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Zeshawn Rahman Capstone

Posted by Zeshawn Rahman in Capstone · Siswick/Kay · Wed on
This capstone focused on the creation of the Rough Cut ILP. The Rough Cut ILP is a dedicated class during ILP hours. It was held every Wednesday of the school year from 1:30 - 3:30 PM. Students have had the opportunity to learn skills independently, but there has largely been no class, or environment for these students to expand knowledge in unison. Thus, the ILP was born; a group of students looking to further their knowledge in new, obscure or otherwise interesting techniques in photography, and video. The overall scope of the ILP class shifted from video editing to video production, and a more professional workflow. Students were taught the benefits of prime lenses, professional cameras, and color profiles. With the unique opportunity to film and speak with Madeleine Albright and Steven Hadley at the Franklin Institute, students expressed desire to learn professional Multi-Camera filming and editing. The next classes held a live demonstration of filming with three cameras, reviewing the footage, and using the free DaVinci Resolve editing suite to process and export the footage. Considering the lack of film photography instruction, and resources nationwide, it became necessary to introduce the students to the photography one may call a lost art. Students learned to shoot on film, and noted it's creative effect on their photography. After shooting, the class shifted to developing and scanning their film, in which both the sciences, engineering, media production, and visual arts were combined in a month of instruction.

The two videos below show both a lesson in film development, as well as the students’ results after scanning their film.

Bibliography

Zeshawn Rahman


Freire, Paulo. Pedagogy of the Oppressed. Harmondsworth, Middlesex: Penguin, 1985.

* This source will be used to further an understanding of teaching in a more professional level going toward the future. It was recommended by Mr. Herman, who commented that it shaped his understanding and views on teaching. Though Freire analyzes teaching through a lens which focuses on 'oppression' and the need for an individual to be 'liberated', this can be easily adapted to teaching. When critical awareness and thinking are brought out via teaching, the students are, in effect, liberated. He brings up 'Problem-Solving' education as a method to combat this oppression, in which the teacher and student begin a dialogue, and learn from each other. Simple techniques from this text are beneficial; students focus more, have increased levels of motivation and happiness when they are accompanied by the teacher in various activities.

"Lectures Aren't Just Boring, They're Ineffective, Too, Study Finds." Science | AAAS. January 12, 2016. Accessed February 02, 2017. http://www.sciencemag.org/news/2014/05/lectures-arent-just-boring-theyre-ineffective-too-study-finds.

* As with 'The Pedagogy of The Oppressed', this source outlines why teaching with a firm hand, and mainly lecture-based is proven to fail. Although Freire embraces the problem-solving method of education, in a technical and often detailed workflow such as filmmaking, often times definitions and such are required. As this basis is often taught at the beginning of such courses via lecture-based format, it is evident that many students forget, or are unable to recall even the simplest terms and nomenclature after being in the program for three or more years. As a teacher for a course in which students are already enrolled in their respective media-coursework, many are already fluent in these terms. Adding review material toward the end and beginning of lessons in an engaging format will cement this knowledge in students.

Lehmann, Chris, and Zac Chase. Building School 2.0: How to Create the Schools We Need. San Francisco, CA: Jossey-Bass, 2015.

* Building School: 2.0 will be essential to leading a course in which many are accustomed to the lesson plans and general teaching direction as outlined by Mr. Lehmann. Even though SLA is a school that follows this form, some details may be hard to understand. For a teacher to fully deliver lesson in accordance at SLA, it seems imperative to read Building School 2.0. In essence, a class for an ILP would be an environment as it's own school, where the sole teacher is in control. With a combination of Freire's teachings and Lehmann's book, experience gained would not only be refined but applicable to modern environment.

"Multi-camera Editing Workflow." Create and Edit a Multi-camera Sequence in Premiere Pro. Accessed February 02, 2017. https://helpx.adobe.com/premiere-pro/using/create-multi-camera-source-sequence.html.

* This source by Adobe will be critical in upcoming lessons which are focused on multi-camera editing workflow. As this is the official method of editing recommended by Adobe, students learning will be greatly benefited early on. When moving on to senior year, CTE students will be Adobe certified, and required to have a working knowledge of all functions in Premiere.  Reviewing this source, it's easy to follow, especially for students who are learning it for the first time. A lesson set will be based on editing footage that was recorded during Educon.

"Prime Vs. Zoom Lenses » Expert Photography." Expert Photography. October 17, 2016. Accessed February 02, 2017. https://expertphotography.com/prime-vs-zoom-lenses/.

* A critical workflow that students will be introduced to as they progress further is the almost religious usage of prime lenses. Prime lenses are lenses that are fixed focal length, and 'do not zoom'. Examples of prime lenses are the 35, 50, and 85mm focal lengths. Benefits of prime lenses are that they usually offer very fast apertures, often exceeding f/2.0, with some 'super primes' even reaching the impeccable f/1.0 aperture. The benefits of fast (large max. Aperture) lenses are their ability to lower the sensitivity required by a camera. For example, in a dimly lit classroom, average exposure would read 1/30 second, f/3.5, at an ISO of 800. If a prime lens was used with aperture of 1.4, the equivalent exposure would read 1/30 second, f/1.4 at ISO 125. This would allow the photographer to have clear image quality, with almost no 'noise', that would be very evident in the ISO 800 shot.

Richardson, Will. From Master Teacher to Master Learner. Bloomington, IN: Solution Tree Press, 2015.

* This source is yet another on the fundamentals of teaching, and process to become an influential teacher. In Chapter 2, Richardson states "Students should "productive learners", learners who have their passion, their own purpose.", which resonates with the concepts of the ILP and the Capstone project. From personal research and experience, one can find himself in a position to teach, yet this was formed through a passion, and desire of giving back to those who have taught him. Richardson's method of teaching is critical in evaluating this relationship between teaching and learning as the fundamental basis for a cycle of learning.

TEDxTalks. "Learning Styles & the Importance of Critical Self-reflection | Tesia Marshik | TEDxUWLaCrosse." YouTube. April 02, 2015. Accessed February 02, 2017. https://www.youtube.com/watch?v=855Now8h5Rs.

* Though many agree that learning styles are a concept that lead to students learning differently, and lessons have to cater to various students' learning styles, it is not truly required. This source is critical in dismissing the myth of 'Learning Styles' and unify toward a universal teaching method: an inquiry based, teacher-student relationship. As a student, learning styles have often been discussed, with largely no benefits. However,  in an attempt to cater to all, maintaining interest while simultaneously teaching and assessing performance is difficult, if not impossible to accomplish without inquiry based learning and teaching, in which both parties are involved. Personal goals of teaching are to combine Freire, Richardson & Marshik to create vivid, engaging lesson plans, and this source cements one section of teaching.

