For a final project, I constructed (with the help of my instructor) an essay on Buddhism, asking the question "If Buddhism is a religion, where is its god?". To prepare, I called different churches with different perspectives asking them about religion, and how they define it. With grand results, I am proud of my project after the multiple trials of writing and rewriting, understanding structure of essays, and much more. I also felt this class connected to my Humanities class, since the essay process was inspired by what was taught by my Humanities teacher. Overall, it was a terrific experience learning about religion, and I am planning on redoing another course.
Monday, March 25, 2019
Independent study
As an atheist, the study of religion is fascinating because it allows a person to ask "Why is this followed?" or "What is the appeal?". Furthermore, it creates a sense that you're understanding the history of the world and of yourself as you read through the text. This is why I took an Independent Study on Tibet Buddhism, where I worked on understanding the religion and what it stands for within the latest unit of my school. I also learned about grammar, understanding structures of essays and sentences, and viewing the history of Tibet Buddhism. This lead myself and my instructor to Midwest Buddhist Temple, where we learned about the philosophy of shin buddhism and what the religion creates belief upon.
For a final project, I constructed (with the help of my instructor) an essay on Buddhism, asking the question "If Buddhism is a religion, where is its god?". To prepare, I called different churches with different perspectives asking them about religion, and how they define it. With grand results, I am proud of my project after the multiple trials of writing and rewriting, understanding structure of essays, and much more. I also felt this class connected to my Humanities class, since the essay process was inspired by what was taught by my Humanities teacher. Overall, it was a terrific experience learning about religion, and I am planning on redoing another course.
For a final project, I constructed (with the help of my instructor) an essay on Buddhism, asking the question "If Buddhism is a religion, where is its god?". To prepare, I called different churches with different perspectives asking them about religion, and how they define it. With grand results, I am proud of my project after the multiple trials of writing and rewriting, understanding structure of essays, and much more. I also felt this class connected to my Humanities class, since the essay process was inspired by what was taught by my Humanities teacher. Overall, it was a terrific experience learning about religion, and I am planning on redoing another course.
Printmaking at Palette and Chisel
I (JN) attended the Palette and Chisel Academy for the arts in Chicago IL and for have completed four works of printmaking. I have attended the open house between February 12 to March 19 in 2019 on Tuesdays between 5:00- 7:30 with the coordinator Torsten Muehl for a total of 12 hours. The number for Mr.Muehl is 1 (708) 209-1816. The email is torartmeal@aol.com
I practiced the following printmaking procedures :
- Printmaking with linoleum relief prints
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| JN "Kitty fox" no website, March 25, 2019 |
- Working with technical cutting skills and personal safety
- Using advanced tools such as edging press and hand print techniques
- Registration
- Usage of color
- Experiment of color
- Reduction Printmaking
- Completing total of 4 projects.
Even though I had been learning the technical-ness of the instruments and history of printmaking, I believe what I got the most out of it was the community within the class. Understanding to communicate different people outside of my age, learning from their mistakes in both printmaking and in real life, and how their passion for the art connects to the history and those who create the art.
- Using advanced tools such as edging press and hand print techniques
- Registration
- Usage of color
- Experiment of color
- Reduction Printmaking
- Completing total of 4 projects.
Even though I had been learning the technical-ness of the instruments and history of printmaking, I believe what I got the most out of it was the community within the class. Understanding to communicate different people outside of my age, learning from their mistakes in both printmaking and in real life, and how their passion for the art connects to the history and those who create the art.
Friday, March 22, 2019
Just Let the Minutes Melt Away
Time is an important structure within our society and it is our job as humans to create either efficient or fun ways of measuring time. This is what my cohort in Light, Sound, and Time is trying to understand within this unit of the class. The 11th grade class at GCE has been studying various measurements in time, trigonometry, the fabric of space, and much more. We had also advanced our learning through going to the Adler Planetarium and having a special guest providing more information upon the subjects.
As a class, we had studied different ways to measure time and how to understand it. This all brought us to individually propose a device that measures time and each of us had to visualize certain aspects of the device. We also had to include scientific facts that spread either outside or inside the classroom in order for the device to seem more realistic. What I proposed was a clock that measured time through the melting of ice. However, rather than create a video, I decided to animate clips of my device as well as rotate it so any person could gain a better view.
The Ice Clock from Jeimar Neiza on Vimeo.
