Part 160- This week…

This week’s post is another weekly school story/ breakdown. Well, more like a short light-hearted one-sided conversation. Hah. Well, let’s go!

Oh my god, was last week a daze. So last week was Thanksgiving break. One full week of no school, hours of free time, and no work. Something truly looked forward to every year. Well, so was I. Was. In the future, at that point I still will, but given how the after effects of this year’s break were, ehhhhhh. Not really.

Almost every time there’s a long weekend or a break at least 4 days long, I forget everything. Literally. I can never seem to get back into my schedule. Maybe this happens to everyone, but I’ve experienced it multiple times lately. Following Halloween, we got Monday no Tuesday off from school. On Wednesday, when I returned, I forgot my ID. I was panicking so bad because I was terrified some teacher would find out I didn’t have it and would make me stay outside until I did. I remember hearing a story in 5th grade of a boy who didn’t wear his ID and couldn’t go to school unless he found it. I was fortunate enough that my dad was able to bring it to me before school started. The next day, I forgot my chrome book. So once again I had to call one of my parents to drop it off. After a few days, it was normal again. However, this week was also a disaster.

So, on Monday I forgot my chrome book. And in the first half of the week I thought I lost my violin tuner. When I was reviewing for my quiz on Wednesday, I forgot all my proofs and theorems in Geometry. Oh and then I had a hard time reviewing for my Brain Function Test on Friday because I couldn’t get the Olfactory Bulbs/tracts and Optic nerves/chiasms right. I also completely blanked out on my math test for a good 5 minutes before I was able to get into my senses. ( I still got a 104/105 though. Disappointingly, I lost 1 point in a very minor and frustrating error.) I also messed up on one question of my math quiz and didn’t read my writing correctly , so I messed up and lost 2 points.

Before the break begins I’m so relieved and joyous and grateful I get a break. I mean, do you know how much work you get before the break?! Like at least 6 assignments and 3-4 quizzes or tests before. It’s such a relief when you finally get a break. But then it ends and you feel so drained. Breaks are helpful, relaxing, and exciting, but also annoying, troublesome, and tiring. Although I get a lot of time to myself and can feel good in that moment, it’s really difficult to get back into that same work mode again.

After seeing what happens after a 4 day break and full week break, I wonder what’s going to happen after winter break. I’ll be leaving for winter vacation a week early so I’ll miss the last week of school for the 2021 year. So after missing 3 weeks of school, I’m most likely going to be in the grumpiest and most sour mood to exist when I return. I’ll probably have forgotten everything and will leave the majority of my stuff behind at home. Can’t wait for that. It’s funny. I just get back into my regular schedule and routine, and then it’s going to break again.

Apart from that, I’m super excited for the next few weeks. This Monday I literally told myself that days pass by really quick, and it’s only this week full of work before I get free days. Well, less work-filled days. See, next week after Tuesday, as far as I know I have the next few days a bit casual. I may have a quiz in between, but otherwise, it’s gonna be great. Next Thursday I have a Winter Orchestra Concert which I am super excited for. It’ll be my first time performing for a live audience in almost 2 years. I unfortunately wasn’t feeling well the day of my Fall concert so I had to miss that. However, this time it’ll be great. I also get to perform as concertmaster for my orchestra, and I am really excited. Especially with the pieces we get to play. Jingle bell rock, Harry Potter, and Ode to Joy. Ode to joy is a kind of tradition each year where all orchestras play a part of the piece together. Jingle bell rock is pretty simple. But Harry Potter is the best. We did a run-through of the whole piece on Tuesday and it was so lit. It’s one of the harder pieces we are playing this year, so it’s a new experience. Because of that, it makes playing it even better. I cannot wait to play it in front of an audience. It’s so energetic in the end as the tempo increases, and it’s definitely an adrenaline rush just from listening.

Also, we have Holiday Tours on the day after. This is also a tradition with our school where we go around and play for the elementary schools nearby and show the kids there how great the fine arts department is. Band, Orchestra, and choir perform there, and it’s really exciting. When I was younger, it was something I always looked forward to and loved, and I’m really excited that Iget to be a part of it this time. I never imagined I would be in that same place of those musicians who I admired, and would be able to play for kids who would do the same in the following years.

Then, the evening of that Friday I have my first All Region rehearsal. It’s my first time getting into All Region and I’m looking forward to that as well. Compared to All District, I’ll be playing with kids from all over the region of Texas. On Saturday we’ll have one final rehearsal before we put on a concert. Then, on the following Monday I will be leaving for an early winter break. More details on that will come later. But anyways, it’s gonna be great. So many Orchestra live playing days. I’m really looking forward to next week. 

Oh and one last thing. I got to dissect a sheep brain. Twice. It was pretty enjoyable. A lot of people when they see organs or have to dissect body parts they get disgusted and cannot look at it or stand the smell. For me, it was fine. It looked pretty normal. I’d say the most amusing part to me was when my other teammates were completely disgusted by the smell while I was unbothered. It smelled like dead fish, and was oddly normal. The first of the two dissections was a labeling one where we had to dissect and label the interior and exterior of the brain. This included the cortexes, cerebrum, cerebellum, brain stem, lobes, hypothalamus, corpus callosum, and thalamus. The second day was a mystery disease activity. Our team’s patient had a problem in the Central Nervous System- more specifically the hypothalamus- so we got to dissect another brain to root out our problem. I found it most fascinating how you could see where the problem was inside the brain. Although there was a mix up with the labeling when they were being sent and we got a different group’s brain, it was fascinating to see how the part where there was a problem/disease was most prominent. Here’s a picture down below. 
So yeah. Sheep brain dissections helped me get out of my exhausted state and progress through the long week.

Other than that nothing else really happened. About 87% of my week was just me being done with everything and exhausted, 8% was me being excited for cutting open a sheep brain, 3% was me manifesting the excitements of next week, and the remaining 2% was me thinking life is good. I dunno. Sometime between the week I started feeling good and told myself everything was all right. I have no idea where that came from, but it’s positive reassurance that is comforting to know. That’s pretty much how my entire week went. I hope you have a wonderful weekend, and an excellent evening. Bye!

Part 159- Bikers and Motorcycles

Motorcycles. What a…rather unique topic to write about. It’s a slightly random post today, bringing up two-wheeled motorized vehicles out of the countless others. In reality, I couldn’t come up with anything else. But, I’ve been thinking about this. I myself don’t know much about them. At most, the only thing I could come up with from what I know about them is that they have two wheels and an engine.

I guess this is similar to my Whiskey post, where I randomly wrote on a topic and gave some facts. It’s not bad to randomly talk about something informational every once in a while. Plus, this will be another learning experience for me as well.

Let’s first start with what defines a motorcycle. A two-wheeled vehicle that is powered by a motor and doesn’t have pedals. Given that, we have a basic image in our heads, like the one down below.

But, this is only one of the different types of motorcycles that exist. They look similar, yet each one has a specific purpose and style as to where or how it is ridden. Out of the many different types of motorcycles, I’m choosing to write about 4 types. Standard, Cruiser, Bagger, and Touring. Also, I’m going to be going off of Indian Motorcycles and their bikes for this post.

I also want to explain what cc means. When I write something like 125 cc, I’m talking about 125 cubic centimeters. The cc is used to measure the displacement of a motorcycle engine. A motorcycle’s displacement is another way to measure the volume of its cylinders (hence cubic), or more simply, measures the amount of space the engine’s pistons sweep within one stroke.
More displacement can mean a more powerful engine, but not necessarily more speed. For example, a standard bike can go faster than a bagger, despite the bagger having more cc, because the standard bike is smaller and weighs less.