TEDxTalks. "What Do Top Students Do Differently? | Douglas Barton | TEDxYouth@Tallinn." YouTube. March 26, 2015. Accessed February 02, 2017. https://www.youtube.com/watch?v=Na8m4GPqA30.

* This source will be presented in the form of a presentation during the first ILP of the third quarter. Though this is may not be directly related to media, it will serve as a primer for the further lessons which are more technically based, with occasional tests and grade-based system. Furthermore, as students progress to higher education, and are removed from the ILP program in senior year, there will be more test-based and standardized workflow. As an ending portion of every lesson, a quiz or similar format of review (5 minutes timing) will be delivered in a subject matter of what the class wants to learn.

"Try Basic Editing Techniques in Premiere Pro | Adobe Premiere Pro CC Tutorials." Try Basic Editing Techniques in Premiere Pro | Adobe Premiere Pro CC Tutorials. Accessed February 02, 2017. https://helpx.adobe.com/premiere-pro/how-to/edit-videos.html.

* Although a teacher has to be advanced in the subject before they are capable to teach, there are often small errors one will make. In the position of a teacher, if  this mistake isn't caught, students may follow unknowingly, leading to a larger issue. This source will be simplified, and printed out to give to all students as a refresher and guide as the lesson is in progress. Also, this is the certified Adobe method of editing using their program, and is industry standard. The significance is that students taught via the Adobe method will have an easier experience testing for the Adobe certification, rather than following along a roughly structured lesson.

Richardson, Will, and Bruce Dixon. "10 Principles For Schools Of Modern Learning." Modern Learners. 2017. Accessed February 2, 2017. https://s3-us-west-2.amazonaws.com/modernlearners/Modern Learners 10 Principles for Schools of Modern Learning whitepaper.pdf.

*  While the Pedagogy of The Oppressed is from the 1970's, and even Richardson's own book is from 2015, it's hard to find source material that is applicable in the present area. Of course, the terms and practices are everlasting in general application, however this is an article that was released just this month. With the new administration in power, this article provides valuable insight that "an “education” is what we create for ourselves rather than something someone else creates and delivers to us.", and the educational shift is " And let us be clear: it is the modern learner’s newfound capability to take full control of his or her learning that is THE educational shift of our times." A modern interpretation of Friere, this is a teaching method that will be applied in the ILP class. As it is an individual learning plan, students will experiment and learn various techniques themselves, through experimentation and self-direction, thus taking control of their learning and creating an education for themselves.


Ladoo - Popular Pakistani Sweet

Posted by Zeshawn Rahman in Science and Society · Best · E Band on

Pakistani Sweet- Lado


Ingredients


  • 320G of Gram Flour 2.5 cups of Gram Flour (Besan)

  • 4.7G of Ground Cardamom

  • 500 mL of Milk

  • 3 cups (681G) of Clarified Butter/Ghee

  • 2.5 cups Cane Sugar

  • 2 tbsp. of Milk

  • 3.5 cups Water

  • Saffron

Materials

  • Strainer with small holes

  • Pot

Directions for Syrup

  • Mix the 500G water and 2.5 cups sugar and bring to boil.

  • When sugar dissolves, add in milk

  • Boil for 5 minutes, remove top layer and strain (return to stove after)

  • Add saffron & cardamom powder then mix

  • Set aside under low heat

Directions for Pastry

  • Mix flour and milk to a soft batter

  • Heat the Ghee in large pan.

  • Pour the batter through strainer (may need to add butter to strainer to make easier) into the hot ghee

  • Stir and remove batter when lightly brown

  • With the small pellets cooked, add them to the syrup.

  • Remove from syrup and take off excess.

  • Add few tsp of hot water to the pellets.

  • Cover for 4-5 minutes

  • Shape the pellets into small round pastries and put into refrigerator.

  • Enjoy!

Research

Gram Flour - Less calories than wheat flour, low glycemic index, gluten free, rich in iron, rich in vitamin b6

Cardamom - fights against digestive issues, freshens breath, and is related to ginger

Milk - high in vit. D and phosphorus

Cane sugar - high in antioxidants, amino acids, and potassium, riboflavin.


Research the ingredients used in your dish and write up an analysis of this meal.  The analysis should be approximately 200-250 words.

Choose 3 of the following 5 lenses to analyse your dish. You don’t have to answer every question suggested for each one.


•Approximately what percent of the meal is processed vs. whole food?


•Political/economic:  How much did this meal cost? How does this compare to fast food? How are these food items regulated?  Who made money off your meal?  What small and/or large corporations/businesses are involved?


•Social:  What are some of the social ramifications of your meal choice?  Trace a few parts of your dish from the farm to the plate, including all intermediate steps on the way.  Where were these food items purchased?  Pick 2-3 ingredients and compare a commercial production process vs. a self-sufficient process.  (For example, how does the commercial tomato growing and delivery system compare to growing tomatoes yourself?)


The snack, Ladoo, is mostly unprocessed food. The majority of ingredients can be found naturally, and apart from your choice of sugar are all healthy. The main ingredient, Gram Flour (or Besan as it's called culturally) is natural, and has less calories than wheat flour, a low glycemic index, it's gluten free, rich in iron, and rich in vitamin b6. Cardamom fights against digestive issues, milk is high in vitamin D and phosphorus. Finally, cane sugar is high in antioxidants, amino acids, and contains potassium and riboflavin. Averaging cost for ingredients, it is a very cheap snack to make.


In India and Pakistan, where this snack is most commonly found, all the ingredients are a common find in every household. While it's hard to say who benefits off of a meal, street vendors often make this along with other sweets to sell.Small local businesses which sell ingredients to street vendors and individuals will benefit from this purchase, and in Pakistan, everything is grown locally, almost nothing will need to be imported as all spices etc grow locally. The largest organizations involved would be the farms in which sugar is refined, but it's  not uncommon to see sugarcane growing naturally and families processing it at home.


Social ramifications would be largely detrimental. Due to the popularity of sweets in the poorer, and more rural areas of Pakistan, it is hard to state health detriments. Eating such large amounts of butter, and sugar can cause diabetes, and this is rampant. Sugarcane is often processed by workers who are poorer, and labor is difficult. Often being paid less than others, and without any age restrictions, sourcing these ingredients can indirectly be equated to situations such as Apple's use of child labour.


