Communication Competence

Learners will become effective communicators in their discipline.​​

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I have chosen an artifact from English 112 Writing/Research in Disciplines (ENG-112), spring of 2019.  It is entitled “Proposal: Solutions to Reduce Radiation Exposure” and presents the few different ways the medical field could prevent the exposure of radiation to not only the Doctors and officials, but patients and families.  This essay showcases my final for English 112.

 

I decided to use the following format throughout my proposal paper…  I began to research and find many different solutions, until  I found three that I felt would be superior and strong as evidence to use for analysis of solutions.  I chose the following solutions to be enforced in hospitals: following safety protocols, more hours in training, and shared decision making.

 

I decided to make the relation between the recent Radiology Field: Exposure to Radiation and the following proposal paper due to my interest in becoming a Radiologist.  The connection of it to my personal life allows me to not only research needed information to be knowledgeable of when going into this field, but I find it exciting to learn about my desired field of interest. 

 

The first smart goal that I set for myself was to learn how to communicate effectively with experts in Radiology.  I feel that I accomplished this admirably, considering my background in medical terminology.  This proposal demonstrates a brief outline that hints to the communication skills that were required to read journals and major points in studies, as you can see in the section titled Best Solution when I discuss the safety protocols that should be implemented to improve patient outcomes and hospital environment.  I also find that I was able to give examples with evidence without going too deep or into extra detail for the readers understanding.
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​The second smart goal that I chose was to learn how to organize a paper in my discipline.  I feel as if I soared through this goal with confidence and success.  I took the needed steps to properly format an APA paper, along with using the appropriate amount of medical vocabulary to meet the requirements in the medical field.  I was also correct in using text citations and sub topics to keep my proposal organized.  Overall, I showed excellence in providing solutions and a call to action.

 

After the completion of this class, I was not only confident in writing professionally in my discipline, but writing in APA format, while citing my sources and in text citations.  Throughout the class, I was engaged in learning about my discipline and how I was going to be able to help people.  I can help by touching, protecting, and nurturing the hearts of children.  One day, I hope to be able to apply the knowledge I have to writing and performing in my discipline...​

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Cultural Competence

Learners will recognize and adapt to various cultures, ideas, and practices within their discipline.​​

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In the spring of 2019, HIS-132, I wrote a history final with the following two titles: “Who is to Blame for the Cold War?” and “American Involvement in the Vietnam War.”  This topic was chosen from a list provided with over five choices from which we were to choose from.  The following prompts are directed to write on America’s political and economic relationship with the past wars.  Throughout the final, I investigated the following two with evidence and factual information.  Reflecting on my progress in this class, I personally see a growth in my grammar, fluency, and following the structure and organization from a thesis, when comparing my book review for the class titled Analysis of Bury my Heart at Wounded Knee and the following final.

 

I have always been interested in learning about the reasoning and ideas behind and during wars.  I question: was the war actually needed or was it a forced war? These issues needed to be addressed, therefore, I  took the liberty by finding answers to these two questions. Studying these two topics was an awakening experience. I had no idea of some of the attack methods we had used in these wars…  Nor the attempts to end the war once and for all. The process and plans we took were affected by outside difficulties, but overall, the awareness of who is to blame and America’s involvement was explained.  

 

My first smart goal was to demonstrate knowledge about other cultures during the Cold War/Vietnam.  I was able to show the history and value of these other cultures by studying each war separately. The tension of the Cold War was between the Soviet Union and the United States.  The United States were known for their swift techniques and weapons. The threat throughout the war was that it would lead to a nuclear war. In Vietnam, the United States and Soviet Union fought an even larger and more costly war, than the Cold War.  After doing much research, I discovered that this was the longest war fought in America.  I feel as if I was successful in acknowledging the other cultures during these wars.

 

My second smart goal was to reflect upon the cultures different from my own, for example in this paper I understood Vietnam and Russia.  The Vietnamese were fighting for freedom. The United States goal was to try and prevent communism spreading. The financial aid from the French was not very successful.  The war was extremely costly for the United States. South Vietnam eventually surrendered. North Vietnam had a strong army. The North Vietnamese took victory.  The cultures are different from my own and will never be the same after the Vietnam War for the Americans.  I feel as if I was successful in acknowledging not only the other cultures but their contribution and outcomes.

