# Python Lesson 1, Reflection

Attached above is the picture of the final code which I had produced at the end of class on Friday. On Friday, we finally got to coding, and started off with easy basics. At the start, we all had to confirm that we had downloaded ‘PyCharm’ and the Python language onto our computers, of which we would be coding on. Ms. Mok gave us a quick lesson on how to write simple code. We learned about 4 different things that code is essentially made out of, 1. Variables, 2. Integers, 3. Strings, 4. Functions.

We experimented with creating simple functions to solve easy math equations, for example, 2+2=4. They seemed easy to create and copy down, but I soon realised that if you wanted the code to achieve more complicated functions, then it was a lot harder to create. I also found that if the code was longer, there was a lot more potential for errors.

# Refining Problems and Prototyping

1.  Describe the problem in less than 3 sentences, explaining the what, why, who, how of the problem. Mash together two ideas and create a catchy slogan that sums up your ideas.

At HKIS, the cafeteria is a core part of our daily lives. Students consume a crazy amount of food from the cafeteria last year, therefor, we’d like the cafeteria to produce food that we know is 1. Healthy, 2. Tasty, 3. Nutritious.

Slogan: Sodexo more like 没有 dexo.

Slogan makes sense because 1. It rhymes, 2. dexo is an additive, which means that students don’t want plain additive food.

2.  What is the vision and mission of your solution?:
Our mission is to generally increase the quality of the food at HKIS while not increasing the price—decreasing it if possible. Our vision is that everyone at HKIS, including the sodexo staff will be happy with the direction that the cafeteria is taking. This would make the cafeteria very advanced and far more effective.
3.  Who are the stakeholders? What will be the impact your solution make to them?

The stakeholders are 100% sodexo. They are the company that produces our food on a daily basis. Whatever changes we make would change a lot of their process. If we ask for higher quality, they are either going to have to work harder and charge us more for their labour. If we want to lower the price of the food, then they’re probably going to have to lower the quality a little bit.

4.   Review the possible solutions, rate and analyze the pros and cons of each of them.

We chose to make two different types of food. Indian Samosas, and a small variety of Korean food. Both of them are authentic international food, which sometimes turns people off because it can taste rather ethnic with different spices—especially Indian food. However, some people also like the fact that they get to try and experience international food on a more weekly basis, rather than just eating it on special occasions at restaurants and such. In my own opinion, and the opinions of my peers it would be incredible at the cafeteria, with a high quality and lower price, service/labour included.

5.  What are the potential challenges you may face?

We face a challenge in the complexity of how the foods are made. We were able to make the food because of our ethnic background and countless times watching other people make it. For the cafeteria people who are used to mass producing food for the large amount of students, it might be a bit difficult to create in large quantities. For the Indian Samosas, the cafeteria would have to allocate or even hire more staff to creating the actual product, as it is quite time consuming to create one single samosa.

6.  Tasks to complete the solution and possible prototypes you can make.

To create our prototype, we just had to purchase the ingredients (keeping the cost in mind) then make the actual food. Being rather complicated to make, it did take a portion of time to create. However, being food that wasn’t ‘too’ difficult to create, we were able to have a large amount of samples to give out. Following the creation process, I created a survey and as a three, we rented a camera and interviewed a large amount of students in the cafeteria about whether they would eat our product at the cafeteria or not. We also asked them questions about the cafeteria in general, asking token questions if they were appropriate to what the interviewee was talking about.

Here is the video of our interviews: It’s a playlist composed of two videos. The first video identified the problems in the cafeteria, whilst the second video was our prototype testing/the giving out of our samples.

Summary of our results:

“What does design thinking have to do with programming?:”

I think that design thinking is related to programming because in programming, besides flat out writing code, you also have to learn how to find problems in it—which is effectively design thinking. I’d first have to see what I want the final goal to actually be, making it to my needs and wants. Then I’d see what the problems in the thought of the code are, if any at all. If I’ve located problems, then I’ll brainstorm on how to get rid of them, which I can consult my peers and teachers about. I can then finally set out to create my code and keep the problems in check while in the creation process. In example, if I want to create a code designing a functional online calculator, then I want to have it set to my preferences. If I’m taking HAA, then I’d identify that I’d want to add a graphing function, along with a complete set of simple calculator functions like addition and subtraction. To test its effectivity, I could show it to my classmates, allowing them to play around with it to find problems, while collecting their feedback on what is good and bad so I can replicate it in other projects.

I can find and define a problem in the code that is making things faulty in the greater whole. Sometimes this includes the format messing up.

I can properly survey and detect what my peers are finding faulty in the product. Getting my peers to see my code and if it works out.