Retinoblastoma

Posted by Zeshawn Rahman in Science and Society · Best · E Band on
Science:

Formed by mutated nerve cells which expand & is inheritable through parents. Inheritance is of type "Autosomal Inheritance Pattern", known as ADIP. The dominant gene for Retinoblastoma (Rb) is located on the autosome. Therefore, you only need one gene to be affected by Retinoblastoma. For example, if a father has Rb, than there is a 50% chance for child offspring to have it, and 50% to be unaffected by Rb. This image shows Retinoblastoma tumor before & after treatment. Thermotherapy in conjunction with Chemotherapy is used over 6 cycles to remove Rb, therefore leading to scar tissue prominent in image D. 

Society:

Rb can affect life by numerous factors. First, in places where advanced medical treatment is unavailable, Rb left untreated can be fatal growing rapidly and inhibiting normal function of the eye, then facial features, leading to very large growths. It can be detected by a photograph; when taken with flash, light will bounce off back of retina thereby showing up as white, when normal eye would cause light to bounce of retina, causing 'Red Eye'. Vision loss will occur even after treatment of Rb, leading to a blurry or soft-focused image. Focusing of the eye most likely will be not functioning, with eye control sometimes being impaired. Rb affects 200-300 people in the United States, and is the most common type of eye cancer in Children. Affecting 15,000 people per year, it occurs equally in boys and girls. Right/Left eye appearance of Rb is equal, with 75% chance of occurance in one eye, with reduced, 25% chance of occurance in both eyes. Over 9/10 cases of Rb are treated, however this is in US, with modern medical procedures (chemo, thermo, cryo & laser therapy). 

Self:

I was affected by Retinoblastoma at an early age, around few months of life. Treatment taken place using Chemo, and continued check ups lasted till I was school-aged. After these treatment for Rb, I continue to receive checkups at Wills Eye in Philadelphia. I was prescribed glasses though due to little improvement, and dislike I stopped wearing them. My control of left eye is difficult and although it follows my right eye movement, I cannot focus or see images through left eye clearly. After using the eye-patch at an early age, it improved my visual acuity through left eye to the point where peripheral vision is equal in both eyes. I still have difficulty with activities requiring both eyes, such as 3D glasses, or looking through binoculars/ microscopes. My views on Rb are that, I am thankful to Lord for being treated, and that I am able to continue life normally. 

Sources:

http://www.mayoclinic.org/diseases-conditions/retinoblastoma/symptoms-causes/dxc-20156215
http://www.chw.org/medical-care/fetal-concerns-center/conditions/infant-complications/genetic-disorders/
http://retinatoday.com/pdfs/0515RT_oncology_Saktanasate.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3574237/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1280085/

Advanced Essay #4 The Cause of Gun Violence

Posted by Zeshawn Rahman in English 3 - Block - E on
Intro:​
While writing this piece, I started off on Militarization. From militarization, I found some sources and tried to create a pro-militarization argument, but it kept getting back to guns. After having a conference with Mr. Block, I narrowed my focus from the general militarization to Police Militarization, and guns v. violence in America. This was also stopping me from finishing the piece; and I submitted the annotated bibliography late. I needed a resolution. I found that mental health was an important aspect in the gun rights argument, so with Mr. Block's advice, I made an argument that more effort should be put toward mental health institutions to prevent crime. I kept argument of arming police forces because I found that it ties into my essay very well. I really enjoyed writing this piece, and hope you enjoy reading it just as much! Please note that the Essential Question I used was the following: "In what different ways is militarism engrained in our society?"