 

This final demonstrates my ability to recognize the worth of different cultures and ancient methods/plans in war.  Through ancient records, history stories, religious ways, and languages, I was able to understand time during war. Furthermore, I studied how these wars affected the 21st century and how we think and react today to war.  History has not only affected today's methods of everyday life but has changed how we talk, write, pray, and fight.  Along with how we prepare for battle and protect our soldiers/people.

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​I believe that a woman determines her life: what we whisper to ourselves when in bad times, gives us power.  We must stand together in bad times to protect our group of people from being controlled.  I choose to want freedom and individuality.  If everyone was the same and equal, it would be very boring.  I take criticism and advice with respect, but in the end, I make my own decisions.  Our people need to be able to make choices now so they will benefit our future generation and have the practice to make decisions for themselves without relying on someone else.  “If I was meant to be controlled, I would have come with a remote.” (Unknown)​

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Creative Problem Solving

Learners will apply appropriate techniques to solving problems within their discipline.​

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I have decided to use an artifact from the fall of 2019, MAT-172, entitled Converting Rectangular and Polar Form CW.  The following quiz was given to test our knowledge in using the correct formulas, calculating a solution, and graphing  appropriately after reading and comprehending the question. The figures were given in different formats: some said to solve, while others said to graph.  Compared to quizzes assigned earlier in the semester, I learned how to appropriately study and adequately prepare for such questions determined to be on the quiz.

 

Even though this may not be the hardest quiz, this was definitely still a challenge for me.  It takes much patience to complete such long quizzes, with precise answers and graphing needed.  I chose this artifact to show my skills in graphing and applying knowledge of formulas.

 

My first smart goal was to identify the elements of problems to decide formulas to use.  Throughout the following quiz, it was an expectation to know how to apply either x=rcos(THETA) or y=rsin(THETA).  However, it was harder for me to convert the equations depending on the directions.  I applied the rectangular form to each parametric equation successfully, without any trouble.  I was also able to understand new symbols like theta.  After this goal was reached, I was able to successfully choose which formula to use in a quick and accurate manner.

 

My second smart goal was to learn how to solve a problem by using a graph.  I found it simpler to graph given coordinates due to my prior class of MAT-171.  I applied not only coordinates but being able to label the graph and give it a name of sort.  For example some may be a circle of hyperbola. This classification soon led to me being able to graph a  polar equation. After much time and dedication to study and practice, I successfully completed the assignment and gained a better understanding of polar equations and graphing.

 

I believe in having logical and exact answers.  Math helps to not only teach us algebra… It also helps to express values that reflect orderliness, balance, abstract, and harmony.  I still do not completely enjoy numbers and computations, however, I am able to understand and apply formulas and calculations. “Mathematics may not teach us how to breathe oxygen or how to exhale carbon  dioxide. But it gives us every reason to hope that every problem has a solution.” (Unknown)​

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Information and Media Literacy

Learners will demonstrate the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.​​​​​
 

In the fall of 2017, I enrolled in PSY150: General Psychology.  At the end of the course, we were asked to write a final paper.  The artifact chosen title was “Psychology Final Paper.”  Throughout the following paper, I discussed psychology and how this specific class benefited my development in school and at home.  Psychology is the study of mental processes and how we behave. In my abstract, I explained that the five subtopics that helped me throughout the semester are: “Learning,” “Thinking Critically with Psychological Science,” “Motivation and Emotion,” “Stress, Health, and Human Flourishing,” and finally “Developing Through the Life Span.”  Along with this, I explained how these topics proved to me that I am a strong, determined, and Reward-Driven Responsive person.  Compared to earlier forums and assignments, I feel as if I grew on reflecting and analyzing human behavior and interaction.

 

My first topic discussed was “Chapter 7: Learning.”  With the inclusion of in text citations, I was able to gather evidence of how a child is taught and responds to learning at such a young age.  With this being said, I was taught at a young age to be respectful to my elders and others around me, due to the positive reinforcements I was taught.  In this paragraph, I listed what type of behavior I had at a young age and how it contributed to my development.