Fairing is an external metal or plastic structure added to increase streamlining and reduce drag, especially on a high-performance car, motorcycle, boat, or aircraft.


The oldest motorcycle style that manufactures have been producing, and a common favorite because of it’s simple design and suiting for all purposes. It has an upright seating position with the handlebar at waist height that offers a balanced riding position.

It has variations from 125 cc up to 1,000cc and can be fit with luggage, a tank bag, or a different seat.


Designed for cruising, the Cruiser has a lower seat height for relaxed riding position and easy control. The engine sizes vary from a small displacement to 1,000 cc or more. ( Usually from 125 to 1,000cc)

Power cruisers have greater performance than usual, more horsepower, stronger brakes, and better suspension. Thye have higher levels of power, and often come with upgraded brakes and suspensions, better ground clearance, and premium surface finishes.


Baggers are more comfortable bikes that can be taken on the open road. They can dominate miles with high-displacement engines . They have saddlebags which offer plenty of storage for riding gear, cargo, or anything needed to hit the road. Baggers have a customizable selection of frame, fairings, and windshields which can keep you from being knocked around by the wind. 

Baggers also can have a two-up seating configuration.


Touring motorcycles are perfect for long-distance rides as it has amenities and comfort for both the rider and passenger. They commonly have large displacement fairings and windshields that offer a high degree of weather and wind protection, large-capacity fuel tanks for long ranges, engines with a great deal of low-end horsepower, and a more relaxed upright seating position.

It’s typically larger than most other motorcycles, and has typically large engine sizes to be able to keep up highway speeds, and haul a large amount of extra gear+ clothes. Engine sizes can range from 1,000 to 1,800 cc.

Why do people ride motorcycles?

My guess would be the thrill. I’ve gotten the chance to ride with my dad on his motorcycle a few times, and it’s always been exciting? Why? Because of the thrill. The thrill of going at an incredible speed with nothing but the wind stopping you. It’s something that gives freedom. No one can stop you at that moment from going wherever you want. Nothing holds you back, and allows you to feel that sense of flying because of it’s open build. Although having to sit pressed against someone’s back with a firm non-negotiable grip around their waist isn’t the same, it gives a similar feeling.

I would also say because of what it sounds like. You can’t really hear much when riding due to the wind, but it’s helpful. I don’t remember what it sounds like, but it’s a bit blurred when you ride. You don’t hear a lot of sounds other than the occasional cars and wind whipping past you, and that’s calming as well. It blocks out the sound that can distract you, and lets you hear how fast you’re going instead. You don’t get that type of power and speed with cars or other vehicles, making it much more exciting with motorcycles. That sound also builds the thrill. The faster you go, the more blurred it sounds, and more thrill you get.

It can also be there to burn stress. When you ride, you feel calm. It sort of reboots your system and re-energizes you. It allows you to forget what’s on your mind and just enjoy the feeling of being free, and by yourself.

I also want to include friendship. My dad always shares stories about his rides whenever he gets home, and it always sounds warm when he shares a memory with his friends along the way. Going on a solo trip is great, but it’s better with friends. On that trip, they’ve all put down hectic schedules and work to do one thing you all love, and that’s riding. Either for short trips to close states, or long road trips across the country, they’ll be there. You create a special, a new specific bond with your friends when you ride, and that’s another reason why people do it.

Difference between a biker group and biker gang:

When I was younger, I asked this question to my dad. Whenever I thought of a biker, I was always thinking of some biker gang or a person who was bad and rode on a bike while harming people. So when my dad got a bike, I got confused, and a bit worried. He later explained to me the difference.

A biker group, or motorcycle club, is a group of individuals whose primary interest and activities involve motorcycles. They all share the same passion and interest in motorcycles, and that’s why they form a club. Most clubs are either organized around a particular brand or make, or around a type of riding.

Biker gangs/ Outlaw motorcycle clubs however, do not usually adhere to the American Motorcyclist Association’s ( AMA) rules. Some members of outlaw motorcycle clubs participate in criminal activities and organized crime.

Why I want a bike:

Like I mentioned at the beginning, I have a dream motorcycle/bike in mind that I want to have when I’m older. How did it come to this, well….I don’t know. Honestly, I never imagined myself ever wanting a motorcycle in the future. I never liked them that much or thought they were great. But one day very recently I guess something clicked in my mind and now I want a motorcycle of my own. 

I guess mainly because they’re cool. I mean, look.

Indian FTR


Doesn’t this look like a really cool ride to school. You can ride onto campus on this and get off cooly while everyone looks at you in awe. Heh. And maybe because I like bikes in general. I’ve always loved riding bikes. I really love that freedom of my own “vehicle” and going to my friends’ house by myself or hanging out with them. It’s like a form of independence I suppose. But you can’t take a regular bicycle everyday when you get older, so I guess that’s why I decided I wanted a motorized bike instead. ( AKA motorcycle.)


What comes to mind when you think of a motorcyclist? Probably some person with a vest covered with patches standing next to a bike. Or maybe not. But anyway, usually these vests serve a greater purpose than as protection or a stylish overcoat. They can represent a treasure for some. My dad owns a vest himself, and on it he had many patches of different places he’s been. For example, the Three Twisted Sisters. It’s like a trophy. A piece of clothing that shows the different achievements and places you’ve been and have. Or it could just be a way to represent yourself. It doesn’t necessarily have to have patches of your achievements, but to show who you are. To show the world when you ride what it means to be a rider to you, and what you see of yourself.

The bond between a rider and their bike:

You know how ships have names? I’m not sure about big ships, but for small ships the captain or whoever owns it gives it a name. Ever wonder why? Because that’s their partner. It’s their most trusted friends on a journey. Same with bikes. Bikers name their bikes as well because that’s their only companion on the road. The bike is the one that is with them and the one that will take care of them on their ride. The vehicle is the one that’s helping you get there, and is the one that will protect you. You basically trust it to help you reach your destination safely. Giving it a name is like a form of respect. And that respect is the bond. If you treat it right, it’ll treat you right as well. Take care of it, and it’ll take care of you as well.

And so that’s all I have on motorcycles and bikers. I hope you all got to learn a little more about them like I did. After doing some research and writing this, I actually became more aware of what it meant to be a rider and understand why they like it more as well.I hope you all had a wonderful Thanksgiving, and are well. Bye!

Part 158- The Journey…

It’s been 9 years, and the journey has finally come to an end. Well, partially. Let me be more specific. After 9 years, my journey on the Kumon Reading program has finally ended. It ended some time ago in August, but very recently, something very exciting has brought it up. But before that, let’s travel 9 years back to where it all started.


I don’t remember the exact details of when I first started Kumon, but according to my parents, it was around when I was 4. I had first started the reading program, and my dad says that this was so I could be able to read. Reading doesn’t necessarily refer to books or text comprehension or just words in general, but instead, it means to recognize something and understand what it means. In math, you read numbers and graphs, you can read different languages, signs, animal tracks, etc. All these are based on the basics of reading, and that’s primarily why my parents wanted me to start with reading before math. Skip forward a year to 2014.