I can test my prototypes to understand and see if it can work to a functional, optimal level of quality. Being generally satisfied or happy with my code and it’s function that I set it to have.

# Development of the Pecha Kucha

1. Discuss how I identified the problem:

Although I frequently bring my own lunch and snacks from home, I used to personally along with many in my school choose to purchase food from the cafeteria for lunch. Amongst students at HKIS, school food catering doesn’t have too great of a reputation. Students have told stories of finding bones and hairs in their food, all massive turn-offs. This showed the fact that the school cafeteria wasn’t very clean, and when answered by my survey, they also answered that the food quality wasn’t all that great. Compared to the quality and quantity of outside restaurants and other schools, I also realised and noted that pricing at HKIS was quite unjust and unfair. When presented with the option of finding problems, I identified food as a problem, amongst wifi and respect at HKIS. When assigned to food, I realised there was a lot of information presented which I could pick up.

2. Discuss the development process of the pecha kucha:

In class at the start of the week, we watched a video about a pecha kucha that went wrong. So for this pecha kucha, I’m trying to properly set up my presentation and include a lot of topics to give off the opinions of many of the people that I interviewed this week and the week before. Although many of them gave off answers that were quite different to each other. I think that I can easily contrast their responses and come up with an accurate representation of two different perspectives that are present at HKIS. The information gathering proved to be a little bit inconsistent because overall, not everyone that I interviewed actually always ate lunch at school, which means that some of my data is useless. However, most people have heard about or eaten a little bit of cafeteria food at HKIS.

3. Discuss the challenges and difficulties with this format:

The challenges of this format is keeping things on topic and on the ball with the pacing of the slides. Most presentations that I’ve done in the past have not been more than 3-4 minutes, but this time, with a 6 minutes presentation, it will be a lot more difficult to present. That included, I have to also prepare the slides to make sure that I have ample time for spaces to induce and empathetic feel onto my audience, our intro to programming class, and potentially a larger audience if it turns out well. It will also be a challenge to find an appropriate image to match each slide that I have, because I can only include so many pictures of the cafeteria and random people who I interviewed.

# Empathy Story

Mrs. Grant:

“I’ll never wanted to call Hong Kong my home, but because my kids call it home, it’s starting to be more of home for me too.”

Mrs. Grant comes from Scotland. When she was younger, she and her friends were really wild and always broke their parents rules, but always to hang around with each other. She never really wanted to leave Scotland, but her father (also a teacher) told her that teaching in Scotland isn’t nice, so when she got the opportunity to come teach in Hong Kong, she went for it. Now she has settled here for 16 years, now with a husband and her two children.

Brittany:

“Just image eating ice cream on a hot summer day”

Before mentioning Ice cream, Brittany had answered fruits for her favourite dessert, but quickly switched to ice cream because she loves it in hot weather. Brittany spent her childhood in London, and she made some good friends there, but told us that the year she moved to Hong Kong, her best friend was also moving somewhere.

Olivier:

“I don’t know, I just love tiramisu, chocolate, caffeine, it’s perfect.”

Olivier loves playing tennis, and that’s where he has made a lot of his childhood friends. He mentioned that one of his best memories is playing doubles with a friend that he still hands out with to this day. When leaving, he returned to his SDLT seat, and subtly bragged about how good he was with programming.

# B.A.D Backpack Prototype Reflection

Empathy Statement: We were unhappy that our bags were too plain, and just generally didn’t have enough space to hold all of my things.

1. Was your design the same or different than your final design?:

We found that our final design was incredibly different from our first design at the start of the process. We were thinking about making something pretty normal because we couldn’t find a good alternative to the bags that we already had, which we were semi-content with. When brainstorming we decided to exaggerate our dreams for the bag, but just decided to make them a reality in the actual bag.

2. Where did you get stuck?:

I feel like because we had decided all of the things that we wanted to originally put so much on, our biggest problem because where to place things without them being a nuisance. Even though our bag was pretty fictional, with the solar panel and chargers, etc., we didn’t want it to be non-functional in total.

3. When did you get your best idea? Describe the moment?:

The best moment was easily when I first put on the bag and decided that it was really uncomfortable to keep on my back for more than 10 seconds. To solve this, I grabbed a large block of large bubble wrap and told my teammates to tape it onto the bag which made it super comfortable in the end.

4. How well did you capture your partner’s needs?:

Because my partners and I all wanted to make the bag really cool and have a ton of inventions on it, we found that the best thing when someone recommended something was to just throw it on the bag for the fun of it. If something didn’t make sense, however, then we’d question their thoughts and challenge them to make it better or to just take it off in general.

