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Jef

Why ain't he talking? My name is Jeff. That's Jeffe, man. https://www.protopage.com/room552

Writing excersise: Grade 23 experinece ideas

What do you think about the IB DP

I was 16 when I started with the IB DP; however I did not feel ready for the program yet. I started middle school in a public Belgian school, but I changed schools in the middle of my 3rd year and started the IB MYP Diploma. Here I immediately noticed that the educational level was drastically lower compared to my old school, which made me a bit uncomfortable. The next year and a half, I got used to a system that didn't require me to put in a lot off effort; I became unfamiliar to the ways off studying and exams that I had been building up over the last 3 years. So, when I finally got to the IB DP program, which required more effort from me, it was noticeably more challenging. ) Additionally, I only had the chance to have physical lessons for about 1 month and 2 weeks; Poland was entering a new lockdown. An 7-8 month lockdown followed, which not only challenged me academically, but very much mentally too. To this day I still get anxious about the thought off having a new lockdown; I don't ever want to experience the same. The restrictions felt like my basic human right of education was taken away, because even though we had online classes, halfway into the lockdown I had completely collapsed when it came to motivation for school. It took me a long time to recover but I still carry the consequences as I lack some theory that I should have seen.

Right now I am in my second year. While this year has notably improved, I still struggle because of the IB DP Program. I have this feeling of resentment towards school, because I associate it with everything that happened last year, and the fear of a new painful lockdown keep haunting me as it looks more likely that we are headed towards that direction. Nonetheless, the IB DP Program has also benefitted in a way. My writing skills have massively improved, I made amazing friends from all around the world, and I get to focus on the classes and topics that truly fit me and interest me. I love the history lessons; business management is going well and is very interesting; however I do struggle with Physics and mathematics. The (mock) exams are coming up soon, and they are stressing me out because of the amount of curriculum I still need to see and revisit, but I am confident that I will make it.

The IB DP program itself has it's advantages and disadvantages; it broadens the perspective, allows you to focus more on the practical side of things and adds interesting extras like CAS and TOK, but it fails to teach the students to memorize everything which is needed/useful. We are expected to use the things given to us by the curriculum and explore them further, rather than study everything from a textbook and memorize it for the exams. I like it, but I also think the system is flawed.

F1

How does the writer use the comments of fellow f1 drivers to create a strong feeling of empathy?

100-time GP winner Hamilton insists Norris has ‘many wins ahead’ after McLaren man is denied maiden victory in Russia

The article in question appeared after the recent F1 race in Sochi, wherein late drama allowed for Lewis Hamilton to win his 100th grand prix. However, the young and upcoming talent Lando Norris led the entire race just until the last 3 laps. It was the heavy rain at the end of the grand prix that paved the way for Hamilton to get P1. This created a lot of disappointment for obvious reasons, as the crowds were hoping for Lando's first win ever. In the article, Hamilton was asked for a reaction on the matter. This reaction is used in the article to create a strong feeling of empathy, through showing the contrast of praise and him feeling bad for Norris. This conflict allows for the audience to feel empathetic towards Norris.

In the comment that is present in the article, an extract from an interview right after the race was utilized to show the reaction of Lewis Hamilton. This extract includes praise for the young Norris, which allows for the reader to respect and to an extent emphasize with Norris, but also Hamilton. Firstly, because Norris receives praise, it confirms to the reader that he did an amazing job. Thus, because he lost but still performed really well, it creates a conflict. This conflict is what gives the audience's empathy to Norris, as they are disappointed that he could not perform well, AND win. An example of this conflict would be that Hamilton first says "Yes, for sure", after being asked if he felt for Norris, but right after that he says that "He’s been doing a fantastic job, he did a fantastic job yesterday in the wet..." These 2 contrasting statement create a conflict that make the reader emphasize with Norris even more, as they would much more prefer 2 positive comments (like wining and performing well) instead of 2 contrasting comments, like in the example.

2 aspects

2 aspects you liked

The play conveys that everyone has completely given up on trying to stay civil, through the use of intensive alcohol abuse.

In the text, we notice that Veronique for example is eager to drink rum:


Page 45

Veronique tries to snatch the bottle out of his hands. Michel resists.

Annette: "What's the matter with you, Michel?!"

Michel: "All right, there you are, take it. Drink, drink, who cares."

Annette: "Is alcohol bad for you."

Veronique: "It's wonderful."

She slumps

Alain: "Right... Well, I don't know..."

This indicates that the topic of alcohol is more important than the actual problem at hand.

Response to Peter Boghossian

What do you think about Boghossian's arguments? How does it affect your ideas about next year?

I personally completely agree with Boghossian's arguments. While the intention of the Social Justice warrior movement certainly are noble, their way of achieving this is quite frankly horrible. I do not believe that these morals should be indoctrinated in the education system, but we should rather utilise Boghossian ways of teaching. Everyone should be able to form their own views, whether people like it or not. Allowing others to share their opinions, even though you might not agree, is the best way to become more open-minded. It allows people to agree with new opinions, but also to enforce what they believe. They can create new opinions, which is impossible in a system where everyone has to follow a certain way of thinking. This SJW movement within the education system has gone too far, and it is seriously affecting the quality of our education. We shouldn't be indoctrinated to harass people because they think differently. People like Boghossian shouldn't be persecuted for trying to show and teach that differences make us stronger. We must get rid of this woke wave, before an entire generation is brainwashed into this dangerous authoritarian ideology.