The Cause of Gun Violence

In this modern age, there is much discussion on the place of weapons in society. Some argue that the display and usage of powerful weapons may be detrimental, due to appearance of these weapons in the hands of police officers, and civilians alike. It is reflected in many studies that the presence, or usage of civilian firearms do not have a direct correlation to increased violence, sometimes even leading to reduced violence. Even in the most restricted states, many crimes occur with legally-bought firearms. When examining these cases more deeply, a trend is revealed: mentally-ill perpetrators. In order to better protect against these attacks, arming police forces with military weaponry and vehicles would only benefit society. While some may argue that gun bans or such are beneficial, these proposals would only limit the Second Amendment, while crime continues. The only true way for society to reduce crime would be to improve access to treatment for mentally-ill individuals, and improve the armament of our police forces.
First, allowing law-abiding citizens to own and use firearms does not create violence. The areas where there are more guns may even have less rates of crime and violence. In a Harvard University study, the following data were shown “...violent crime did not increase with increased gun ownership nor did it decline in periods in which gun ownership was lower.” This quote clearly shows that guns, in have not caused an increase or decrease in violence. The key words “violent crime did not increase with increased gun ownership” make the point that areas with higher gun ownership typically do not have more violence than those with lower gun ownership. In fact, areas with more restrictive policies toward gun ownership seem to have more violence. This is shown by data from research in European countries. In Russia, gun ownership is at a rate of 4000 guns per 100,000 people. The number of murders in Russia are 20.54 per 100,000 people. While these numbers may seem small, this is very large compared to, say Macedonia. 16,000 individuals in Macedonia, out of 100,000, own guns. The murder rate in Macedonia 2.31 per 100,000 people. This data shows that a more militarized society, one with more weapons, is safer than one with less weapons. When using both statements in conjunction, one can come to the realization that more guns may actually equal less crime.
After a heist in North Hollywood, California, there has been an influx of military-grade weapons to the police forces. On February 28, 1997, when police responded to the terror attacks, they were met with a group of two heavily armed criminals. It is now know that “They were dressed in black coveralls and ski masks. They were bulked up by 40 pounds of body armor and carried select-fire Kalashnikov rifles, handguns, an HK-91, and fully auto AR-15.” This type of armament was not expected by police, who were armed with standard issue, 9mm caliber pistols and light Kevlar vests. It is important to note that select-fire means that a weapon can fire in both semi- and fully- automatic. This is critical because all firearms sold to civilians are limited to semi-automatic only, meaning that they had been converted by the attackers.
 When the police responded, they were unable to contain the threat, and twelve officers and eight civilians were wounded by the robbers. As quoted “At that time, patrol cops' basic armament consisted of semi-automatic pistols and 12-gauge shotguns. While this wasn't the first time patrol officers had been outgunned by professional criminals, patrol officers had never before been engaged in such a protracted, high-intensity firefight.” This further makes it clear that militarization (usage of military gear) of the police forces would have been beneficial in stopping the attackers. When considering the proposed, military-grade weapons that would have been given to the police, the first weapon-system that comes to mind is the AR-15, or M16 variant. This is a 5.56mm rifle platform that can defeat body armor when paired with the correct ammunition. In order to defeat the bank robbers, police actually used AR15 rifles from a nearby gun store, eventually containing the threat. When we consider the benefits of having such a weapon system, it is clear that militarization allows society to be further protected by the police, and gives the police an ability to prevent attacks from happening.
 Another example of this is the San Bernardino terrorist attacks that occurred recently. The police response was only four minutes, but 14 civilians were killed. Interestingly, the terrorists were armed with semi-automatic AR-15 rifles, similar to what the North Hollywood shooters used. Over 380 rounds were fired by police, though only 76 were fired by the shooters. The whole ordeal lasted four hours. The terrorists illegally acquired the guns from their neighbor, and modified them. There is a magazine capacity restriction in California, though the terrorists used illegal high capacity ones. They attempted to modify one rifle to fully automatic, and were found with dozens of IED’s and bomb-making materials. They were revealed to have radical beliefs, even aligning with those of mentally ill. Although the terrorists were able to inflict much harm, this was before police had arrived. When forces responded, equipped with military gear, they were quickly able to contain the threat. If the police hadn’t been armed with such weapons, a North Hollywood scenario could have repeated.
Instead of focusing political goals, and funding on restricting the right of the Second Amendment, there should be a focus on mental health in society. In almost all cases, a shooter is often one with a condition that allows them to commit these acts of violence. A case study that explains this is that of Isla Vista, in California. Elliot Rodger shot and stabbed those near the University of California campus, and ended up murdering six. Two key factors to assess in this situation are: 1) gun restrictions, and 2) Affected public health state. This state is defined as the ability for an individual with a mental illness to receive treatment, and prolonged administration of drugs to those with such illness.
California is a state with very restrictive gun legislation. Specific types of firearms restricted include semi-automatic rifles with ‘military-style’ features, including flash hiders, high capacity magazines, and pistol-grips among other things. This is stated California codes §12280, §12285, and §32310 respectively. In order to assess the rating of California from the anti-gun perspective, it received first place, as least friendly to criminals. Along with specific restrictions presented in the codes, it is shown that California is indeed a very restricted state in terms of gun laws. Along with this, California has an ‘F’ rating for affected public health rate. This is defined as a lack of inpatient commitment to treatment, lack of outpatient commitment to treatment, availability of emergency evaluation, and finally, use of laws to prevent crime. As quoted from the Treatment Advocacy Center, “17 states earned a cumulative grade of “D” or “F” for the quality of their laws.” This quote clarifies that the general affected-public health state is low in California, yet also in the rest of the United States.
When one examines this evidence, there is a clear correlation. In this case, California has a very restrictive gun policy, yet a very poor rating for affected-public health rate. Under California's Code Section 5150, as quoted “…a person, as a result of a mental health disorder, [who] is a danger to others, or to himself or herself [a professional may take] the person into custody for a period of up to 72 hours for assessment, evaluation, and crisis intervention, or placement for evaluation and treatment in a facility.” For this law to be applicable to an individual, they must be “a danger to others or to himself.” When determining if Rodgers was a threat, of aforementioned type, they recorded polite and courteous behavior, thus not regarding him as a threat. This behavior prevented police from either searching him for weapons, or detaining him. Due to the prevention of police actions by the law in California, Rodgers was able to open fire on a campus and murder six people.
When looking more detailed at Rodgers, it is shown that the restrictive gun laws did not prevent him from committing murder. Rodgers had passed the Federal Background Check, many other requirements, and legally purchased 3 firearms. In a state with such restrictive laws, it seems incredible that such an act could have occurred. This elucidates the fact that if society puts efforts into restricting firearms, there will generally be no benefit. Instead of preventing crime, millions of law abiding citizens would be restricted their Second Amendment right to self-defense, and yet: mentally ill individuals could still commit acts of terror. This shows that a focus on mental health would be a way to prevent shooting, and crime in general.
Therefore, while some may argue that weapons are detrimental to society, it is clearly not so. In fact, it is shown in countless studies that firearms do not cause violence. Although some may point to appearance of our police forces as an argument, this military gear ensures safety. In many gun-restricted states, crimes occur with firearms, and places where many own firearms tend to have less violence. The perpetrators of mass shootings, and crime in general tend to be mentally-ill. These individuals commit violence even though firearms are heavily regulated. The lack of mental health treatment in these cases is shown to be a direct cause of violence. The only correct way for civilization to reduce crime would be to improve access to treatment for mentally-ill individuals, and to improve the armament of our police forces.



Works Cited


"2013 State Scorecard." Brady Campaign to Prevent Gun Violence. N.p., n.d. Web. 20 Mar. 2016.

"Are Mass Killings Associated with Untreated Mental Illness Increasing? - Backgrounder." Treatment Advocacy Center. N.p., n.d. Web. 20 Mar. 2016.

Brady Campaign to Prevent Gun Violence. N.p., n.d. Web. 20 Mar. 2016.

"CA Codes (wic:5150-5155)." Official California Legislative Information. N.p., n.d. Web. 20 Mar. 2016.

CrimAdvisor. N.p., n.d. Web. 20 Mar. 2016.

"How the North Hollywood Shootout Changed Patrol Arsenals - Article - POLICE Magazine." POLICE Magazine - Law Enforcement News, Articles, Videos, Careers & Podcasts. N.p., n.d. Web. 20 Mar. 2016.

McCabe, Bret. "Does the militarization of American police help them serve and protect?" N.p., Web. <hub.jhu.edu/magazine/2015/spring/aclu-militarization-of-police>.

"Mental Illness, Mass Shootings, and the Politics of American Firearms." PubMed Central (PMC). N.p., n.d. Web. 20 Mar. 2016.

Notitle. N.p., n.d. Web. 20 Mar. 2016.

NSSF | National Shooting Sports Foundation | Firearms Industry Trade Association. N.p., n.d. Web. 20 Mar. 2016.

"Opinion: The Real Gun Problem is Mental Health, Not NRA .com." CNN. N.p., n.d. Web. 20 Mar. 2016.

"Reports, Studies, Backgrounders." Treatment Advocacy Center. N.p., n.d. Web. 20 Mar. 2016.