 

My first goal was to learn the correct way to cite in text citations.  I approached this by using the Psychology textbook and citing evidence to my ideas and  morals. In the next topic labeled “Chapter 1: Thinking Critically with Psychological Science.”  Reflecting on the formatting of just these two chapters, I would have flipped them to actually discuss Chapter 1 and then Chapter 7.  Within the second paragraph, I discussed how my family carefully guided me and how the encouragement I was always given was helpful in my success.  I also discussed the factors that played in my punishments as a child. My relationship with my mother has always been strong and unbreakable. We have a saying: “It will always be us against the world.”

 

My second goal was to learn to search NC Live effectively to find credible sources.  I used NC Live to search the emotions of such ninth graders.  I remember not being able to relate to much of the emotions one typically goes through.  However, I did use sources from NC Live to support the Psychology definition and principles of behavior.  In my next section, I discussed “Chapter 10: Motivation and Emotion (Emotions).”  In this paragraph, I discuss how I reacted as a child to different situations, along with how my mother handled situations. My mother has always comforted me when I needed someone to talk to, a hug, or advice on unsettling situations.  I believe in the phrase “karma.” Another phrase I was taught was “the objective is to not make the same mistake again.” I knew how to control my emotions at an early age due to the support I have always had.

 

In the fourth paragraph, I discussed “Chapter 11: Stress, Health, and Human Flourishing.”  Since I was a little girl, I have always believed that a negative emotion can be a benefit to feeling peaceful after a rage.  Answers, explanations, and unnecessary stress are sometimes released. My mother does not believe that the symptoms that come with anger in a stressful situation are helpful to success.  Therefore, she tries to teach me that in stressful situations, to react appropriately by using my time wisely, doing everything in my capability, and finding help when needed.  I am one who believes that I am capable of completing a task on my own successfully, but I am also capable of asking for help.

 

My last chapter discussed was “Chapter 4: Developing Through the Life Span.”  I explained the parent’s love for a child can be life changing. My father died at the early age of nine.  I lost the love, protection, and support my father gave me at such a young age, that I did not realize how much I still had.  My mother has been my rock since infancy.  I have gone through and described what I still believe in each chapter, to show how much I have changed in writing, but how I am still the same person I was at heart in ninth grade.  My morals and aspirations have never changed.  My passion in life is understanding the rules of mankind and life in itself with me in it.​​

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Scientific Literacy

Learners will demonstrate scientific literacy by explaining the process of scientific reasoning and applying scientific principles inside and outside of the laboratory or field setting.​​​
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This presented artifact was completed in the fall of 2019, for CHM-151.  I chose the very first lab completed in my first chemistry class ever taken.  The title of this lab is Separation of Heterogeneous Mixture.  With this being said, I wanted to prove how I have overcome much anxiety, stress, and labs/tests since the beginning of CHM-151 by providing my first lab.  After completing the needed science courses to take chemistry, I was nervous.  I was walking in with no background on mixtures, solutions, or the mathematics that would be used in this course.  I remember my professors voice being calm and nurturing. It made me feel as if everything was going to be okay after I studied and went to the Academic Support Center.  Compared to other labs and assignments that were given later in the semester, this was simpler, considering it was my first chemistry lab.  Due to my past Biology labs, I was knowledgeable of most safety rules and most of the tools used in a lab.

 

This lab caught my eye because of the amount of analysis that was needed in this lab.  The experimental procedure was not that tough, for my first time in a chemistry lab. We were instructed to wear goggles as safety.  I wondered what we could be doing to protect our eyes. Then I was later informed that we would be performing the sublimation of ammonium chloride under a fume hood.  I was so careful not to burn myself while working with these heated sources.  The most crucial part in the lab for me was making sure we waited long enough for the dish to heat.  Throughout the lab, we were calculating percent by mass of the ammonium chloride and sand.  While doing this, we calculated the total percentage of mixture recovered in the experiment we performed, by using the formula provided.

