (Ed.), The Nature of nonprofit Sector (pp. 343-354). Boulder, Colorado: Westview Press.

#Reflection 6