I don’t remember much of 2014 as well, but there is one specific memory I have. Before I share, let me explain how the programs are structured. In Kumon, there are5th-grade5th-grade different levels, and they each focus on different skills. While both Programs are organized slightly differently, they both have a similar structure of what should be focused on in a certain set, and both have more content in the next level based on what was learned.

Anyways, I’m not sure the exact year this happened, but, after a few minutes of intense calculation and photo searching, I believe it would have been sometime in 2014. I remember how one day, I was told that I would no longer be sitting with the Early Learners, and would have to sit with the older kids. I was pretty much confused at that time, but now looking back, I think it was because I had passed the Early Learning/Developing Skills levels. After that, I remember having to sit with the older kids and do my work instead of with my friends. I think sometime into 2014 I began the math program as well. ( And a side note, it was the year I first started learning the violin as well.)

Another memory I have about Kumon doesn’t exactly relate to the program itself, but how it’s helped me. I remember when I was in 1st grade, we were taking a quiz and I remember it being in addition. Vertical, aka ‘stacking’, the addition of 3-digit numbers. I very specifically remember how I already knew how to do this and kept saying it to myself when I first saw the paper. I’m not sure if this is entirely true, but I think I was the first to finish and was surprised to see my classmates struggling. I do not know what my 7-year-old brain was thinking, but that is what I very clearly remember of that year.


2015 is one of the years I have specific memories from. I moved from Ohio to Texas in 2015, started writing a blog very shortly after I moved, and began a new school in a new state that year as well. It was a spur of fast-moving changes that were overwhelming and complex at that time. Anyways, before I had moved, we had taken A LOT of Kumon packets with us so I still had that habit of Kumon, and to keep me working until school started, or we found another Kumon center for me to attend. I remember lying around in an apartment with piles of Level CII packets around me. I remember working on a made-up story about a woman called Petite Mama who lived far away and sold crops. Fascinating what the brain remembers, isn’t it?

I do remember when I started at a new Kumon Center. It was a new building, a new Instructor, and I was terrified. I eventually got used to it, and slowly started picking up from where I left off at my previous center.


There was only one change that happened that year. My mom started working at the Center so she could take over. Because of this, two things happened. One, I would have to start going to after-school care, which I dislike very much, and two, I would no longer go to the Center run-person. Since my mom worked there, she would bring me the packets regularly.

Another thing that happened was that I was chosen to take the CBE (Credit by Examination) test for math. I think that at that time, they wanted to see how it would go, and for that, there were 7 kids, including me, in 3rd grade who were chosen to take it. Out of that, 6 of us passed, and in 4th grade, we all took 5th-grade math. From that moment until now, I’ve been taking accelerated math, and am currently taking Geometry in 8th grade.


4th grade. The main part of 4th grade was 5th-grade math. It was a bit complicated as I was taking math a grade higher than normal, and because I had only learned the previous course over a few months. It was really fun though. I enjoyed taking it. I have a memory from this year as well. We were learning fractions, and I couldn’t help but beam through the entire lesson as I had learned how to use fractions long before. I just couldn’t help but feel good that I knew something others didn’t. Not in a smug, “Haha, I know more than you do!” way, but more, “Oh, I’ve learned this before!! I know how to do this!” way. It’s like when you know what something means or can do something that others haven’t, and the teacher lets you show the others or be an example. It was one of those moments.


Okay, 2018 was a terrible year for me. I’ve mentioned and complained many, many times how much last year brought me down and how much it set me back, but I’m not sure if I’ve mentioned that this had happened previously before as well. It wasn’t for all subjects, but more for math. I struggled HEAVILY that year, and most of my grades consisted of B’s and C’s. I don’t remember a time I ever got a 100 that year in math.

There was a point I got a 54 and had to completely redo the test to pass. I remember the amount of embarrassment and shame I felt on myself that day, as I could feel my classmates watching me, sitting there with tears rolling down, as my teacher explained what I did wrong to me. Although it was in a corner of the classroom, I could feel them watching my every move. It was the most humiliation I felt that day, and I was so ashamed of myself. I prided myself for being in accelerated math, but I had dropped so low I didn’t even know if I should still be proud or not. When I told them, I knew I had let them down and was frustrated with myself. I just couldn’t bring myself up from where I was that year. Although it got better, I was still so low and doing terrible that year. The best score from that year was 94. After that incident, my dad said that I had to get above a 90 to earn his trust back. I worked the best I could and managed to get a 94. It’s not one of my best memories of that year, but it was the fuel for my determination to not slip again the next year.

I also had some problems in Kumon that year as well. In Kumon, there are achievements you can make such as G by 4 or J by 6. They’re reaching specific levels in or before you reach a certain grade. In this case, I was aiming for G by 4. The problem was, I kept failing the test. This happened mainly because I didn’t do so well in the packets. Both for math and reading. Every time I got corrections back, it would just be red pen after red pen on each page. I went easy on everything. I had no real interest in doing it and didn’t bother to do the corrections no matter how many times my mom told me to. I think because I kept struggling in Kumon, I developed that habit when working, of not paying attention to my work, and that affected my grades that year. This set me back some time in the Program, and I do hope it never happens again.


After taking that vow to never drop so low in math again, I aimed to work hard and do my best in middle school. It was a new year, a new school, and a new environment. I wanted to start over and put my best effort into Kumon and my academics that year. One particular thing I loved about Kumon that year was that it had started teaching me algebraic functions. However, I didn’t do it…properly. I’m going to confess something I know is wrong, and I have kept to myself for some time now. I had looked up the answers for Level J several times. I had done the work though.  Looking back I regret it, as it was a reason I was set back once more, and because it is wrong. 

 Although I tried to compensate for it, it doesn’t fix the fact that I could have done the level once, and correctly.

We all know this year. Ah yes, the year you all know. The year where I did not push myself and was very relaxed when working. Yeah. I don’t think you need more explanation. For Kumon, it went well. I started level J for reading and was almost done with my second attempt at Level J for math. Math was slow because of that extra time, but Reading went by really fast. I completed Level J and started K that year. A little more than halfway through the school year, I completed Level J and started Level K. And that brings us to this year.


At the start of this year, I was on Level K for math, and Level L for reading. Was. Meaning, I finished Level L this year. I finished it this August5th-grade5th-grade and completed the entire Reading Program. Looking back, it has been an incredible journey to get this far. I’ve gone through so many ups and downs during this, and it only feels like yesterday where I was on level FI. Time goes by so fast, and who would have known that I would be done with the Reading Program after 9 years. I’ve done all the levels, and seen every part of it to get here, and now it’s over. I still have math, and that’ll take who knows how long. ( It finishes at Level O) Right now, I’ve completed Level K, but I’m stuck on reviewing it before I test. ( Maximum and Minimum are giving me a hard time.)

I’ve slowed down a bit since school started, in Kumon, but I’m trying to bring that stamina and determination to complete the Program back. After I complete the Math Program, I’ll be done with Kumon entirely, and have done both Programs from start to finish. This is my goal. I’ve already gotten everything else completed in the Math Program, and completion is the only thing left.

Apart from just completing the Reading Program, something even more amazing has happened. So, in Kumon each month there are certificates that come. Based on your grade, Level, and Level place for that month, you get a ranking along with other kids in that same category. I recently got mine, and I have “ranked 1 out of 4098 students in 7th grade in the USA, by reaching L 200 by August 2021.”

