Life Cycle of my Poem

Day 1: Egg Stage

A still of gradient blooms

Filters tranquility stream of tunes

Listen for me

I hear of you

Cemented silhouettes still solicit you

Solid drips enhance the grains

Slipped through solutions

This filter can't purify you

Cheek smothered on the cold yet stable reflection of your distance

Sound pollution comes from the roots of in denial

Clear the air with excuses

Consistent dials

Drove consumerism The Occupational sin

Stopped.

After I closed the car door.

-  When I first started writing this piece I was at LTAB having writers block. I came from a period of time where I stopped writing until boom I got hit with the power of writing. We were given the task to write about our mom when I looped into a broken record memory. This memory is in the past present and likely to continue in the future. When writing this piece I tried so hard to bring back myself back to those senses and paint a picture my subconscious already made. I hated this poem because of the cheesy ongoing rhyme. I'm very nit picky with the flow I tend to use and the words I use, It bugged me to even call this a draft. I used very short phrases that lead a lot to the imagination. I noticed there was a consistent theme of feel. Specifically how your sense of touch puts emotions in objects to paint the tone of what that memory was like. My intention was to describe a memory without getting to know the character I'm taking about. I wanted to create a scene where I use the surroundings to let the reader know what was emotionally happening. Day 2: Caterpillar Stage
Exploring the garden: Does your poem/story sound like the beginning of a much larger piece? Pick up where you left off & write the next part. Aim for at least 5 new lines.


A still of gradient blooms
Filters tranquility stream of tunes
Listen for me
I hear of you

Cemented silhouettes still solicit you

the root traveled without hydration sweaty palms of a mother nurtures her child's clogged pores

Solid drips enhanced the grains she knew she caused a breakage
sweat was the dry tears she flaked

Slipped through solutions

This filter can't purify you

Cheek smothered on the cold yet stable reflection of your distance the more I squint my eyes unto the window

Sound pollution comes from the roots of in denial

Clear the air with excuses

Consistent dials

Drove consumerism The Occupational sin

Stopped.

after the car door was closed.

Day 3: Chrysalis Stage 

On this step my partner revised over my poem in order to progress on my piece.

1. Are there any grammar/spelling mistakes? Make a note directly on their work and/or provide suggestions on how they can fix their mistakes below:

No mistakes.

2. What themes do you notice in their piece? Quote at least 1 line that seems to exemplify this theme:

Mother/child Relationship "sweaty palms of a mother nurtures her child's clogged pores "

3. Do you notice any patterns (such as recurring words, imagery or sentence structures)? 

"Sweat" "Cemented silhouettes still solicit you the root traveled without hydration" - imagery

"Drove consumerism The Occupational sin

Stopped.

after the car door was closed." - spacious structure

4. Do you have any questions about this piece? List them below

How does the ending solidify the poem? "Slipped through solutions" implies what? Is someone reflecting on a topic as they stare out a car window? What is the story within this piece?

5. Make 2 suggestions for your partner’s piece:

"Solid drips enhanced the grains" Drips of what?

"Sound pollution comes from the roots of in denial"- Make in denial capitalized like In Denial or

with quotations

Day 4: Fly

A still of gradient blooms

Filters tranquility stream of tunes

Listen for me

I hear of you

Cemented silhouettes still solicit you

the root traveled without hydration

sweaty palms of a mother
nurtures her child's clogged pores

Solid drips enhanced the grains of the her child
she knew she caused a breakage

sweat was the dry tears she flaked

Slipped through solutions
This filter can't purify you
Cheek smothered on the cold yet stable reflection of your distance

the more I squint my eyes unto the window

Sound pollution comes from the roots of in Denial
Clear the air with excuses
Consistent dials
Drove consumerism The Occupational sin

Stopped.

after the car door was closed.

