I quickly needed to recognize when coaching others that people who are engaging with my rugby CAS project had many differing characteristics and interests. I had to make choices to change the program/daily activities so that it included everyone and was able to be enjoyed by everyone. Some were very motivated to begin, others were not. Some individuals were very strong to begin with and others were not. I had to take on the accountability of my own choices and actions such that my project could be useful and actually have an impact. I had to understand the potential and varied consequences of the described activities. I also had to understand how the implications of my interactions with others..
Before undertaking this CAS project I had some understanding of the global implications of the issue of underprivileged and special needs kids. I know that many inequalities exist in our world, and that everyone deserves equal access to opportunities and enjoyment, hence why I took on this project. I set an example for these kids, teaching and giving back, which I hope one day many others will do the same. I shared parts of my own rugby journey in an aim to develop awareness and responsibility towards a shared humanity. My CAS project exemplifies exactly what it means to demonstrate engagement with issues of global significance as it has motivated so many people of all ages across the world to share experiences and opportunities with others.
I had the chance to coach 22 underprivileged kids on how to pass a rugby ball, how to tackle, the objectives of rugby and more. I tailored a program that was designed to fit the students (allowing them to enjoy themselves, learn a lot, and take away good experiences). I learned how to listen to feedback from the kids and adjust the games accordingly, i learned how to create a program that was suitable to a certain audience. Working collaboratively gave me the chance to use my own knowledge and share it with others, but it also taught me many things too. I readily assisted others in teaching them rugby and respected the fact that they were new to rugby. I took as much time as they needed so that my contribution to their life would be meaningful and valuable. Working with these kids was extremely fun.
I demonstrated regular involvement in my CAS project as well as other activities. Not only did I do the constant planning and reworking of a training program but I also constantly engaged with the kids who I had designed this program for. Trying to combine my passion with something that made a huge positive impact on the world was really satisfying. Although this was a new situation, with many uncertainties and constant changes, and many forthcoming challenges I was able to overcome this through planning and adjusting training schedules such that every kid could have fun (first priority). For example, on the second training day I had realized one of the activities I had designed was too difficult for new rugby players so I had rather just organized a game of rugby tag which was much more enjoyable for all the kids.
I demonstrated how to initiate and plan a CAS experience by researching how to create a scheduled day of activities with underprivileged kids. These activities would coach kids who havent the same opportunities I had and give them some tips and guidance, some coaching and most importantly a fun time. These kids had two weeks to get prepared for a tour to the UK for 2 weeks where they would play rugby and have training programs overseas. Once I had done sufficient research and talking with coaches of my own, I created a program for one full day of training that included specific activities, drills and pre and post-match things to do. One of my previous CAS experiences had given me some confidence that I was doing it right, I had helped special needs kid train football for many years and still continue to do so today, and knowing how they perform and train gave me some ideas on how to organize a training (although to a completely different demographic). This to me was a long learning process that I will be using this skill for training programs in the future for special needs and underprivileged kids.
The main challenge for my CAS project was being able to apply something I love (rugby) and sharing this passion with kids and adults who don’t have the same opportunities or ability that I have. I had to take so much care in designing games so that it could be enjoyed by everyone (knowing that special needs children and adults have differing levels of functionality). I had to do many hours of research to learn about which exercises to do first, and how I would be able to explain the activities effectively and so forth. Before this, I had never experienced being the only teacher/coach of over 30 kids at one time (it seemed at first extremely stressful), however, in hindsight my newly acquired skills pulled through and we all had a great time.
Throughout my last two years of school, I have been able to identify my strengths and weaknesses through various activities. I have had rugby training at least 7 times a week and often assisting special needs or underprivileged kids play sports (rugby and football) which was very fun for both parties. As a rugby player I often had to reflect on my individual performance and think about how I could improve in the future, where can I change, what decision could I have made that would have made this better? Not only did I play rugby, I also participated in and out of school CAS projects include beach cleanups, running with refugees and more. In doing so, I identified that I was relatively strong when teaching people how to pass and kick the ball effectively, and helping people make their own decisions in sports. However, like in school, my time management skills need improvement as I often complete things late, submit something carelessly and so forth. I’ve been able to improve this with creating an agenda and plan on how to organize my time with rugby, school, friends and more so that I can focus on improving every aspect of my life. I have also been part of creating many activities and ideas for the events with underprivileged and special needs children.
Natural Sciences Question:
How will changing the mass of the molten lava affect the the amount of energy need to be supplied to change the state from liquid to gas?
Human Sciences Question:
How would the eruption alter settlement patterns in the nearby village of Tyrrelville?
Compare the reliability/certainty of the knowledge your experts will acquire. Identify the factors that contribute to (or take away from) reliability/certainty
The Human Science question brings about quite a large amount of uncertainty, it requires us to look a rational, logical and theoretical results and ideas rather than the Natural Science which can be empirically tested and give definitive results. However, both in nature, can give us knowledge that will be helpful when analyzing this situation. For the human science question, we may have to look into the past and assume what the future effects may be. Whereas with Natural Science, we have collected history and data and therefore assist in the validation and answering of our question, and thus bringing us closer to certainty than the Human Science question.
Suggest ways that Human Scientists can increase the reliability of their claims.
What can you say ‘in general’ about HS as an AOK.
What can thus be said about Human Sciences in general is that because many of the variables being measured are often unquantifiable, and cannot be represented mathematically, it becomes increasingly ambiguous to justify the validity of any of the conclusions drawn.
Furthermore, it is also much more difficult in the Human Sciences to control variables; things like mass and energy supplied to molten lava can very easily be controlled, whereas there may be a huge number of uncontrollable factors when studying settlement patterns, which we may never know, or can’t assume. However, theoretical knowledge is still better than no knowledge, which perhaps suggests why we still hold Human Sciences to the prestige that we do today, and to an extent allows us to analyze things at a larger perspective, with a larger scope, giving us a bigger overall idea compared to the specificity we get in the natural sciences.
Describe a profound experience and/or one that extended over several weeks. Give an example of when you reflected on any aspect of the experience. How did you change as a result of your reflection?
The study of history is an intellectual pursuit, an activity of the reasoning mind, and, as one should expect, its main service lies in its essence. Like all sciences, history, to be worthy of itself and beyond itself, must concentrate on one thing: the search for truth. The skills learned in Historical pursuit of knowledge can be applied to other situations.
This is because with the knowledge of understanding History, and the skills that come with. We can further become closer to finding truth across a variety of subjects, applying the useful skills from History and applying them elsewhere. The intellectual pursuit is also for enjoyment as well!2
A study of the past enables us to put our present day human societies into perspective
The value of history, then, is that it teaches us what man has done and thus what man is.
History also provides us with the perspectives on human behaviour which enable us to look into mankind’s future.
” Question why? Is to suggest that they try to imagine what everyday life would be like in a society in which no one knew any history. Imagination boggles because it is only through knowledge of its history that a society can have knowledge of itself.”
Can we understand the present society without knowledge of the past society?
It is fair that we must understand what has happened before, but to a large extent society has changed so much over the past 2,000 years and thus knowledge of those societies may not be entirely necessary or helpful to say the least about what we know about humans nowadays.