Ever since I’ve received my first award, I started aiming for higher. There are 4 “ranks”. Bronze, Silver, Gold, and Platinum. I first started getting Gold, and that’s when I decided to work harder to get Platinum. I’ve started to get all Platinum for a few years now and to be honest, I’ve never thought further about my ranking. However, after seeing what my rank for August was, my new goal for math is to climb higher and rank 1st for math as well. In August, I ranked 848 out of 9302 students in the grade by reaching K 180. It’s okay, but it could be better. It could go higher, and now I want to work so it becomes 1.

Reading ranking

Math ranking

Kumon has helped me come a really long way. It’s helped me in so many ways other than just Math and Reading. It’s helped me learn to work independently by learning new concepts and understanding them myself, working through difficult problems I may not understand, and applying what I already know to go further. It’s helped shape my working style and method in order to get things done efficiently and correctly. Although I’m relieved I’ve finally finished the Reading Program, I know I’ll miss it. Maybe long after I’ve completed both programs, I’ll still want to go back and do Kumon again. It’s been, and still is, a part of my daily life for a very long time, and I want to keep working and doing it until the end. I’ve gotten this far already, and giving up would be a waste. So, I’ll keep working to complete the Math Program.

Part 157- Newton’s 3 Laws of Motion applied in our daily lives

Newton’s 3 laws of motion. Since we’ve learned them, we’ve only really applied them in science problems to define in which scenario they occur, or just to define how things work. Put that way, it sounds boring.

  • Newton’s 1st Law- Inertia: An object at rest or in uniform motion will stay that way unless acted upon by an unbalanced force.
  • Newton’s 2nd Law- Acceleration: An object acted upon by an unbalanced force will accelerate in the direction of the greater force. 
  • Newton’s 3rd Law- Action Reaction: Every action has an equal and opposite reaction. 

Let’s start with the first one; inertia. An object at rest or in uniform motion will stay that way unless acted upon by an unbalanced force. Meaning, something will stay the way it is until something messes it up or changes it. For this first part, let’s apply these laws to productivity.

Things will only be completed when effort is applied. Unless you actually put some work or effort into doing something, it’ll actually get completed. But, just saying it’ll happen and not doing anything will not do anything. In order to get it progressing or a change in motion, you need that extra work, or unbalanced force, to make it possible.

Ah yes, acceleration. An object acted upon by an unbalanced force will accelerate in the direction of the greater force. I think the meaning is pretty straightforward. Things will go in the direction of the greater force. Anyway, before I relate this to a real life situation, I want to bring up the formula used to calculate acceleration. A=F/M: Acceleration= Force/ Mass. Let’s put this in terms of productivity.

F being the force applied, m is the mass of an object ( or in this case something we want to get done), and a is the acceleration of an object ( or the progress of our task). As mass must stay constant for the second law to work, force applied becomes proportional to the acceleration. So, the more effort, or force, you put into the goal, the faster the goal progresses towards completion. Similarly, the more blog posts you publish, the more exposure you get. ( However, I’m not really sure about that one. Hmmmmmmm.) How quickly or how much you get something done is equivalent to how much you dedicate to it and how complex the task is.

But, let’s be honest. Do we all finish everything in one go? Ehhhhh no. Maybe you do, and if so, I am impressed. Don’t get me wrong, I do commit and get my work done, but I’m more of the person to procrastinate on doing things that moment, and will split things into very unequal chunks to get it done. Continuing on what I said, we usually would split a lengthy, time-consumingly complex task into sections or chunks to complete each time within a deadline, or until completion. This is usually a better strategy when working as you can complete the tasks with the same amount of force, such as time, energy, effort, as compared to it all together. This leads to the final law, Action-Reaction.

Every action has an equal and opposite reaction. In a common classroom example, if you push against a wall, the wall is pushing back. When a rocket is launching, it pushes against the ground, and the ground pushes back. For anything that happens or anything that you want to do, there is an equal and opposite reaction, or an equal amount of resistance that is there to stop you.

For example, when we choose to do something, we often complicate it to a point they are enormous and out of reach, putting ourselves in a mindset that makes us almost unable to do it. To solve it, we have to clarify each specific aspect.of it, and make it simple. Different ways include making it easy for yourself, or focusing on the small actions. If we want to do something that changes us, or make some impact in ourselves, we need to start simple. Taking big steps at first is never the way to go. That’ll only make it worse, and have a greater amount of resistance on us. This will make us want to quit. Start small, with easy things that you can change. Then, as you get used to that, add more.

So, the three laws of motion are very easily seen in productivity.

  • Things won’t get done unless you do it first- Inertia
  • Progress is equal to energy or time put in and the complexity of the task- Acceleration
  • The more complex a project is, the higher the resistance of completing it is- Action Reaction

But, besides productivity, what else can we apply these 3 laws into? Maybe, social interactions or relationships? Well, let’s think of the bond as the object, and the interactions or parts of life as unbalanced forces.

Let’s say you want to become more sociable and want to make new friends. As of right now, the relationship between you two is the way it is as there haven’t been any changes. You two are both strangers to each other who make very minimal small talk or just notice each other there. However, once you start taking the initiative to get to know them, things change. The different unbalanced forces here include curiosity, attraction, fascination, etc. You probably became curious about a person and were impressed by them and wanted to know them better, or were attracted to them by some aura they have or their personality. This is the first thing that changes your relationship. These different forces are what is causing it to be changed, and to become in motion. 

Depending on how the relationship progresses, you two can become really good friends and experience another “stagnant” period in your relationship. This one is after the unbalanced forces. After being acted upon by those forces which caused your relationship to change, it would be in motion as it keeps changing with different experiences. However, after some time, it will calm down and you two will be normal with each other. This is another state of inertia. Everything is good between the two of you. However, what happens when you progress further and develop a stronger friendship?

When you create a stronger bond or friendship with someone, it’s very natural. Making a new friend can be exciting as it’ s something new and you can’t wait to create more memories or hang out with them more. But, friendships that are really strong and old aren’t like that. You have fun together, but it’s like a natural part of your routine. You don’t need to think about it because you already know you’ll have fun. Those unbalanced forces that originally created this new relationship have faded, and are no longer at play as much as before. What’s left is something created, and now the force or effort needed to keep it growing. Using the formula A=F/M, force is the effort put in to keep it growing, and acceleration is how much your relationship grows. Like we talked about in the previous example, the amount your relationship grows depends on the amount of force and how much you want it to grow.

Lastly, Action-Reaction. In this one, I believe a relationship grows as much as it can falter. As much as you may want to bring it forward, there’s the same amount that can cause it to break. There’s something pushing back. However, it’s not always negative. See it this way, if there’s a problem or a huge dispute that tears you and your friends or others in a relationship completely apart, just know that there’s an equal and opposite solution to this. To the factor that tore you apart, there’s a factor that can bring you together. Something with equal effect, value, and meaning.

As a recap, the three laws of motion can be seen in relationships as:

  • Initiative to take the relationship further- Inertia
  • Making your relationship grow, or the amount of effort put into improving your relationship is equal to the amount it grows- Acceleration
  • For every dispute that occurs, there’s always a counter that can bring you back- Action-Reaction

Before I finish, I want to explain something regarding the first law. Although everything I’ve mentioned above is relatively positive, there are many negative factors as well. Let’s be real. Life isn’t perfect. We don’t live in a perfect society, a perfect world, nor are we perfect ourselves. There are many flaws that can’t be changed and are bound to happen no matter what. The same is here. These laws of motion can provide a reason for almost anything that happens. The reason something bad or good happens is either a result of one of these laws being put in play. Here are some alternate examples.