"State Survey." Treatment Advocacy Center Reports. N.p., n.d. Web. 20 Mar. 2016.

Treatment Advocacy Center Reports. N.p., n.d. Web. 20 Mar. 2016.

"War Gear Flows to Police Departments - The New York Times." The New York Times - Breaking News, World News & Multimedia. The New York Times, n.d. Web. 20 Mar. 2016.

"WOULD BANNING FIREARMS REDUCE MURDER AND SUICIDE?" Harvard Law School. N.p., n.d. Web. 20 Mar. 2016.


Advanced Essay #3 The Detriments of The PC Movement

Posted by Zeshawn Rahman in English 3 - Block - E on
Introduction

When originally writing this piece, I had intended to do something along the migrant crisis, and go into detail, but I didn't feel that I liked the topic that much. After researching topics and watching debates, the Politically Correct movement stuck out at me as a problem in society that needed to be fixed. I read more into it, and developed a point of view that would fulfill being fully controversial yet knowledgeable. During the writing of this paper, I got into a 'trance' writing till I couldn't stop; ending up with 3000 words, and then having to shrink it down to a more manageable <1000 words. After finishing it, I was proud of what I have created, and hope that all that read it enjoy, and possibly learn a thing or two from it. 

The Detriments of The PC Movement


As a Muslim-American, my conservative and often fundamentalist beliefs have often been a part of my identity. As an individual, and as a member of a religious group, I feel that it’s my right to express my opinions and speak on matters, without being met with hate. When a Muslim or similarly conservative member of a religious society expresses their views, they are sometimes met with dislike. It seems as if conservative beliefs are being withheld in society. There is an ever-increasing ‘Politically Correct’ movement flourishing in society. Its goals are to prevent hate speech, by limiting talk that seems inflammatory or disrespectful toward certain groups. Although the goal of the movement is to protect identities of certain groups, it ends up limiting, and othering members of groups with conservative identities. It does this by often incorrectly reading conservative views as being hateful.

In modern society, there are often norms in the Politically Correct Movement (P.C). These are traditionally Marxist views, and began with the Frankfurt School during the 1930’s. In Critical Theory, traditional, those who identify as Conservative are forced to withhold their views in society, and non-conservative beliefs, and more liberal views are widespread. The lack of the opposite side leads to a prevalence of liberal views, which leads to biased society. If a part of society cannot express its views on certain topics, its constitutional right of free speech is being invalidated. This term, as defined by “agreeing with the idea that people should be careful to not use language or behave in a way that could offend a particular group of people.” This phrase ‘a language… that could offend a particular group of people.” is an incorrect viewpoint, as there are various situations in which one group may consider harmful the same views which another believes is correct, and vise-versa often is plausible too.

        A brief explanation of Critical Theory is that it was a criticism of traditionally Western identity. This theory was against traditional moral values, importance of religion, sexual restraint, heredity, conservatism, and patriarchy. In order to remove these traditional, conservative elements of society, one must infiltrate the society with the ‘new’ forward-thinking, liberal beliefs. This was evident during the 1960’s and the Vietnam War, along with the anti-war settlement. One important individual in the history of Critical Theory was Herbert Marcuse, who was a member of the Frankfurt School. The thesis that Marcuse developed was that “university students, ghetto blacks, the alienated, the asocial, and the Third World could take the place of the proletariat in the coming Communist revolution.” From this, we can infer that this PC movement intended to replace those with conservative views with those with more liberal views.  

This movement has received an incorrect praise. Although the intended goal of being PC could have been beneficial to society, the limiting factor it imposes on those with conservative beliefs prevents conversations from occurring, and discussions being held about issues of religions, race, gender, orientation etc. Interestingly, the idea of limiting statements that are offensive also limits the ability to speak openly. An important example of this is the comparison of religious beliefs of certain religions to the beliefs of others. In certain doctrines, it is stated numerous times some seemingly anti-homosexual verses. The holy text from which the verses are derived from is strictly followed by the believers, as a strong part of their faith. If they were prevented from speaking their beliefs on the matter, the PC movement would restrict their right to freedom of religion as well. Recently, a bill was passed in the US, which allowed such people to experience a sort of equality. In the law, it is stated that ‘homophobic’, or anti-homosexual verses were not allowed to be spoken in the public. As a result of this, those against it were blocked from expressing their religious beliefs, some even being prosecuted.  

        Therefore, there are many systems in society which offer either benefits or detriments to individuals. Although some may pose as being beneficial, they sometimes have methods of encouraging separation among smaller groups in order to form larger groups which follow similar ideas. Some traditional, conservative beliefs such as patriarchal society, importance of modesty and views against immoral activities, may be forced to be abandoned as some aspects of society force one to embrace liberal views in order to stay PC. This forced change is often represented as removing bias, whereas it is actually steering one from their beliefs into believing those that are ‘allowed by society.’ This impacts natural views and beliefs on anything from the clothes society wears, to the rights of man.


Sources
"Political Correctness / Cultural Marxism - Discover the Networks." Political Correctness / Cultural Marxism - Discover the Networks. Web. 19 Jan. 2016.

Advanced Essay 2: The Detrimental Impacts of Forced Assimilation

Posted by Zeshawn Rahman in English 3 - Block - E on
While writing this piece, I tried to uncover past experiences and scenes of memory while stilI being able to analyse and build an argument. I spend countless hours editing and refining the paper, and strived to create a powerful thesis statement. Looking to the future, I can make improvements to the way I work - getting more detail in scenes (as the first AdvEssay) and providing a longer overall piece. I think I did well on both the essay and story, however - there are always more things to refine. 

