We are half way through the academic year! Another 5 months from now and we will be seeing the ends of our Unit 4 classes. Crazy, right?
Chemistry
We had our SAC, and I ended up doing well. It cured a lot of my mopey feels from last week and has motivated me.
I'm the type of person who is motivated easily from positive reinforcement - praise, good results, understanding things easily. When I get bad scores, teachers always say its good for me and would make me want to work harder. Little do they realise that while the concept makes sense, it delivers a huge blow to my ego and I'm less inclined to do more work. What side do you lean towards?
Electrolysis from now on! I feel like I have a good understanding of electrolysis so I'm looking forward to it.
Psychology
No results back yet. We are starting memory, which while boring is also the topic of our research task SAC thing...
My teacher assured me the poster is essentially the same as an ERC (from the previous study design) but just on a different piece of paper.
I'm
really not looking to it though, and not looking forward to it in Chemistry either. If there's something that's going to trip me up...
Methods
One month until our big SAC. We will have our topic test this week (Tuesday, I think). After that, we are going into exponential and logarithmic functions, and after that circular functions. Those along with what we have done so far will be on the SAC. Apparently one lesson is an introductory lesson that isn't marked and can be used to clarify with peers and whatever. The only other thing I know is that it's a massive application task (or more than one, with the same central theme).
I'm usually okay at application tasks, but who knows...
English Language
I talked to my teacher about the SAC mark and I was largely unimpressed with her responses, to be honest. I won't go into it, but in the end nothing can be done about it. She was very complimentary of me and understood my concern with the mark. In the end, it wasn't a bad mark, my errors weren't huge, and I think I'll be okay going forward. It just so much harder now to work with a passion.
Others
I didn't end up doing the UMAT practice exam. It's just so hard to find a spare three hours, or even an hour here or there to do a single section. I will hopefully do some this week. I wish there was an app I could do sample problems with. To be honest, not having tutoring or preparation courses is beginning to make me worried. I begin to wonder if I'm really missing out.
Placement is fine. I ended up taking Thursday off and so I missed my class (+ double psychology) but it seems like we didn't do much.
Here are some thoughts I'm having:
What the UMAT reflects
I used to kind of despise the idea of the UMAT and didn't see what it really reflects in the individual that was so important in medicine. Now, I've kind of formed some impressions.
Section 1 assesses the ability to extract, comprehend and make deductions from data and information. I believe it reflects the role of a doctor as a teacher, and as a student. The doctor learns and imparts evidence-based, coherent, factual information to the patient. They educate the public, and research and learn to better themselves and their practice.
Section 2 assesses the ability to interpret emotions, see the patient as an individual, and provide an empathetic and trustworthy service. This section would reflect the role of a doctor as a carer. The doctor is a pillar of support, dependable confidant and a fellow person that serves and treasures their neighbours.
Section 3 assesses the ability to recognise patterns, observe the covert and exercise (appropriately) intuition as well as intellect. This section thereby reflects the role of a doctor as a problem solver. The doctor identifies symptoms, looks for fine detail, diagnoses and differentiates, and with any hope, 'solves' the problem the patient presents with. They examine what isn't obvious, and makes connections where others may not. Finding the missing part of the puzzle for the patient might be exactly what was needed, so a doctor asserts themselves a thinker and explorer.
To be honest, I don't think of myself as someone who plays these roles yet. I try, with some success. But what is most profound to me is the desire to be a teacher, a carer, and a problem-solver. When I doubted myself, someone said to me: you are still growing. With any hope, I can fulfill these large and sacred roles sometime in the future.
The paradoxical use of time in the final year of school
I treasure my family above anything else. Actually, my home consists of just my mother and myself. I've lived a somewhat solitary life, without siblings and with a mother who needed to work whenever the opportunity presented. In Year 12, I have become acutely aware that I will be moving away from this life and the comfort of our small home. Whether it's just an excuse, or whether I really do feel sentimental, I don't know. But when my mother's home, I hardly ever study. It seems like such a waste of time to study, instead of hanging around with her. It has made me think, that for those who do face my reality of moving away after Year 12 (many do), time spent bending over backwards to study should really be spent with family. Thinking forward, when will my life be like it is now? It won't, and I suddenly feel empty to think the 'normal thing to do' is shaft your family to second priority, and "study".
How to make study easy
Whilst contemplating why 'liking' something makes it so much easy to study for it, I've come to release something. On my profile one of the quotes I have is the Japanese idiom: 好きこそものの上手なれ - which means 'what one likes, one will do well'. I thought this to be true especially when I was studying Japanese. Why was it so easy to pick up? Why did I never tire of learning and practicing it?
It has dawned upon me recently that while an affinity for the subject is usually regarded as 'passion', there is another connotation to the word.
If you're passionate about a subject, it is more than likely that you're not passionate about the Unit 3 and 4 sequence, but the subject area itself. It's hard to explain, but I really love Japanese, yet hated taking it at school. What's the difference? I love linguistics, but don't like English Language. I love Chemistry in the VCE, but never really had an interest in it outside of school.
I looked to my teachers. Who were the best teachers I have had so far? My Japanese teacher - who teaches her mother tongue, her culture and upbringing. My Chemistry teacher - who used to be an industrial chemist, working for mining companies, manufacturers, you name it. They have such a endless, vast understanding and love for their subject. The "passion" seemed to be contagious. Only then did I realise that for both of those people, their subjects weren't something they had just studied at university, or taught because they were especially "good" at it. Both of them lived what they taught. To them, their areas of expertise weren't curricula and study design dot-points, but vocations, lifestyles, upbringings and hard-honed disciplines with open ends and seas of unknowns to explore.
I've decided, if I'm to enjoy what I'm studying, I cannot think of them as Study Designs, practice tests and powerpoints. I think that if I can see the subject rather as a discipline, with human, real applications, I can respect the subject, and therefore begin to appreciate it.
All the best for this week!!