An existing relationship gets broken up. You could have a very strong, long-lasting friendship with someone, but something happens that could cause it to come apart. I have a personal example. I had a friend who I’ve known for some time. We used to do so many things together. Hang out, raise money, create a business” in our school’s annual event, and so much more. But, over time as we grew up, she started finding other friends. Friends who had the same taste in fashion or the same likes as her. This third-person/group took away the other in this friendship. Now, we aren’t as close friends as before. We may briefly talk to each other, but the conversations are like we’re foreigners or brief acquaintances with each other. The result of a third party coming in resulted in the friendship breaking apart.

The best way I would describe Action-Reaction is karma. Although they are slightly similar, the same idea is seen within both principles. The general idea behind karma is that each action a person takes will affect them at some point in the future. They both emphasize how there is a reaction that comes with each action. But, did you know that they both connect to each other?

In karma, if you were to do something good, there’s something good that will happen to you in the future. Similar to if you were to do something bad. With the third law, if you were to do something, something equally opposite would push back on it. They both are a way of putting something at rest/balanced, and they both are a result of each other. Using our good deed example, applying both principles, there will have to be something opposite to the deed to fulfill the third law. You gain something and lose something else. That puts it in balance again. However, we know that nothing can stay the same. There will eventually be something else that disrupts this ( inertia + acceleration) and has an equal reaction. As the previously done good deed occurred, you’ll get another good thing in the future. That good thing comes back again, and another opposite force will come to balance it again. Then another act will result in karma. They both sort of connecting with each other. 

What other ways can you apply the three laws of motion to? Productivity and relationships are just two of the many ways these three rules can be seen in our daily lives. Without knowing, we apply them in everything we use,and frankly, that’s quite fascinating. Anyways, I hope you got to see a different perspective of the three laws being used, and I will see you next post. Bye!

Part 156- What is a leader?

What type of leader would I be? It’s a complicated question. A leader has many crucial qualities, and simply saying you have them isn’t what makes you one. Although we try to be leaders every once in a while, are we really? Is it called being a leader when you just step in and do something because no one else did? Or because you wanted to get an assignment done by the end of the day but no one chose to speak so you did instead? Are these examples proof of you leading and inspiring others, or simply acting for your own benefits? Before I go further, let’s rewind a few days to the origin of this question.


In my ELA class, we’ve started reading a class novel- really a novella- called Anthem. As it’s a Dystopian, we’ve started exploring the Dystopia-Utopia worlds and the elements from them that can be seen within our book, and others of the same category. One way to do so was a simple game we played on Tuesday. Upon entering the class, my teacher handed out two paper clips to each student randomly, regardless of size or color, and we had to keep them with us. We also had to give ourselves new names using a word from a given sheet and numbers after it. The rules of the game were simple. The pronoun “I” could not be used at all. If someone did, then the person who catches it first gets to take away one of their paper clips. In the end, one kid had more than 10 points, and the reward for the winner was that they could make three laws for our class. What laws do you expect 8th graders to make for a class? Well…some very interesting ones.

First rule: Two students, in particular, could not talk. ( Just for fun- no grudges against them.) Second rule: Anyone who had 4 numbers in their name could not sit and had to stand on their desks. Lucky me. I had 4 numbers in mine and got to have an excellent view of the classroom while standing on my chair. We never got to get to the final rule as the class was over, but these two were enough to ignite more chaos. At the end, we all calmed down and discussed how all the power going to only one person could be a bad thing. In this scenario, with the power to make three laws for the entire class to follow, that kid started thinking for himself. His first thought was to do something fun with it rather than something that might help the class. Of course, it was a fun activity, it was okay to goof around a bit. But what if it was a permanent thing. Would I really want to stand on my chair for a whole 45 minutes each day? Most likely not. These laws would only become irritating and would end up being a waste of something quite beneficial.

When I got home and explained what happened to my dad, he asked what I would have done. I openly panicked and couldn’t come up with three rules on the spot.

  • Anyone could choose their seats
  • Read the whole time
  • Have the annoying kids not talk

The same thing happened to me as well. In this situation, I started thinking about what benefits me. I wanted to sit with my friend, so I said that anyone could choose their seats. Although this is beneficial for everyone, my intention was not initially meant for everyone else. Reading is similar. Although it can be put into a situation that can benefit everyone, I only put that in because I would have wanted to read. If I was thinking about my peers, I could have given the reason to read so everyone can catch up on their books so they can be caught up in a reading, or in case they want to finish some extra work really quickly. The last one was just a random thought that came to my mind. In fact, I actually don’t want this rule to happen. As cheesy as it may sound, the chaotic/silly kids in my class are what make it fun and exciting to come to every day. So, if they were to be refrained from speaking, I doubt I would enjoy ELA as much. It might be more productive, but not as entertaining.

Then what should I have said? I could have said that we get 10 minutes at the start of class each day to focus on any assignments from another class or to catch up on reading for ELA. Being able to sit with our friends instead of having an arranged seating chart by the teacher. I could have also said that membrane shouldn’t be required for that week as many students forget to do it, including me, or don’t like it.

What is a leader? Or more specifically, who is a leader? A leader is someone who can see how things can be improved and brings people together to get to that vision. They can work towards making this vision become reality while putting people first. However, just motivating people isn’t enough. Leaders need to be able to be empathetic and connect with people to make it work. They bring people together towards the same goal. They are people driven by motivation and make a positive impact on the people around them. However, that’s not the only qualities a leader has.

  • Confidence
  • Humility
  • Honesty
  • Integrity
  • Courage
  • Accountability 
  • Selflessness
These, and so many more, are what make up a good leader. However, I feel that leaders need to prove their  ‘worth’ before actually being called a leader. Sure, anyone can go around saying they put people first or they have honesty, but does that mean they are a leader? A leader doesn’t always need to speak to be recognized. It can easily be recognized in their actions, and the impact it makes on others. 

So, what type of leader do I want to be? I want to be a leader who can be trusted to help someone achieve their dreams or vision. I would say that would be my vision if I were to be a leader. I want to be accountable and be deeply trusted to help them reach that point. I hope to be someone with a strong goal, and a passion or determination to reach it by leading others in that direction. I want to be known for using that passion to achieve mine, and also those who I can help, their goal as well. That’s the type I want to be.

Part 156- Volunteering

When I was first told I would be volunteering this weekend, I agreed, mainly for two reasons. One, because my parents told me to. Two, I needed the hours for my school’s Silver Star program, and for the future. Before I tell you about what happened, let me tell you about a previous volunteer experience. 

I had volunteered at a different event before for a different “group”, but my problem there was that I wasn’t very social. I didn’t talk to the people I was working with, or try to talk much with them. I wasn’t trying to be rude. I had only wanted to get my work done perfectly and ended up getting a little too engrossed in it to realize I didn’t talk much. I wanted to correct that, so at this next event I would be helping out, my goal was to interact and talk more. But, like I said, that’s slightly more overwhelming than what it should be.

Here’s the thing with me. In unknown/new situations, I’m the type of person to be very hesitant when it comes to the moment of decision. Times when I’m in a comfortable, more known situation, I’ll be able to give an immediate answer and be able to do things without doubting myself. But when I’m not, I start questioning every action I do. For example, reaching out and doing something, including helping people. I do want to step in and ask if they need anything or offer assistance, or even just do something. But I start questioning it. I plan the scenario in my mind, but for one reason I can’t do it. I have to internally scream at myself at least ten times to just do it, before I actually do it.