Kuest Bike

In my STEAM class, Design and Engineering, we recently finished our second unit called “Farther”. In this unit we focused on a lot. For example, simple machines, specifically wheels and pulleys. This led to our studies of circles and ellipses. We focused on graphing these shapes and finding the area and circumference of them. We also studied weight, mass, speed, velocity, and acceleration. We also focused on graphing, functions, and slope. Lastly, we studied bikes, how they work, and how they can make an impact on someone's life. We found that all of these concepts connected to find the idea of designing a new bike. The class gained a lot from having several FE's that really brought what we were learning to life. For instance, we went to one of our classmates mom's bike shop, and got to explore the space and get on the bikes for the hands on action. We also had an in-house FE where we made prototypes with the help of a designer from Dyson. The concepts we learned in class and the FEs we did all came in handy for this Action Project. This project called for the class to design a bike based on a unique persona. My partner and I worked hard to create a bike that met the needs of our unique persona, which actually represents a bigger population of people with a similar situation. Below is my presentation of this project, I hope you enjoy!

Coming into this unit I didn't have a lot of knowledge on the fundamentals of bicycles so everyday was something new and exciting. If I were to pinpoint two things I learned from researching existing bikes would be how certain bikes are design for certain activities. I learned how rode bikes are designed for riding on paved streets. Hybrid bikes are great for urban areas and a nice stroll to enjoy. Last but not least mountain bikes, these are the tough machines that withstand hearty measures. All in All these aren't the only designs that exist but these are the basic types of bikes when looking for a bicycle of your own.The second thing I learned in this unit are gears. The fundamental of gears and the purpose is strongly connected to the first thing I learned which is the type of bike. gears are sets of toothed wheels that work together to alter the speed of what drives (bicycle crank) and the speed of the driven part (wheel).

I found this project to be challenging due to being a "newb" at bikes. However, I am happy with the end results and the knowledge I have learned to create a better bike. Having a partner made this experience a lot easier. My partner and I ran into some small issues, such as the 3D printer malfunctioning and settling on a concrete design. However, we were both able to effectively find solutions to all of the small problems. This project has taught me a lot about bikes, patience, and empathy. If I were to do this project again, I would do more research on the material as much as input I we put on the structure.

Aisle of risk

In my Humanities class, Rhetoric, we recently finished our second unit called “Challenge”. In this unit we furthered our understanding on rhetoric. For instance, we focused on the three rhetorical appeals: ethos (trust), pathos (feelings), and logos (logic) to our greater advantage when analyzing the use of it. We also studied rhetorical challengers, which are those who challenge the norm. We discovered the significance of these challengers who challenge the social norms in society. We studied real life examples of rhetorical challengers on several FEs. For example, we studied Martin Luther King Jr. and how he challenged the status quo during his time. This AP called for us to study a chosen rhetorical challenger. We then had to explain, using the rhetoric in their language, to justify what makes them significant to be commemorated. Therefore, as you read I ask that you imagine yourself stepping into a exhibition and as audience analyze the rhetoric of my candidate.

This is a link to my rhetorical challenger website I created.

GA, "aisle of risk", 2018

Sales Griffin Collective Risk

In Humanities class, Rhetoric, we recently finished our first unit called “Suppose”. Focused on the principles and powers of rhetorical language, we studied rhetoric and the different components. The three rhetorical appeals; ethos (trust), pathos (feelings), and logos (logic). Also studied rhetorical stylistic devices. We came to an understanding that these concepts can help make a rhetorical situation successful. We learned about the march that took place in Marquette Park by MLK. Our first FE, where we met Alia the organizer of IMAM, the monument created as a remembrance of what that riot did for the community and the voice MLK brought to Chicago. We had the opportunity to meet Troy LaRaviere one of the candidates for the mayoral position to help us get the notion of as a speaker. What we have learned transitioned into the action project. In this action project we all picked a candidate of our choice to later create a question along with a scripted response as the candidate.

Question: Being that you have no government experience or a substantial track record as an entrepreneur how are you any different from any other bad incidents that have been elected with no government experience in the past?