The animation was supposed to be the bulk of what made the video interesting compared to other videos that my peers did. However, I realize that it would be unrealistic to create an animation that kept changing or is highly detailed. At the same time, I feel like I kept repeating the animations within the video over and over again without much of an idea of how it would feel. In total (including research and writing) the video took more than enough time to make even with the limited animation posted above. It is both what I am proud of, and what gave me disappointment.
Citations
“cubic inches to grams converter” ninjaunits.com, NINJAUNITS, Web. 2019. March 2019
Daniel Zimmermann, “Which Ice Cube Shapes Melt Faster?” sciencing.com, Leaf Group Education,Web, April 25, 2017, March 22, 2019
Kingsley Walcott “HISTORY OF WATCHES: THE WATER CLOCK” .bobswatches.com, BOB'S WATCHES, Web, No date, March 22, 2019
Wayne Smith “Melting ice and its effect on water levels” smithplanet.com, SMITHPLANET, Web, No date, March 22, 2019
Tuesday, March 19, 2019
The Policing Assemby
When dealing with a people's assembly, the consensus of the group must be prepared rather than the individual. This mean not only to plan, but to question and understand how your group members see the plan. I had to learn this the hard way with my class "A Nation's Argument" at GCE Lab School. In this class, my cohorts and I were to understand pre-era and after era of the civil war and what humilities enslaved people dealt with. It was also understanding the motivation, fallacies, and premises that came along with the arguments presented. However, the greatest challenge for the class was to organize a mini people's assembly within three days. This including the people's research, seating and structure, and topic's committee.
Within this people's assembly, we had to find arguments that were based around the questions and responce the guest and students had. The argument within this clip is of police in CPS. What was difficult for the project was the coordination with the student. At the same time, what felt satisfying was the independence given from the instructor and the question produced by the students.
People's assembly at GCE from Jeimar Neiza on Vimeo.
Within the people’s assembly, we mainly talked about policing and public schools. There were multiple points made, and I compiled them into an argument.
Thesis: Due to the environment of urban schools, the roles of police are used within the classroom to prevent outside problems from leaking in (guns, drugs, etc). Not only that, but the police creates a psychological phenomenon where students are aware of the consequences of their actions and will try to do less crime activity near the police. This relationship will create a parent/child dynamic and fuel a feeling of safety for students. Police are also more efficient compared to social workers since they have a “reactionary” mindset for problems within CPS and help kids follow the code of conduct. If all added up, the police could be a strong positive role model and a friend to a student.
Antithesis: Because of multiple police showing up in schools, the fear from students has now been directed more to police rather than criminals. Since students already live within a tough environment, they’re already accustomed to fear for themselves with school being considered a “safe space” for students. Yet, despite being there for protection, police within the schools creates the impression that the CPS school is itself a prison. The role of the “enforcer” in CPS is more fueled by the “reactionary” mindset from officers since the mindset was made for serious threats. Not to mention that police are enforcing the code of conduct to a strict basis as if it was justification for the role they play in CPS. In total, the police themselves are landing in roles that seem to damage the image of an officer to parents and students.
Synthesis: Police should be trained with different resources and to help out students such as social workers do. Police were seen as friend rather than enemy during a period of time, so the old methods and roles should be brought up more. The roles of police should shift for entering classes and teaching students on the access for public safety and justice rather then enforcing students. There should also be the breaking of the “reactionary” mindset, since there is no justification for that treatment on students. The CPS themselves shouldn’t assign a singular role for all officers, but rather different roles for each individual officer to see how officers could help students the best way possible.
It's also better to understand it through syllogism format to understand the points clearly.
Thesis
P1: Due to the environment of urban schools, the roles of police are used within the classroom to prevent outside problems from leaking in (guns, drugs, etc)
P2: The police creates a psychological phenomenon where students are aware of the consequences of their actions and will try to do less crime activity near the law enforcement
P3: This relationship will create a parent/child dynamic and fuel a feeling of safety for students
P4: Police are also more efficient compared to social workers since they have a “reactionary” mindset for problems within CPS and help kids follow the code of conduct.
C: The police could be a strong positive role model and a friend to a student.
Antithesis
P1: Student had depended on school to be a safe environment compared to the environment near their households
P2: Police within the schools creates the impression that the CPS school is itself a prison and that the fear has no escape
P3: The role of the “enforcer” in CPS is more fueled by the “reactionary” mindset from officers and creates security that isn't justifiable for learning institutions
P4: Police are enforcing the code of conduct to a strict basis as if it was justification for the role they play in CPS
C: Police themselves are landing in roles that seem to damage the image of an officer to parents and students
Synthesis
P1: Police were seen as friend rather than enemy during a period of time, so the old methods and roles should be brought up more
P2: The roles of police should shift for entering classes and teaching students on the access for public safety and justice rather then enforcing students
P3: CPS themselves shouldn’t assign a singular role for all officers, but rather different roles for each individual officer to see how officers could help students the best way possible.