We were asked to write a set of directions for typing shoelaces, similar to a set of directions for telling our peers where to go, but not as linear.

We weren’t really ever successful, and ended up being students rather than teachers due to an easier and smarter method.

We encountered problems in trying to explain what we were doing with our hands. I feel like it’s easier to show rather than tell people how tying shoelaces works, which is what we ended up doing.

We can improve our technique by having one person explain what is going on while the other person ties their shoelaces and reminds the other person what to add if he forgets.

# Programming a Peer

Today in class we theorised about how a code worked, making a set of commands which were attached to a certain number to guide our partners to reaching a certain objective. We listed the numbers off to tell our peers where to go while they were blindfolded, creating a small challenge.

We were successful in creating smart commands which were applicable to lots of things, such as making small turns rather than multiple.

We found that this wasn’t really that much of a challenge, and after a while we attempted to limit our commands to the smallest amount possible. For example, rather than having a command for left and right, we limited it to one side, then repeated it to get to different angles(90+90=180, 90+90+90=270).

# Macbeth

Act 1: Scene 1:

The three Witches meet under the thunder. They decide to meet at twilight on top of the heath.

Act 1: Scene 2:

King Duncan comes and hears of Macbeth’s great victory from an injured man. Messengers notify King Duncan on the events of the battle, and tell him that the Thane of Cawdor is dead. King Duncan then decides to grant Macbeth the title of Thane of Cawdor.

Act 1: Scene 3:

The three witches surprise Banquo and Macbeth. The witches make three prophecies for the two, and later that same day, the messengers fulfil the second prophecy that the witches foresee, Macbeth becoming the Thane of Cawdor.

Act 1: Scene 4:

All of the generals and nobles of Scotland are having a meeting. King Duncan gives his son Malcolm, the title of Prince of Cumberland. However, after hearing the prophecy, Macbeth wants to be King, which makes Malcolm shove into his way.

Act 1: Scene 5:

Macbeth’s wife receives a letter explaining Macbeth’s actions in past couple days. She hears that Macbeth and Duncan are both coming to the castle, and she summons the evil spirits within her to try and help her convince Macbeth to go and assassinate King Duncan.

Act 1: Scene 6:

Duncan and Banquo arrive at Macbeth’s castle. Lady Macbeth greets the Scots and leads them into the house.

Act 1: Scene 7:

Macbeth begins to doubt that he can find the courage inside him to kill Duncan. However, while pondering the consequences, Lady Macbeth enters the room and convinces him that they won’t fail by playing with his emotions, and that killing Duncan is a good idea, to which Macbeth then agrees.

Act 2: Scene 1:

Banquo says to his son that the night is especially black that day as a premonition. walks into the courtyard and speaks with Macbeth about his dream involving the three witches. Macbeth tells him that he doesn’t want to talk about it, and tells him that he can discuss it another time. Then, Banquo and the attendants leave the set, and Macbeth is left talking to himself about how he is seeing a bloody dagger in front of him as a hallucination. Finally, the bell signalling that the chambermaids are sleeping rings, and Macbeth enters the chamber of King Duncan.

Act 2: Scene 2:

Lady Macbeth drugs the guards to cover for Macbeth while he goes into the chamber of Duncan and kills him while he is sleeping. When he returns, he tells his wife what happened, and dwells on the thought that he just killed the King. Then, Lady Macbeth tells him to not think about it, and just go and create the crime scene, then wash himself of the blood so there is no evidence that he did it. He is too scared, and instead, his wife goes and sets the crime scene. After hearing knocking, they both escape to their chamber to act as if they were sleeping the whole time.

Act 2: Scene 3:

Lennox and Macduff arrive at the castle to greet the King, and Macbeth pretends to have woken up to their knocking at the doors. Macbeth shows Macduff to Duncan’s room. Macduff returns saying that Duncan is dead, and awakes everyone in the castle. Macbeth then goes and kills the guards to mask that their innocence. Duncan’s sons run away from the castle, and go separate ways to protect themselves.

Act 2: Scene 4:

Macbeth is crowned as King. Everyone thinks that Malcolm and Donalbain killed Duncan because they fled the castle after he died.

Act 3: Scene 1:

Macbeth talks to Macduff and Lennox, and convinces them to kill Banquo and his son because they know about the three witches’ prophecy. They agree, and leave to go and assassinate Banquo.

Act 3: Scene 2:

Lady Macbeth begins to feel a lot of guilt from knowing that they killed Duncan to become King and Queen. However, Macbeth comes and somewhat cheers her up, and lets her know that because he ordered Banquo to be killed, nobody will be in his way anymore. When she asks why he’s killing Banquo, he replies saying that knowing will hurt her.