The Detrimental Impacts of Forced Assimilation

There was a clear difference between desired assimilation, and forced assimilation. One was an attempt to learn the seeming foreign culture, while the other was a brutal murder of one’s own, in a struggle to blend in. It was required to learn; one had to learn English, to study English, to essentially be American, to succeed from a young age. 
On one warm summer afternoon of 2007, I realized that I was a traitor. I had always kept family values and behaviors before American ones, but now that had begun to change. I found myself speaking the English language more than Saraiki. While hundreds of millions knew English, only maybe a million knew my language. It was essential to keep it alive, yet I found myself only using it slightly in the house. After 2005, than 2006, I had forgotten how to speak our language as strongly as before. At the time I didn't think much of it, but now I realized that I had lost a key in favor of a lock. I developed incorrect thoughts. I didn't want my parents to speak our home language in public because I didn't feel comfortable being different. It led me to make mistakes. I spoke English more and more, and found myself disconnected with home. Of course I could still understand Saraiki, but it was hard not being able to speak fluently. This was not something I wanted to do. Although I wanted to be advanced in both languages, I had dropped one off in favor of another. In order to stay focused on school, and perform well on tests, and such, I had to think and work in English, 7 hours a day. This was much more than the 4 or so spent talking to family after school. Additionally, there were friends, and homework, and many other things that invaded the separation of ‘school at school’ and ‘home at home’. I couldn't live with these two literacies so separated. I had to change.
I remember the smell and essence of those warm summer evenings when everyone sat down in the kitchen of my grandfather’s house. My grandmother always used to cook dinner, sometimes switching off with my mom. Except for me, we would never speak English. Except for me, we all spoke in the Saraiki language. When my mother handed me the cracked black acrylic phone, I was forced to communicate with a broken tongue. He didn’t speak English, and though I could understand, I couldn’t speak Saraiki. I tried to talk to him about life in Pakistan, and what he did there, and we had a brutal half-hour long conversation, instead of a nice, quick five minute chat. It was a very horrible experience, for which I thank the American education system; every single thing he said, I understood, but I couldn’t respond. The key was slowly dissolving and the lock was growing. I hung up, and sat down to receive looks and  covert laughs. 
The acrid, yet pleasing smell of the old history books filled the air as soon as the lesson began. The Native Americans! Always an interesting discussion, and lesson - especially because we just finished reading ‘The Indian in the Cupboard’. There was something called the Civilizing Process. In this six-point plan, George Washington would make the Native American society ‘civilized’, as if they hadn’t been before. This plan would be both beneficial yet similarly detrimental effects to the Native American population. They would be met with clear justice, their land couldn’t be unfairly bought, their goods would be freely traded, presents were given to the Indians, and those who violated their rights would be punished. Yet, these are only five of the six. The last was the Promotion of experiments to civilize, or improve Native American society. 
Although I am not of American Indian ethnicity, these guidelines are all too visible to me. This was forced assimilation. This was still going on, even 200 years after these guidelines were first written by a felt pen. After going higher up through the education system, I found myself relapsing. I found myself trying to learn the Saraiki language, and started eating our cultural food. This was about 6th grade - the history lessons were about politics, and the United States effort to stop terrorism globally. Osama bin Laden was killed. May 2, 2011. As I was now somewhat proud of my nationality, and faith, I began wearing the all too common Shalwar Kameez. I was called a terrorist, Osama, etc. It all became too real, too quick. 
After researching more into the topic of forced-assimilation, I again came across the forced assimilation of Native Americans. A historian named Robert Remini stated that "once the Indians adopted the practice of private property, built homes, farmed, educated their children, and embraced Christianity, these Native Americans would win acceptance from white Americans.” This quote clearly shows what was required to be accepted into society during George Washington’s times. This is almost the same set of criteria to be accepted into modern society. Although, in the past the Indians were forced to convert to Christianity, one can swap ‘Christianity’ with American Societal Values, and ‘Indians’ with Foreigners. Once the Foreigners adopt the practice of private property, build homes, educate their children, and embrace American societal values, these Foreigners would win acceptance from white Americans. 
When I wore traditional dress, I was called a terrorist. When I brought traditional food to school, people complained about it. When I spoke my home language, people mocked me. When I embraced my cultural identity in America, I was mocked, and insulted. As a young child, I fought against the insults and jokes, but eventually gave in. Instead of continuing the same trend of being the odd-one out, I decided to be a literate American. When I spoke English, wore Jordans, and ate cheesesteaks and pizza, I was immediately accepted back into American society. After many days of being American, I found it took priority. I found myself speaking English and wearing American clothes, alienating myself from my culture, and cultural values. When I used to speak Saraiki, wear Shalwar Kameez, and eat chicken tikka and lamb over rice, I was not a part of American society.  The identical person; same personality, same name, same interests, same likes and dislikes, accepted or denied from society based on their type of literacy. 
In order for one to be accepted into society, they must assimilate in some form. American society forces one to assimilate fast ‘learn now, or you’re behind’. In this struggle to adapt to a foreign literacy, it’s very difficult to keep both the foreign, and the new. Because of misunderstanding of foreign literacies, many are forced to abandon their cultural literacies in favor of the literacy of the masses. 

Works Cited:
"Americanization or Cultural Diversity?" Americanization or Cultural Diversity? Web. 30 Nov. 2015. 




Advanced Essay #1: Perfection

Posted by Zeshawn Rahman in English 3 - Block - E on

Note: This essay was written to explain why achieving perfection may not always be beneficial. It shows that my love of cars was used as a means to push for success, but, interestingly, was detrimental to my academic career. I believe that it proves the point quite well, although slight refinement may help it a little.


Perfection


The smell of fresh carpet, and the lemony chemicals of cleanliness were especially noticeable that summer afternoon of 2009. As we walked to the end of the wide hallway double file, and began the stairs, our teacher told us we were free. Benjamin, Ali and I ran down the stairs and made our way to the Book Fair. As soon as we had made it inside, there were rows, and rows of books, pens, pencils and everything else ‘academic’ you could think of. As we turned to face the stacks of Guinness Book of World Records 2010, our eyes turned to the corner of the cover. Price.

Immediately, I put my hand in my pocket, and pulled out a couple of neatly folded bank notes. Two 10’s - $20 in total. ‘That should be enough’ I thought to myself, as I walked down the aisle. I made it to the ‘Alex Rider’ series, and picked up the first book ‘Stormbreaker’. It was about 10 bucks, so I had half left. I turned the corner, and saw posters - maybe a yard long and two feet wide. I perused the selection, and found one that caught my eye.

The blue and black outline of the car was artfully crafted. This wasn’t some ordinary car; it was shaped like a rocket. The whole 180 inches of the Ferrari’s width were crafted with gentle swoops of intakes, curvatures, and beautiful design. It’s sharp, triangular headlights, when matched with its ultra-low profile gave it a true Batmobile style look. Its overall sleek profile can only be really described one way… Imagine a triangular prism that slowly widens up into a flat, then curves back into a flat end. You then take this triangular prism, and slowly carve the edges away, till the sides are curved down. Using a saw, you cut vents into the corners, and add lights. The front grill is cut into the bottom of the triangular prism, and the whole design is removed of edges. The doors are added, and intakes are cut into the sides. When you are done this, take it to a master engineer at Ferrari, and they’ll finish it for you. What are you left with? An astonishing exotic called the Ferrari 612 GTO.