C: Police should be trained with different resources and to help out students such as social workers do
Within this people's assembly, we had to find arguments that were based around the questions and responce the guest and students had. The argument within this clip is of police in CPS. What was difficult for the project was the coordination with the student. At the same time, what felt satisfying was the independence given from the instructor and the question produced by the students.
Within the people’s assembly, we mainly talked about policing and public schools. There were multiple points made, and I compiled them into an argument.
Thesis: Due to the environment of urban schools, the roles of police are used within the classroom to prevent outside problems from leaking in (guns, drugs, etc). Not only that, but the police creates a psychological phenomenon where students are aware of the consequences of their actions and will try to do less crime activity near the police. This relationship will create a parent/child dynamic and fuel a feeling of safety for students. Police are also more efficient compared to social workers since they have a “reactionary” mindset for problems within CPS and help kids follow the code of conduct. If all added up, the police could be a strong positive role model and a friend to a student.
Antithesis: Because of multiple police showing up in schools, the fear from students has now been directed more to police rather than criminals. Since students already live within a tough environment, they’re already accustomed to fear for themselves with school being considered a “safe space” for students. Yet, despite being there for protection, police within the schools creates the impression that the CPS school is itself a prison. The role of the “enforcer” in CPS is more fueled by the “reactionary” mindset from officers since the mindset was made for serious threats. Not to mention that police are enforcing the code of conduct to a strict basis as if it was justification for the role they play in CPS. In total, the police themselves are landing in roles that seem to damage the image of an officer to parents and students.
Synthesis: Police should be trained with different resources and to help out students such as social workers do. Police were seen as friend rather than enemy during a period of time, so the old methods and roles should be brought up more. The roles of police should shift for entering classes and teaching students on the access for public safety and justice rather then enforcing students. There should also be the breaking of the “reactionary” mindset, since there is no justification for that treatment on students. The CPS themselves shouldn’t assign a singular role for all officers, but rather different roles for each individual officer to see how officers could help students the best way possible.
It's also better to understand it through syllogism format to understand the points clearly.
Thesis
P1: Due to the environment of urban schools, the roles of police are used within the classroom to prevent outside problems from leaking in (guns, drugs, etc)
P2: The police creates a psychological phenomenon where students are aware of the consequences of their actions and will try to do less crime activity near the law enforcement
P3: This relationship will create a parent/child dynamic and fuel a feeling of safety for students
P4: Police are also more efficient compared to social workers since they have a “reactionary” mindset for problems within CPS and help kids follow the code of conduct.
C: The police could be a strong positive role model and a friend to a student.
Antithesis
P1: Student had depended on school to be a safe environment compared to the environment near their households
P2: Police within the schools creates the impression that the CPS school is itself a prison and that the fear has no escape
P3: The role of the “enforcer” in CPS is more fueled by the “reactionary” mindset from officers and creates security that isn't justifiable for learning institutions
P4: Police are enforcing the code of conduct to a strict basis as if it was justification for the role they play in CPS
C: Police themselves are landing in roles that seem to damage the image of an officer to parents and students
Synthesis
P1: Police were seen as friend rather than enemy during a period of time, so the old methods and roles should be brought up more
P2: The roles of police should shift for entering classes and teaching students on the access for public safety and justice rather then enforcing students
P3: CPS themselves shouldn’t assign a singular role for all officers, but rather different roles for each individual officer to see how officers could help students the best way possible.
C: Police should be trained with different resources and to help out students such as social workers do
Wednesday, March 6, 2019
Immigrants, We get the Test Done.
I have been going to a class called "Nation's Argument" where a student learns about the US constitution, premises and conclusions, and the history of the US. Not only that, but the class also went to an aldermen assembled meeting that spoke on a new policy created by Homeland Security and the executive branch of the US.
Throughout the term, students had learned about the original Citizenship test which consisted on simple one word answers and had 100 questions randomly selected. This document is a proposal for a new system or format for the test. It tries to not only fix the problems but also make it easier for applicants to engage in the test.
I am proud of the different solutions that I had created during this assignment, as well as the augments and acknowledgement of flaws on the original. However, the indepence given from my teacher on the format did create certain barriers I had to overcome. Still, I hope you enjoy the presentation.