When we first arrived, there was this girl who was volunteering as well, and she complimented my dad’s truck. My dad then pointed out how she easily initiated a conversation. And that’s where my anxiety kicked in. I started getting nervous about my performance and behavior at the event. Despite all the tips and conversation starter examples my parents had given me moments before, I was still panicking about how to initiate a conversation. Seeing her do it so easily made me worry even more, and put even more pressure on myself to not mess up. This mindset resonated a lot within the first 2 hours or so of the event.

There were three junior volunteers that day, including myself, and so we had decided to switch stations if necessary. One would be in charge of the popcorn, another in the wheel-spinning prizes, and the other in the bouncy house. I started at the wheel-spinning game, and awkwardly stood behind the table for some time as people came in. In all honesty, I was really bad. Yes, I would greet each family and ask how they were, but I was so…stiff. I didn’t talk with emotion or make attempts to start a conversation. I also didn’t make that much commentary or tried hyping the kids for their prizes as much. It was like I was following procedures, and not a natural behavior.

After I and the girl at the bouncy house switched, I observed what she was doing. I saw how she would actually lean down and speak to the kids, and show them what they get instead of picking it out. I saw how enthusiastic and helpful she was to the kids. Instead of standing behind a table and motioning to things, she would actually hand them out and make small talk or commentary about it. Things I didn’t do. I realized that, and tried it out as I stood near the bouncy house. Although it wasn’t much interaction, I got to talk to a few kids and have fun with them.

After our next switch, I took in what I saw the other girl do and tried interacting further again. I tried making some commentary on what they won’t, and helping them with their prizes. I also tried making more talk with the adults and asking how their day was going or complementing them. And actually, because of this, one of my favorite moments of that day was made. There were these two ladies, and when they came to me, I complimented one of them on her bag. She was so happy at that moment and thanked me, saying that was nice of me. She then asked me for my name and in return I asked for hers. After that she and the other lady both thanked me for coming out to help. That moment made me feel really good about what I was doing. It made me more confident in what I was doing,and helped push myself to try and be better in what I was doing. That small assurance really boosted my confidence in myself and what I was doing at that moment, and really made my day. There was another gentleman who had also done the same for other volunteers. He told them he had googled the definition of awesome, and the picture of the volunteers was there. It was such a nice compliment, and it really made their day. 

After our final switch, the mood became more relaxed. By the end, I had dropped some of my formalities/stiff behavior and was more confident in talking and interacting. There are still a couple of things where I can improve upon, but definitely, by the end of the event, I had gotten better at interacting and helping out than before. Now, if I have to do a similar thing, most likely I will be able to have more confidence and knowledge about what I’m doing from the previous experience. Hopefully, it’ll be better as well. 

Another thing I want to talk about is the members of the fire department. Miss Suzanne, the president, and Miss Gretchen, the secretary, were both, along with many others, incredibly appreciative of the volunteers. There were so many times where they and other volunteers working would come up to me and check if I needed a break or some water or even if I wanted a chair. Despite the numerous things they had to manage, they still would come and check up and make sure I was doing fine or not. I was extremely grateful each time they did. Even though I politely declined each time, it was extremely thoughtful of them to come and ask if I needed anything. They also kept thanking me and the other volunteers for taking time out of our days to come and help them. At those moments, they never acted as firemen or a president. They were really just people who were appreciative of us coming and helping them even though we were busy as well.

Above all this, the biggest thing was volunteering. This experience has actually changed my own perspective on volunteering. Before I did this, like I said in the beginning, I only really wanted to volunteer for hours. It may be a bit selfish of me, but I had only thought of it that way. I didn’t realize what other importance volunteering had. Volunteerism is the “principle of donating time and energy for the benefit of other people in the community as a social responsibility, rather than for any financial reward.” When people volunteer, they donate time and money that can help cover events such as the open house, leaving money the department can use to buy more or better equipment.

The purpose of this open house was for the firemen and members working there to create a closer relationship with the people, especially the kids, and even influence them into being a firefighter in the future. It brings the community together, and closer.

I also want to say how I think volunteers are amazing people. Not because I’m one myself, but because of how hard they work. One of the girls I was working with had a midterm on Monday, yet she chose to come and take valuable study time to help our community. Volunteers are taking hours of their days, helping organizations and people even when they can have jam-packed schedules, all because they want to do something for their community. They work hard and interact with each other, and that really shows.

So, to sum it up. As I had my second experience with volunteering, I got to see a different side of what it is that volunteers do. I saw what volunteerism really is, and why volunteers are so important. I also got to have a better experience and interaction with my community by volunteering, and hopefully will be able to go volunteer again.

Part 155- My failed attempt to convince my dad…

During a three day weekend, what is the one thing you want to do? Rest, and not do any work. And that is exactly what I wanted to do. Since it’s the end of the first semester, and a three day weekend, it was the perfect opportunity to not do much and just relax. And maybe even get out of writing a blog this week.


Methods to have your parents agree with you ( and let you take a break from writing a post this week): 

  • Homework excuse
This is the first one that came to my mind. As much as this excuse may possibly work, it really just makes things worse. All I’m doing is giving myself more work and another thing I don’t want to do. Plus, parents will then be making sure you are doing your work, and then you will absolutely HAVE to do it. So, no.

  • Trading/Negotiation

Similar to the first one, but different. Instead of saying you have homework, try a negotiation. “If you let me not do any work for this break, I’ll work extra hard for the next semester. This break will let me clear my mind and loosen up. That way I can focus and work harder when school starts again.” Or, “If you buy me a new iPad, I’ll take digital notes which will be more organized. That way I can study better and do really well on tests.”

  • Tired/Resting or Pitying

“It’s a three-day-weekend, the end of the first semester, and I’m exhausted after all those tests. Can I please have a pass this week and not have to write a post? ” The resting excuse seems the least likely to be accepted, but it can work. If not, then try getting on their soft side. Exaggerate a little, not too much, in order to emphasize the importance of getting out of the work. Also, don’t lie. Don’t make up things that never happened to back your claims. That will only make it more unlikely to get your way. Use things that have happened, but add onto them. “Resting is really necessary for me this three day weekend. As soon as school starts, I’ll have even more work and I’ll get really stressed again. I won’t be able to sleep as much with all the assignments, and that extra day off will help me catch up on that missing sleep. Please??” Okay, maybe that’s a little too…cheesy, but you get the point. Highlight the key points where parents get soft on: seeing you work so hard, staying up really late, pushing yourself, etc. ( This is actually an excuse I’ve never used before. I’ve always thought of it, but I’ve never done it- not that I know of at least. )

  • Comparing

Compare it with something bigger to make it seem like something that can easily be said yes to. Compare with something of higher value, and then with what you want. Casually bring it into conversation, and then after some time ask them about what you want. They’ll be forced to compare it to the item with a greater amount, and are more likely to say yes.

  • Making the effort

This excuse needs some extra time put in. For me, when I want something my parents will usually decide based on my behavior or how well I’ve been doing in school. Based on this, I know that if I want something, I should put in a little extra effort so that when the time to ask them comes, their judgement will be slightly more lenient towards the answer I want. This one and the previous excuse may not go with getting out of doing something, but they could work if you want something. This could also work with the resting excuse. You could bring up those moments where you really pushed yourself to achieve something really good and how this break is a reward and boost for you.