 

My first goal was to learn  to use the scientific method when conducting an experiment.  This was used during the first half of the experiment for lab 1.  By breaking down each part of the lab and numbering what should be completed before moving on, we analyzed the directions.  We asked questions about how to use the burner. We had to do background research on some of the formulas, so we would be able to apply them correctly when it came time.  This usually led to more questions being asked about our calculations. The procedure was performed successfully, however we could have improved on knowing how much time to leave the dish on the burner.  We concluded our lab by discussing results on how to improve, and showing the professor our completed lab.

 

My second goal was to learn how to draw conclusions to an experiment with calculations.  I found this goal very difficult to achieve, due to the problem of leaving our dish on the burner for too long.  However, I was able to draw the conclusion of balance issues within the procedure.  Along with the sand and salt not  being heated enough and then heated too much. This made the salt removal difficult to calculate.  We were able to complete the lab with accurate results.  I learned to always check the heated dish periodically, even if the heating process is extremely slow.

 

At the end of this lab, I was able to define evaporation, boiling, sublimation, decant, distillation, and more.  Along with the calculations of percentages, separating mixtures, calculating grams, and explain specific errors and then percent error.  Compared to the labs I am now executing in CHM-152, this was a beginner lab. This allowed the student to get a feel of what a burner was, along with how most labs will function.  We also discussed safety rules that we use constantly in CHM-152.  Overall, not only this artifact, but class taught me to always check my calculations and be precise. I should also be able to provide evidence for how I got my answer.   This class led me to the discovery of my major at UNC.  I am choosing to major in Chemistry, fall of 2020 at UNC.

 

Mathematical Literacy

Learners will demonstrate mathematical literacy through solving problems, communicating concepts, reasoning mathematically, and applying mathematical or statistical methods, using multiple representations where applicable.​​​

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In the fall of 2019 for MAT-172, the completion of my artifact was titled MAT-172  Test 2 Chapter 10.  We were asked to complete the test focused on identities, expressions, exact values for  right triangles, solutions, and fill out the TRIG reference sheet. This sheet was found extremely helpful if you knew the appropriate formulas to include into the empty boxes or slots.  I remember I was nervous about answering questions involving the solutions for solving trig equations. However, after lots of practice, I felt confident to answer these problems.  Compared to tests given earlier in the semester, I found that this test was harder for me due to the requirement of remembering formulas.

 

I began the test by pledging my honor that I completed the test alone.  Then I read, the directions that had in bold “There is no need for a calculator on this test!”  The first section was simple, we were asked to choose the appropriate identity for each expression.  By knowing my identities and expressions, I was able to complete section one successfully. Section two was a little harder, considering the directions of showing substitution and identities.  However, after spending much time on this section and applying everything I knew, I was able to complete this section of the test. The next few sections were in the same area as the second.  The next section was found a little harder for me.  It asked me to verify the identity.  I struggled with answering some of these on the homework, therefore, I was unsure if I was correct or not after my configurations.  The last page was the TRIG reference sheet.  This was simple, since I studied all of the formulas and identities given in the notes and homework.

 

My first goal was to learn how to identify mathematical expressions.  This was a big part of the test. We had to label, identify, and work out problems based on expression.  We were expected to know the identities to use, hence the use of the TRIG reference sheet. Personally, I feel as if I was able to complete this goal with success, since I was able to recall and use the formulas studied.  I do remember however, second guessing some of the formulas studied.

 

My second goal was to learn how to appropriately label terms to solve problems.  In order to answer most of the expressions and problems, I had to know how to label the trig identities like: sin, tan, and cos.   Along with this, we were asked to know the even-odd properties.  Also listed on the TRIG reference sheet were the formulas for sum & difference.  With this, double angels were to be listed.  Overall, I was able to label every open box with confidence.

I know that I am not a mathematical type of person, however, I do find joy in having to study and being challenged by problems.  I am capable of completing the problems, I just don't particularly like when I mess up a calculation and I have to figure out where I went wrong in my process.  This is why I enjoy chemistry, math is included however, it follows formulas and word problems.  A math equation does not use the language/key words that would be in a chemistry problem.  I was able to successfully achieve my goals and receive extra practice on trig equations after the completion of MAT-172 Test 2 Chapter 10.