Here is a qoute that connects to my reference on the Declaration of Independence.
".. that all men are created equal, that they are endowed by their Creator with certain unalienable Rights.."
Throughout the term, students had learned about the original Citizenship test which consisted on simple one word answers and had 100 questions randomly selected. This document is a proposal for a new system or format for the test. It tries to not only fix the problems but also make it easier for applicants to engage in the test.
I am proud of the different solutions that I had created during this assignment, as well as the augments and acknowledgement of flaws on the original. However, the indepence given from my teacher on the format did create certain barriers I had to overcome. Still, I hope you enjoy the presentation.
Here is a qoute that connects to my reference on the Declaration of Independence.
".. that all men are created equal, that they are endowed by their Creator with certain unalienable Rights.."
This image below is an unfinished version of a skeleton reading the constitution called The Originalist. The reason the drawing is unfinished is because it represents how I feel about the answers and question on the citizen test. That it feels the structure isn't thoughout, and therefore the question are limiting. Just like this drawing, it is a shame that we have an unfinished test with one answer questions that, despite the fairly simple questions, seem to fail the people that it is supposed to help.
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| JN "The originalist" no Website, 2019 |
Diddley Darn Stick of mine
My second unit of my class - Light, Sound, and Time - has been focusing on how sound works. Sound can be measured with frequency, such as particles hitting upon each other, that are absorbed within the air and processed by our brains. Music, however, is organized sound that we use to create art to our own liking. If we study this scientifically, we could create our own structures of sound that make certain frequencies.
JN "Calculation of Love" no website, 2019
How sound, and by extension, sound waves work is through the vibration of molecules. Mainly, if a force hits an object or even air, it creates a chain reaction where the molecules bounce onto each other in a certain direction. This then creates what is known as a longitudinal wave, in which a part of a wave moves in a condensed area while the two sides between the condensed part are open and flat. Anyway, sound then travels into the ear through the pinna, the vibrations are absorbed by the ear drum, and transferred by ear bones called the hammer, anvil and stirrup. Finally, it enters through the cochlea, where the vibrations turn into a liquid and are transmitted into the hair cells. This then goes to the brain’s process of understanding the sound.
Here are calculations for the size, area, volume and frequency of my project. Frequency itself is the amount of Hertz listed which is cycles in a second. With knowing the frequency of plucking the string, we change the length of the vibrating string for a high pitch.
I enjoy how this class executes the subject and brings real life situations for lessons rather than facts you could easily forget. So far, the class (in this unit) had learned about the how sound travels through air through frequencies and wavelengths, how we interpret and absorb sound, and what frequencies/wavelengths we cannot hear. We had also gone to Chicago Music Exchange to learn about the different instruments that produce very specific sounds with the warping of frequency.
For a major assignment, students had to create a diddley bow and measure what sound it was producing, how it was producing sound, and how to warp the sound through the use of wavelength and frequency. This isn't a project of passion, but the information of the project was interesting to learn about. Not to mention this was an idea that could have been taken further if desired.
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| JN "Diddley Bow" no website, 2019 |
How my instrument creates sound is vibrations following along through the first medium, that being string or metal. It then goes into an open and flat space (the can) where the vibrations bounces within said space and then into the open air as the vibrations spread out.
How sound, and by extension, sound waves work is through the vibration of molecules. Mainly, if a force hits an object or even air, it creates a chain reaction where the molecules bounce onto each other in a certain direction. This then creates what is known as a longitudinal wave, in which a part of a wave moves in a condensed area while the two sides between the condensed part are open and flat. Anyway, sound then travels into the ear through the pinna, the vibrations are absorbed by the ear drum, and transferred by ear bones called the hammer, anvil and stirrup. Finally, it enters through the cochlea, where the vibrations turn into a liquid and are transmitted into the hair cells. This then goes to the brain’s process of understanding the sound.
 |
| JN "Frequency Calculations" no website, 2019 |
Here are calculations for the size, area, volume and frequency of my project. Frequency itself is the amount of Hertz listed which is cycles in a second. With knowing the frequency of plucking the string, we change the length of the vibrating string for a high pitch.
 |
| JN "Song Caculations" no website, 2019 |
We also have a recording of myself playing the diddley bow to see how well it would do in a song.
In conclusion, the project was interesting. However, I feel if I had dug deeper, this would have felt more solid to myself and to my instructor. There is a lot of information within the class that reflects through this project, and I am proud to study it within my school as it will be useful later on.
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