The second I picked up this poster, I walked up to the cashier, heart pounding with excitement. I stopped for a minute, and picked up an eraser, a few pencils, and a notebook. After buying everything, I knew exactly what I was going to do when I went home - draw.

Ferrari. Bugatti. Lamborghini. Those three brands were my subjects. Exotics. Similar to the academic subjects of Linear Algebra, Chemistry, and Philosophy, these were the most sophisticated of their individual topics. I studied, and prepared for my subjects to a master’s degree. Every single chapter of Ferrari, Lamborghini, and Bugatti were practiced until I got the A. With a pencil in hand, I used some pictures on the net as a reference. I used to first copy each individual line, in essence tracing the pics. After the overall shape was done, I used to repeatedly ‘learn’ the curves until I got it perfect. I used this method to put in the light reflections, and interior details of the cars. I studied the specific model of my manufacturer (eg. Ferrari F40) before I moved on to another model. This led me to perfect certain models to a 1:1 reproduction drawing; if angles, curves, and designs were considered questions on a test, I’d study till I passed with flying colors.

This love of faultlessness, and achieving the best, was a double edged sword. Although it pushed me to do the best I could do, it wasn’t possible with all the classes I had. It was truly difficult to achieve perfection when you had multiple assignments for 5-6 classes, all due at the same time. Also, I had been trying to balance drawing cars with perfectly completing assignments, and I noticed that I was slightly falling behind in class. More nights were spent awake, and I began getting late to school, because I simply could not wake up on time. I used to be an ‘A’ student, but now, this was dropping. Oddly, I remember the fragrant aroma of the classroom, and school, as a memory of my seeming failure. Although I had been emotionally, and mentally there 100% of the time, my body couldn’t keep up with this strenuous cycle of perfection.

Although some might argue that, in order to succeed, you must work as hard as you possibly can, I disagree. In order to achieve success, you must work smartly. Which assignments are due first? Which assignments demand more effort? I realized I had to work in a time-based schedule, where as though assignments were completed in order of their due dates. After doing this for a while, I was beginning to catch up with my peers, and establish my former rank.  I realized that the ‘top students’ were a group of teacher’s pets, and decided to fight the animals. In this strife, I worked to complete the assignment to the best of my ability, but in a time, and energy constraint. I worked in this manner until a month before school was out. My final report card was quite good, and higher then what I expected.


Climate Change Monologue

Posted by Zeshawn Rahman in World History - Block - B on
​What we learned:

We learned many things during this unit. We did warm-ups, and watched a documentary showing one perspective on Climate Change, as well as watching a dramatic monologue. I think that all through this unit, we shared ideas, gave and inspired others with them, and from this we were able to increase our quality-way of writing in the monologues. 

Monologues (Pakistan, Germany, Russia)


Unfair Change - Different Views of Change


Every day, I sit back and look at my land. I see that it is changing, day by day, but the appearance is not. Somehow, I feel that I am living in a different place than I was just a few days ago….


I currently work as a high ranking chemist for the government. Although my job is not directly related to climate change, or agriculture, I have connections which inform me about what is happening. I hear that climate change is causing increased flooding, which leads to severe danger and reduced living conditions.


I was informed that the ambassador, in a recent summit, said that climate change is impacting agriculture, cities, energy, funding, and other things in Pakistan. Along with this, I was told that around 20 international experts came to Pakistan and said that implementing a climate change policy was necessary for Pakistan to survive.


Today, just after coming home, I heard news that there was going to be flooding in my area. Shaking it off, I took a trip to the store, and bought some flour, and some rice. After getting the stuff, and walking back toward my house, I saw water…. you see, there is a bridge that I have to cross every day to get home.


On my way back today, I was going to walk across the bridge--like a wooden handmade footpath, but the water level had risen so much that it had covered the wooden planks. I had to get home, so I decided to risk it. Carrying the flour, and rice made my body act sort of buoyant - the bags were waterproof, and floated, so it was dangerous if I got too close to the edge; the railing was only 2 meter high. I almost got killed, almost wiped off the face of Earth without even a second to realize what had happened.


We need to work on a climate change policy. One that will actually work. In order to do this we will need the cooperation of not only the people, but the politicians. There is a lot in it for both the people, and themselves. They will not only get the riches of money, but the security of their nation.

[picks up phone - call incoming]


(In my language - he says Hello, I am coming. One minute. I am doing a a presentation. Okay, bye.)


Ah. Hallo. Mah ana panh. Hic minute… Mah presentation karana panh. Acha, bye.


Have a good  night, and take care, I have to attend to my children.


German Monologue - Education is The Archenemy of Climate Change

Hello. How are you all doing this fine evening? My name is Piotr Zeiss, and I am a student at The University of Munich. In my school, we think differently. Recently, with the improved realization of climate change, we must do everything we can to stop it before it’s too late.


The US, Germany, and 170 other countries signed a bill that shows that they will implement or get help implementing Climate Change policies, but there are three which did not sign, and are going to make our job of implementing these policies harder.


Stage Direction - Walk over to front of stage-area, and say “Does anyone have any ideas who these three countries are?”


Yes, these countries are Russia, India, and China. These countries have not signed, and might be opposed to climate change, we do not know.


There is a Russian general named Vladimir Ivanovich. In his recent speech, he had an assault rifle. With this, he threatened a member of the audience, as well as put everyone else in fear. He spoke about how China, Russia, and India, which are all related. Russia funds India militarily, and China is still communist -- explain. I feel that he is thinking in a Communist sense, as he was a general during the soviet times, which probably led to his mindset.


I hear news day by day that there is an issue of climate change, and our country is the leader. Not only do these phrases give me happiness, and hope, but they also give me sadness. How is my country at the top of maintaining such a threat, but also, not really educating other countries to follow. We gave one billion to support the UN’s Climate Change policy, but I feel that this is not enough to even dent the problem.


Coming from Munich, as you know, I understand the importance of climate change, ad how it’s a secret-unkown thing that is poisoning our Earth, and our life.


Not many people know about this, yet because of this non-understanding, people refuse to believe it is real. The leaders of countries do not like foreigners coming into their society in fear of spies, etc. If just the developed countries instill climate change policies, it will create a good impact, but if all the poor-developing countries joined and started climate change policies, then this would successfully eliminate the problem.