  • Being honest

No matter what way you convince your parents, be honest. Or even just deadpan it without even trying to convince them. One, it’s safer. Instead of trying to butter them up, tell them what you want. Of course, not when they’re in a bad mood or at the wrong time. Time it right, and ask them. If you butter them up, they’ll immediately know something is up and you want something. Add some sugar, but not too much. Two, it shows how much you want it. Tell them clearly what you want and why you want it. With a solid reason of course. You can even give several options/negotiations as well. This way makes it easier for your parents and yourself to know what you want. Also, don’t get upset if they say no. Accept it, and know that it was worth it to try. If you didn’t, you wouldn’t have known what their final answer would have been. Who knows. Maybe by seeing how accepting you are towards their answer, it could change their mind.

“ Is it okay if I just skip writing this week’s post? I know that it’s a weekly thing, but I really just don’t feel like writing one this week. I was hoping, since it’s the long weekend, I could just relax and not do anything until school starts again.”

Also, note that if there’s a negotiation, keep the promise. It’ll show that you really do care about what you receive, and next time you want something, they’ll most likely be likely to say yes. MAYBE.
I also want to put this out. Parents do want kids to want things. They want to make you feel that you appreciate and deserve what you get, and will look for opportunities to make your life better. The only part you need to do is ask. Ask the right way, and you will be rewarded.

Ha. Well this is awkward. I got tricked into writing a post this week. As you can tell, I ended up being unsuccessful with my reasons. Not only did I have to write a blog, but I also had to write one on how my fate ended up being this way. That’s okay though. At least I was able to come up with 5 other ways to hopefully convince my dad next time.


Part 154- Ungrateful students

Kids have become so spoiled it’s unbelievable. Recently, or not too long ago, a new trend started to surge throughout TikTok. It’s been known as the “Devious Licks” trend, where students will go around and, usually from the bathrooms, steal or vandalize school property. I’m not talking about just toilet paper, but kids have been stealing sinks, toilets, soap dispensers, etc. Then they post themselves doing it on TikTok, showing how great of a feat it was. Not only is it sick, but it’s also incredibly selfish. But before I share my view, let’s see theirs. 

Lets’ first ask, Why would they do this? Obviously, for view, right? But what do they even mean? For a teen in today’s world, what do all those likes mean? Popularity, or even status. Think about it. If you suddenly started getting so many views for one video you post, wouldn’t you want to keep making more of that content to get even more? I know I feel that way sometimes. This would drive them to go for even bigger things. Perhaps even outside of school. But, why would they even do it in school in the first place? Why not at home? Well, for one, it’s riskier. By doing this, you’re defacing property and committing vandalism. These are all misdemeanors, or even felonies if what they damage is worth lots of money. Apart from that, it’s breaking the rules. You’re doing something daring, something others wouldn’t do. The adrenaline from breaking the rules and trying not to get caught also fuels them. 
They are literally stealing school property simply for views or to be part of a trend. Apart from that, what else are they going to do with it? Do they even think about the students who ACTUALLY need these items? What happens if a student really needs to use the restroom, but the soap dispensers have disappeared, or perhaps there aren’t even toilets! What do they do then? But what will happen if they aren’t even allowed to use the bathrooms themselves? To prevent students from damaging and stealing more property, some schools have gone as far as closing down bathrooms entirely for large parts of the day. Mainly it’s for cleaning as students have been drawing crude images and writing on the walls, or for the soap spilled all over the floors, but also as an attempt to control the situation. Some schools have increased security and supervision for this, and students must go to the bathroom in the nurse’s office, or have an adult go with them. Considering how busy the staff is, and the number of students who use the bathroom in a day, it sounds extremely uncomfortable. In my school, even with open bathrooms, we have to stand in a short line to use the bathrooms as so many kids have the urge to go. Those kids must have to wait for even longer, and perhaps a whole period.

Apart from it being stupid, it also shows how ungrateful and how much these kids have taken things for granted. What is considered common for us, is considered a luxury for others? Kids should be lucky to be able to have nice bathrooms every day while some don’t even get clean water. Thinking that it isn’t a big deal is absurd. Just because you can do something doesn’t mean that others can. These kids are ungrateful to the fact that they can get these things easily while others can’t, and instead start wasting them for no reason. And not to forget that they actually think it’s funny. There are posts of posts saying how people are thinking too small in the licks and then they show off even worse items. They actually think it’s a friendly game that doesn’t mean anything. And to think people actually are liking this? That only makes it worse. It drives them to go for even bigger things and to keep doing what they’re doing. Traffic lights, other people’s vehicle doors, fire extinguishers, etc. Kids are trying to steal computer equipment. COMPUTER EQUIPMENT. Here’s a more drastic scenario. What happens when there is an actual fire in the school, but some stupid kids who were too immersed in a stupid trend stole the fire alarm? What happens then? Shame on those students who think of this as a fun trend, and to those who liked it as well. 


But, there is one part I really appreciate. To beat the Devious Licks, people have been doing Angelic Yields. Basically, kids go out and replace the stolen things with anonymous donations. For example, more rolls of toilet paper, a new faucet, more soap, etc. Some even just give some cash as a gift for someone to find. I really appreciate these students who go out of their way to correct the behavior of others. It’s a good counter, and I think the schools would also be grateful for those who do the yields. 

And then there’s regular vandalism. Writing and drawing inappropriate things on water fountains or on bathroom stalls. I have a few examples in my school. In one of the first-floor bathrooms, on the last stall in the girl’s bathroom, there are at least 10 scratched-out areas where curse words used to be. I think there are some new ones, but you get the point. There was also an incident that happened not too long ago. Apparently, there was some vandalism on a water fountain. 4-20 was written ( I’m not sure if it was written exactly like this) and during math, a few boys were all asking to go to the bathroom to see it themselves. The matter was resolved, but why would you even do that? What’s the point of writing a random date on the water fountain, or even drawing anything on the bathroom stalls? What does that even do? Are you trying to show off that you’re cool and know so many swear words? It’s really just immature.

Another thing I also want to include is school lunches. While it doesn’t exactly relate to the topic of vandalism, it does relate to kids taking things for granted. So, school lunches are free for the 2021-2022 year, and the number of students buying every day is unbelievable. In my school, for both lunch lines, there is a line of 20-30+ students waiting to buy lunch. And a little less than half of them aren’t genuinely buying lunch. Along with their own lunches from home, they buy a school lunch as well. I don’t have any problem there, but what really ticks me off is how these kids finish their entire school lunch and throw the uneaten lunch in the trash. At least take it home!

There are an estimated 14 MILLION kids under the age of 5 worldwide who suffer from malnutrition. Kids who are lucky to be able to have packed lunches every day, or lovingly made food from their parents simply throw that all away for no reason. I really don’t mind if they just leave it as is, but throwing it away? Parents go out of their ways to make sure you eat well for lunch, but their kids throw it away. What should I say… But then some kids don’t even finish most of the food they get from the school lunch and throw it away. It’s like taking advantage of the fact that you don’t have to pay. I personally dislike buying lunch, so I rarely buy. But when I do, I usually get a side of fruit with a meal and let me tell you. I try to finish everything I’ve gotten, but after 5 minutes of peeling a stubborn orange and finding out it tastes horrible, I couldn’t do anything but throw it away. There was also a time where my chicken sandwich seemed anything but crispy or chicken. It was a very vivid orange and had no crispiness whatsoever. I understand that, but some kids eat only half of their meal and throw it away just like that. Then why even buy it in the first place?! It upsets me how ungrateful people can be for things not everyone gets.