The whole movement in general reminds me of the 'thought police' from George Orwell's 1984. You are immediately targeted for not agreeing with the masses/party, something that outright scares me. Reading that even the professors are not safe from this persecution, makes me rather nervous for next year. I want to follow political studies, and I'm worried that I will fall victim to cancel culture and persecution by others who do not agree with my personal views. I have been confronted in the past by these people who are very active within the social justice warrior community. My views were different than theirs, and I was branded as a racist, homophobic and other horrible names just because I had another way of thinking. I've also been called a "Nazi", which I find quite ironic as I am not the one persecuting others for having different believes. In general, I am hoping that my experience in college will be conflict-free, but if a situation arises where I am the victim of the woke movement, I will not hesitate to defend myself or others. Free speech and free thinking is the foundation of a democracy, and it should be protected no matter what.

The article

Voice Lessons post (ongoing)

Voice lessons post

The book

  • Page 44

The day has been hot and sultry. The sun has set behind great banks of clouds, which are
piling up on the northwestern horizon. Now that the light is beginning to fade, the great
masses of cumulus, which are slowly gathering and rising higher toward the zenith, are lit up
by pale flashes of sheet-lightning.

-W. J. Holland, “Sugaring for Moths,” The Moth Book

  1. What are the details that contribute to the reader’s mental picture of the clouds? List these details and discuss the significance of the order of their presentation.
  • Hot and sultry
  • Piling up
  • Northwest horizon
  • Light is beginning to fade
  • Great masses of cumulus
  • Slowly gathering and rising higher
  1. What is sheet-lightning? Why is it more effective to say sheet-lightning than lightning?
  • Page 35

Under the hard, tough cloak of the struggle for existence in which money and enormous white refrigerators and shining, massive, brutally-fast cars and fine, expensive clothing had ostensibly overwhelmed the qualities of men that were good and gentle and just, there still beat a heart of kindness and patience and forgiveness
-John Okada, No-No Boy

Discuss:

  1. He believes that money has corrupted mankind's hearts. Humans their best qualities have overwhelmed the qualities of men that were good and gentle. While it isn't exactly a hatred towards money, there is a sort of petty for people who have been consumed by money present in the text.

  2. Under the hard, tough cloak of the struggle for existence in which money had ostensibly overwhelmed the qualities of men that were good and gentle and just, there still beat a heart of kindness and patience and forgiveness

    Money details:

    - It would downplay the importance of money and does not have the same effect on how it is corrupting humans
    - No supporting the statement that money overwhelmed the qualities of men that were good

    People details:
    - No significant changes.

ENG essay: Summer

History has always been one of my passions. While my classmates in Primary school were playing games, I was "storming the beaches of Normandy during D-Day". Luckily, I share this passion with both of my grandfathers, who are History junkies just like me. At the start of the Holiday, one of them had provided the entire family with some old pictures of our ancestors. While all of them were interesting, one of them caught my eye. It appeared to be an older man wearing military decorations, presumably from the First world war. The picture was rather old looking (from the 50s), and the man in the picture was already pretty old. Thus, eager to find out more about this mysterious soldier, I set out on a conquest to find out more about this man.

The first step that I undertook was posting the picture on a Belgian History forum. One history buff was nice enough to identify the majority of the medals, and he recommended me to look up my last name in a book dedicated to WW1 veterans. That's where I found out about Leonard Gobbaerts, my great-great-grandfather. As soon as I found out, I contacted my grandpa, and explained what I had found. He was very interested and said that he would go to the military archives to find more documents, as I was still living abroad. This would later be extremely useful, as it allowed us to look into his role in the army during the first world war.

After examining all the documents, we came to the conclusion that right before the start of the war he was drafted into the 6th line regiment, a normal infantry regiment. He would stay in that infantry for more than 1 year and a month. This means that he most likely fought in the defense of Antwerp, the battle of the Yser and that he lived in the trenches for several months. Afterwards, the military documents state that he underwent a training to become part of the artillery regiment. He finished it within a month, and from then on he served there for the rest of the war. Another thing that I noticed was that he was evacuated to a medical center, due to a disease. Unfortunately, the name of the disease was not mentioned anymore, so we can only speculate. He was eventually discharged in 1919, completing over 5 years of service.

After finding out, I created a document wherein I could assemble all the info I could find. Seeing this document grow over time was amazing, and it gave me a sense of achievement and accomplishment. It includes maps, schedules and other information about my ancestor that allowed the entire family to get a clear view of what he did 100 years ago. At the moment, it includes possible other ancestors who would have fought in WW1, but I'm still working to find out whether they are direct relatives, or if they are distant family.