Russian Monologue - Change is Detrimental to Russia


Hello. I am Vladimir Ivanovich. You can call me Vlad. No, no ,no. That sounds too peaceful. Hi. I am Vlad. Recently - no, still too peaceful. You see this rifle I have? This is what I am going to use to hunt when I get my farm. Farm? You may ask…


Recently, there has been news climate change all over the world; ice has been melting, temperatures have been increasing, and places have a higher tendency to experience a natural disaster. Well, I’m not one of them. Many sources state that Russia, China, and other countries of the Iron Fist will gain useful farm land as well as increased income from the agriculture it provides. This will do so much for the countries, and it will occur naturally. We won’t have anything to lose, except maybe a few people in rural areas, but who cares. Mother Russia will be far ahead of the Capitalists in Western countries, such as US.


In US, farmland is already beginning to dry. Droughts set in. They are working vigorously to stop climate change for the benefit of their own countries, and allies. If they stop this, Russia, China.


[Stage direction -- look over at someone]


 What? Say that again! Do you want to be 120 grains heavier?!


[Stage direction -- chamber gun]


Why you call me Crazy Ivan? Racist dog!


[Stage Direction -- Cover head with hand and sit down]


I don’t know why you say this to me! Does anyone have any questions before I proceed?!


Stage Direction -- look at different person in audience



Yes sir? You said that Climate Change will destroy Russia? Let me see. Huh? You are saying that it will increase temperature and mess up Earth. Ha ha ha. Not for me!


I am 50 years old, no kids, my wife was killed… When I die, I will see grass, and the wind will blow… This is not my worry. ROS-SI-YA will survive, when I pass policies will change!. I have to get home, Bye.





                        


Different Values of Climate Change -- Russia -- Vladimir Ivanovich from Zeshawn Rahman on Vimeo.

Positive and Negative Space Reflection

Posted by Zeshawn Rahman in Art - Freshman - Hull - y2 on

  • A. What is negative space?
Negative Space is the space around an object drawn. The object drawn is the positive space, so space around it is negative. 
  • B. Explain how you found negative space in 1. your cut out?, 2. in your stool drawing?
Negative space in the cut-out can be found by identifying the parts of it. In my cut out, you can see that since the object drawn is the owl (positive space) , the space around it (background) is negative space. 
  • C. Why does it help an artist to see in negative space?
This is useful because you can find hidden images, for example in a trophy drawing there are two faces.
  • D. How is negative space useful in creating art?
Similar to previous question-it can be used to "hide" images in your artwork and add detail without clouding your main focus. 
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Me Encanta Mi Familia

Posted by Zeshawn Rahman in Spanish 1 - Manuel - B on

Esta es mi familia. Mi familia es pequeña pero amamos unas a otros. Mi hermano menor su llama Nadeem. El es muy atlético y le gusta correr. Mi familia a veces corre y juega fuera. Mi familia a veces usar la computadora. Mi hermana se llama Sofia. Ella asiste Greenfield Elementary. Sofia le gusta usar la computadora y a veces estudiar. Mis padres se llaman Attiq y Balqees. Mi mama cocina en la cocina. La comida es muy deliciosa. Algunos días, mi familia y yo vamos a ir de compras en Franklin Mills Mall. Tenemos que orar cinco veces al día, todos los días. Mi papa trabajar en la empresa farmacéutica, GSK. Vivimos en Filadelfia. Mi tío y abuelo viven en Filadelfia también.

Me gusta trabajar con mi padre en mi casa y dibujar en las hojas de papel. Mi padre y yo a veces vamos que Home Depot. Yo pasar un rato con mi papa todos los días porque el es muy amable y simpático.


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family_silhouette_clipart5-1_1_[1]

Mi Favorita Escuela

Posted by Zeshawn Rahman in Spanish 1 - Manuel - B on

Mi Powtoon: http://www.powtoon.com/presentoons/fUhQX4I7P1c/edit/#


Mi nombre es Zeshawn. Tengo catorce años. Soy estudiante de Science Leadership Academy (SLA). SLA está en Filadelfia. Está cerca de Siete Once y “Arch Gourmet”. Mi escuela es es interesante, divertida, y difícil pero para tener éxito, tú necesito trabajar duro. SLA tiene 420 estudiantes, cinco pisos y muchos amables profesores. Tenemos muchos clases diferentes, y actividades después de escuela. Yo participar en total clases y proyectos porque trato sacar buenas notas.

Yo participar en cinco clases. Clases es Bioquímica, Inglés, Español, Historia, y Electivos. Me gusta español porque hacemos chévere proyectos, por ejemplo vídeos de español. No me gusta mucho Bioquímica porque es enseñado mal. En bioquímica, hacemos muchos proyectos, por ejemplo disección de estrella de mar. Tenemos que participar activamente en Español y Bioquímica. En Bioquímica y Español, tenemos que hacer toda la tarea. Materiales de Español es una computadora, un lapiz o una pluma, una carpeta y la hoja de sellos. Para tener éxito en Español, es necesario trabajar duro, participar activamente y tomar apuntes. Materiales de Bioquímica es una computadora, una bota de laboratorio, y una pluma o un lápiz. Para tener éxito en Bioquímica, es necesario estar preparada y sacar buenas notas.

Los profesores de SLA es amables y chévere. El profesor de Bioquímica es Sr. Haas. Sr. Haas es inteligente. Sr. Kay enseña Inglés. El es chévere y simpático. La profesora de Historia es Srta. Jonas. Ella es amable. Srta. Manuel ensaña Español. Ella es divertida y es bastante tranquila. Español es chévere y deportista.  En la clase de Español, aprendemos hablar y escribe Español. En la clase de Español, hacemos proyectos y tomar pruebas. Srta. Manuel le gusta futbol y ella enseña muy bien.

Me gusta SLA. Me gusta los profesores, las clases, y ambiente de SLA porque aprendemos mucho desde lo. Lo que más me gusta de SLA es el proyectos. No me gusta mucho almuerzo mucho. Yo pasar una el dia hambre, luego yo no prestar atención nada. In mi opinion, SLA es raramente dificil, a veces estresante, y en general SLA es divertida.



Zeshawn Rahman ☪

Posted by Zeshawn Rahman in Technology- Freshmen - Hull - y1 on
Zeshawn
Tech (1)

Reflection:

I learned that my previous font was hard to read, and didn't fit with the overall design. I also learned that the colors did not contrast well, and my quote was too long. I revised my slide, and tried to make colors and shapes match. To do this I added a green hue over the picture to help distinguish the text. I also used rule of thirds from top to bottom making the text, the kaaba, and the crowd. The white in crowd matched with text as well.

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