Audio:

GA, "Logo", 2018

Scripted response:

Stimulate the Mind

In our second Unit of our STEAM course Disease, we learned about mental disorders. This Unit we learned about different kinds of mental disorders, learning disabilities, and mental illness. We also learned about different brain waves and when they distinct. With this information we learned how to plot these on a graph and solve a piecewise function. Another thing we learned about was the DSM-5 This is the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition. This is a manual of many mental disorders that have criteria used to diagnose people. Although we didn't have any field experiences in this unit, we did have lots of class activities and discussions. For this project, we had to pick a mental disorder. I chose False Memory Disorder. We then had to create a lesson and simulation to try to get our classmates to feel the effects of the disorder. We also had to graph the brain waves that we thought our lesson would evoke. We then graphed these as a piecewise function. We filmed the lesson so we could document the experience. I thought this action project was awesome. This action project led me to see an aspect of the medicine field I wasn't exposed to before, this made me curious and want to learn more about neuroscience which I think is extremely interesting field to dive into. Well I hope you enjoy!

The False Memory Syndrome Foundation describes the condition as a person's identity and relationships are affected by memories that are factually incorrect but that they strongly believe. In other words false memory disorder is a predicament in which a person's identity centers on a memory of a traumatic experience that is false but that the person strongly believes occurred.

Signs of false memory disorder included in the DSM-5:

• Significant memory loss of specific times, people and events

• A sense of detachment from your emotions, or emotional numbness

• The person must be distressed by the disorder or have trouble functioning in one or more major life areas because of the disorder.

I wanted to dive in deeper with a person who struggles with false memory disorder in order to make my simulation as accurate as possible. So I watched a video of a person who deals with this disorder. Rebbeca Suger was 20 year old woman who dealt this disorder and has gone to court with a serious accusation that wasn't true. When she was 14 she accused her father of sexual abuse later to find out it was all made up. One thing that spoke to me was when she said, "the mind creates your reality". This made me realize how reality is made up of people imagination and beliefs which I found very fascinating.

Brainwave is an electrical impulse in the brain, they are the root off all our thoughts, emotions and behaviors. Specifically looking at a brainwave graph we have different types of brain waves that are associated with different states of consciousness, like being asleep or awake or even meditative states. In a brainwave graph we have: Gamma waves that is hyper brain activity, which is great for learning, Beta waves are your thinking waves where we busily engage in activities and conversations, Alpha waves is a relaxed state of mind seeping into meditation, Theta waves are the creative waves that drifts you into daydreaming down into sleep, and lastly delta waves that occur in deep dreamless sleep engaging in nothing but deep sleep. Everyone goes through there daily life engaging in these brain waves, but people who are diagnosed with false memory disorder tend to use some more than other in long periods of time. False memory disorder is mostly effected by Gamma waves, scientists observed electrical activity in their brains to determine whether specific brain waves were associated with successfully storing and retrieving memories. Researchers found that a fast brain wave, known as the gamma rhythm, increased when participants studied a word that they would later recall.

This is the lesson plan I wrote to simulate False memory Disorder with my classmates, I include a video to demonstrate the process in order for anyone to understand and try it out themselves.

 

This is a video demonstrating the simulation I presented that stimulates their mind (hence the tittle). This video is a "brain game" that takes them into a staged robbery to figure out who were the culprits. In order to solve this case as a witness its very important to remember every detail, but as we find out its very hard to remember certain events even if it was just seconds ago. This shows how False Memory works in a way that your mind makes up certain actions thinking they actually happened.

Here is a graph of the presumably measure of the brain waves my classmates might feel throughout the activity.

GA, "Brainwave Graph", 2018

This Flyer spreads the word about False Memory Disorder.

GA, "False Memory Flyer", 2018

Works Cited:

https://www.theguardian.com/lifeandstyle/2012/jan/14/truth-about-memories-jarrett

http://www.fmsfonline.org/?ginterest=ButItIsInTheDSM

https://youtu.be/5HdF-hexNjc

https://www.psychologytoday.com/blog/brain-sense/201307/remembering-something-never-happened