I think the main point of this blog was to show how ungrateful some students are. It shows when they do these stupid trends or vandalism, simply for views. These kids should see how other students in other countries live. They should see how lucky they are to have huge, resourceful schools, and be grateful. They should know that others are the same age as them and don’t get the same luxury. They need to see it themselves to know how stupid, and ungrateful they are when they do these trends. The same goes for kids wasting food. Be grateful that your parents put in time in the mornings to make home-cooked lunches or simply pack one for you, instead of throwing it away like it’s nothing. Because to others, it could mean so much more. Just be grateful for what you have. Not everyone has the same luxury you do, so don’t take advantage of it.

Part 153- Emotions

What is emotion?



a natural instinctive state of mind deriving from one’s circumstances, mood, or relationships with others.

There are several types of emotion. Happiness, disgust, anger, disappointment, sadness, etc. When we say someone is being emotional, we often think of the negative sides of it. Crying or sorrowful. We don’t realize that it could also mean being overjoyed or heartwarmed. So many different factors affect how our emotions change. Setting, mood, relationship, situation to name a few. Let’s break it down.

For many students, coming back in-person to school from remote learning can be stressful. Everything changes and we have to remember a lot of our old good habits from before. We have to have a lot more focus now as we were very easily distracted in the previous year. We also need to get back in the habit of managing homework after school as we can no longer easily complete it during other periods. Not to forget, we aren’t used to walking around every period anymore. Instead of disconnecting and clicking on the next meeting, we have to quickly transition from one class to another all over the school. Then we have after school activities which take out time from our afternoons when we get back from school. This leaves kids working from late in the night to early in the morning. This then results in not having enough sleep, and not focusing well during classes. The cycle then continues. This builds up so much stress in students, it’s unbearable, and starts to affect their emotions. It can result in students becoming frustrated in everything, or even having meltdowns.

Even though crying cannot solve anything, it really helps to let everything out. After crying it’s like a huge burden from inside is lifted, and it becomes easier to start working again. That’s what happened to me. Not too long ago I came home and had a meltdown. I realize now that it was over something small and could be easily fixed, but back then, I really just couldn’t do anything about it except let it out. Sometimes, in certain situations, it’s best to let your emotions out instead of letting them stay inside for too long. However, when we do it’s considered childish. At this age, we should have better control on our emotions compared to small kids. We know better than to cry over trivial things and be able to deal with problems in more mature ways. Hence, when someone does cry, they’re seen as weak.

But let me ask this. If someone is overjoyed and lets out tears of happiness, are they considered weak? Tears can be let out as a form of expression. It’s often associated with sorrow and pain, but isn’t it also for happiness or delight?

Then again, there are limits to when you should let your emotions out. Simply because crying isn’t weak doesn’t allow one to be able to cry all the time. If so, then you actually are weak. It’s not right to cry over the smallest, fixable things. Things that easily can be solved should not have tears be shed upon. Not only is it unnecessary, but it’s a waste of time. For example, if you have so much work and little time to do it, instead of crying about it, why not just grit your teeth and get it over with? In the time spent moping around, you could have used it to get started or be half-way into an assignment. Now, you’ll only end up taking more time to complete it. 
Being emotional has two meanings. You can be emotional by being overjoyed, or you could be emotional by being upset. It’s not always a bad thing to be emotional, but you shouldn’t necessarily be crying about the things that can be fixed. Control your emotions instead of letting them affect your actions and thoughts.

Part 152- Picture Day

Picture Day. For me, whenever I hear this I think of three words.

What to wear? 

I’ve never been so concerned about what I wore, only hoping to look good, but this year I was in full panic mode. Perhaps there’s more stress on what to wear now that I’m older. Middle school is the time where you start to take notice of yourself and what you do, so naturally, looking good for picture day would be a big deal. Or so I thought. Before I share my recent picture Day experience, let’s travel a few years into the past.

Elementary School. The time where we would have everyday outfits chosen by our parents until we were allowed to do so ourselves. Hence, the numerous pictures of us dressed up extremely fancy for picture day. Slowly over time, we’ve started to grow out of that, like I’ve said, and we start to have our own choices. Some kids don’t dress up at all. Some do. Either way, it’s simply for a picture. But, this year’s Picture Day has been playing on my mind, and that’s why I’m bringing this up.

This year was a shock to me. As soon as I stepped into the school, I began to grow more and more unsure of my outfit after seeing the other students. I had worn something semi-fancy that day. It felt as if no one dressed up at all, and I had made a fool of myself. Everyone wore something so basic, I wondered whether they remembered it was picture day or not. I was even more surprised seeing how many of the girls also didn’t dress up as well. Almost every year I would see stylish blouses or flowery dresses for pictures, but instead, it was the regular ripped jeans and shirt. I couldn’t understand what changed through the past year, causing this to happen. It wasn’t until later where I had a possible theory.

Maybe it’s just that people have started to care less for Picture Day. Well, I doubt many people would be excited for Picture Day. Maybe they are, but generally, kids don’t like Picture Day that much. It’s a hassle to have to dress up and pose nicely while giving your best fake smile. Other than possible pictures to buy for updated portraits, what else is Picture Day for? Ids? I don’t mind if it’s used for IDs or maybe for the yearbook, but otherwise, it feels so unnecessary. For me, I don’t even keep my pictures. I can’t be bothered to buy pictures of myself that will be replaced after a year. Not only that, I can take better pictures in places besides photoshopped green screens. ( No offense towards the Picture Day photographers.) So, really what is Picture Day meant to be for. Other students might have also realized that by now, and that’s probably also why they stopped dressing up. But, there is also one more possibility.

Dress Codes. Dress Codes are there for a reason, but right now, I want to state some opinions. Dress Codes suck. This may stray a bit from the Picture Day topic, but I believe this must be brought up. I feel like every Dress Code that exists, is meant just for the girls. I was reading through my school’s Dress and Grooming section in the Student Handbook, and frankly, it seems to be mainly towards girls. There are a few points directed to both, but in a given diagram of appropriate wear, there are far more labels for the girl than the boy. There are logical reasons for this, and I agree with them. But it seems so wrong. With the number of guidelines towards clothes for girls, it’s almost like they can barely wear anything we like. In fact, most of the time, girls doubt their favorite outfits or clothing choices because they’re worried about whether they will get dress-coded or not. And even when they are sure they won’t, they still can’t help but remain tense the whole day. So, that could also be a reason for the lack of dress-up on Picture Day.

Apart from girls, boys have also started to dress up less. Even less than they usually do. Every year, I only see a mere handful of the boys dressing up. Boys aren’t that concerned about dressing up as girls normally have been. Even now, I don’t recall seeing a single boy stick out who was dressed up. Maybe they wore a simple, nice shirt with slicked-back hair, but otherwise, it wasn’t that “grand”.

It doesn’t bother me if people dress up on Picture Day or not. Never has. But, the reason I wanted to write about this was because of the strange interaction I had that day. I just found it unbelievable how not many people, especially the majority of girls, didn’t dress up. I thought that now we were closer to high school, even more people would dress up. Never expected the opposite. Still, it was a good insight into what Picture Day really is like these days. But I genuinely want to know, what was the cause of change this year?