Act 3: Scene 3:

Macbeth sends another assassin to ensure Banquo and his son get killed. They ambush Banquo, and manage to kill him, but not before Banquo can tell his son to escape into the dark countryside. The third assassin kills the other two, then leaves to report what happened to Macbeth.

Act 3: Scene 4:

Macbeth hears of what happened during the assassination. He returns to the dinner party, to hallucinate and see the ghost of Banquo sitting in his chair. Then, fearing he spills information of the murder, Lady Macbeth ushers everyone out of the party. She tells Macbeth he needs to sleep. Macbeth states that he’s going to see the weird sisters for more information on his future.

Act 3: Scene 5:

Macbeth visits the three witches. They give him three more prophecies to reassure him, 1. Be wary of Macduff. 2. Nobody born of a woman can harm him. 3. If the woods of Birnan come to his castle, he’ll be harmed. All of them being impossible, Macbeth becomes super cocky. However, the witches disappear before Macbeth can ask another question, making him mad.

Act 3: Scene 6:

Two Lords are talking about how much of a coincidence it is for Duncan and Banquo to die, and that there were many hints pointing to Macbeth actually killing Duncan. They then discuss how Malcolm has travelled to England, where he has become very close to King Edward, who is creating an army to retake Scotland.

Act 4: Scene 1:

The lords tell Macbeth that Macduff has fled to England. Macbeth says he will go to Macduff’s castle, and kill all of his family, and the people who stand in his way.

Act 4: Scene 2:

Lady Macduff is sad that her husband ran away to England, however, she is comforted by a man named Ross, who tells her not to be afraid, Ross retires and leaves the Lady and her children alone. Then a guard runs into the room and tells them to run away, then he runs away. Lady Macduff and her children stay where they are, and Macbeth’s men kill her and her children.

Act 4: Scene 3:

Macduff arrives at Malcolm’s castle. Malcolm tests his fealty to be true. Then Macduff’s servant comes and tells him that everyone in his castle has died, and Macduff becomes really sad, and swears to exact his revenge on Macbeth.

Act 5: Scene 1:

Lady Macbeth has been sleepwalking, and her servant has called a doctor to see if he can help. While inspecting her sleepwalking and talking, Lady Macbeth reveals that she participated in the murder of Duncan. The doctor fears for his own life, and decides not to tell anyone.

Act 5: Scene 2:

Scottish rebels are waiting outside the castle waiting for Malcolm’s army to come. They find out that Macbeth is holed up in his castle. Then depart for Birnan woods where the English army is looking to set up camp.

Act 5: Scene 3:

Macbeth is very rude to his servants, and turns out to be very cocky about this battle because he knows that as long as the trees in Birnan forest doesn’t come to his castle, he will be safe. The doctor comes and tells him that he can’t cure his wife, and that he is leaving.

Act 5: Scene 4:

The English army arrives at Birnan forest, and Malcolm says for each soldier to cut a branch off of each tree to use as camouflage, therefor bringing the forest to the castle gates.

Act 5: Scene 5:

Lady Macbeth commits suicide. Macbeth hears from a messenger that the Birnan forest is moving to the caste, and Macbeth realises that the three premonitions are happening. He decides if he dies, he’ll die a valiant soldier.

Act 5: Scene 6:

Macduff and Malcolm show up at the castle, and take off their disguises. Then they depart to attack.

Act 5: Scene 7:

Macbeth is still cocky because of the 3rd Premonition. A young man comes to fight him, and he kills the man with ease.

Act 5: Scene 8:

Macduff shows up to fight Macbeth, and Macbeth is super cocky and says that no man born of a woman can kill him. Then Macduff states that he was ripped from his mother’s womb. Then Macduff kills Macbeth and gives the crown of Scotland to Malcolm.

# Tuff Time #4: 26/3/15

1. In realising that Cherry has green eyes what does this signify for PB and his understanding of the world?

I think that this signifies to Ponyboy that he has a lot in common with her, as neither of them completely accept their background and want to meld into it. He states earlier in the book that he hates people with green eyes, although he in fact has them. I think this connects to Cherry, because after ranting to her about how she is higher than the greasers, he notices’ her green eyes. I think that this changes his understanding of the world because it shows that you can forgive the people that you hate.

2. Write about what you understand about Cherry’s line “I could fall in love with Dallas Winston, I hope I never see him again or I will?”

I think it means that Cherry admires people who are better than everybody else, and are the best at what they do. She states earlier that she admires Dallas, even before she met him because of the his legacy that the socs discussed. She also says that she loved Bob because he had a way of making people admire him, of which she did.