Hybrid learning this year has completely changed what school is like for me. Of course, there are many cases where online learning will never be able to fully live up to the standards of in-person learning, even with the best technology, and for this reason I still prefer in-person learning in most cases. For example, this year we couldn’t do a lot of science experiments online because most of us didn’t have the necessary equipment at home. This slowed down our science class a bit. Also, there’s just something about MS Teams meetings that makes me feel very “disconnected” from the other people in the meeting, making the environment feel oddly formal to the point where I become much more hesitant to speak. However, there definitely are some advantages of online learning and lessons that the pandemic has taught us.
Managing my work digitally is almost always much easier for me than having to keep track of lots of papers; everything is just really easy to access with a couple clicks of a mouse, and typing is at least two or three times as fast as writing on paper. When working independently, my productivity is much higher using a laptop.
Even when working with other people, I find it really helpful to be able to send messages to my classmates outside of school time through email and MS Teams. Nevertheless, in terms of productivity, nothing compares to working with my classmates in-person; it’s just much easier and more effective to talk in real life than to talk in a virtual meeting.
I also find it very easy to get distracted by YouTube or other activities when working on a laptop, which is one of the disadvantages of having everything at your fingertips. I tend to get stuck staring at a screen for long periods of time without moving around, which is probably not the best for my eyes or for my health in general.
I found technology to be really useful for my in-depth project this year. It was really helpful for communication between me and my mentor. It was extremely effective because my topic was learning how to code. Zoom allowed me and my mentor to share our screens with each other and show our code. We also used GitHub to upload code to a remote repository where both of us could easily access it, which allowed us to collaborate well. For this project, there really was no need for anything in-person.
I also used technology a lot for group presentations I did with other classmates in marketing/business class in term 3. We usually talked together in call while working on the PowerPoint together. Since the group was usually only three for four people, we didn’t really have to worry about muting our mics, so we just left them on all the time. We were able to meet on the weekends, outside of school, which was really useful because the due dates of the projects were usually on Tuesdays.
Hybrid learning has taught us many lessons and has given us the opportunity to try out new technology. After school returns to normal, I think it is a good idea to keep using our laptops and to do most our work digitally whenever possible. I also think it would be beneficial to continue using technology to communicate with my friends and classmates outside of school, but only when necessary, as I find I sometimes get distracted from my work.
Here are some photographs of the creative component that I made for my Social Studies Final Project. For this creative component, I decided to create a piece that is more dynamic due to my theme being a very dynamic one. The paper section in the middle of the box rotates and shifts, showing how identity changes gradually throughout constantly changing power relationships. Here are some photos in case anyone missed this part of my presentation:
At last, I finally think I found my true calling. This is where I belong; in the woods, by myself, just me against nature. My chance to be at the frontier; the frontier of tall, looming trees and filtered sunlight. This landscape of looming behemoths; behemoths that heed the words of no man. Although it pains me to see these once glorious mountainsides and valleys stripped down to bare rock, it is wonderful compared to becoming a worker, forever chained to a desk, with no challenges to overcome. Anyways, it’s not like the forest could ever run out of trees, right? I have the freedom to do whatever I want; take a detour to a neighbouring mountain, or hike along a wooded river. There is nothing that I can fear here; not even the wild cougars and grizzlies can defeat me; I am in my element, as naturally a bird in the air.
May 21st, 1979
Is cutting down all of these trees really the right thing? All of my doubts that I have been harbouring over the past years are slowly welling forth, eating away at my resolve. Who am I to be cutting down these these trees that have been here for hundreds of years? I have razed countless forests and valleys, leaving them dead and devoid of life. The tree-eating beast that is society is slowly killing this land and everything within it – with no concern whatsoever. But what can I do about it? All of my complaints to my manager in my reports, my attempt to make him aware of what his company was doing, so far have all been ignored and thrown away, never to be brought up again. There’s no use- I suppose I can do nothing but accept the inevitable destruction of nature.
October 11th, 1983
I quit. I want nothing more to do with this company that has no more concern for what they are doing to a land than a lion with a flea. I’ll devote my time towards using my skills to help the forest, using only salvaged trees to make a living. My conscience has finally driven me to act. No longer will I pretend that my job isn’t harming the very environment we live in. I was the last person to ever see some of the most beautiful places in the world, before they were cut down by these two filthy hands of mine. However much I love my job, I can’t keep going on like this, the destroyer of my own utopia.
April 3rd, 1993
What have I done? I am now facing probation, like a dog on a leash. That one moment of rage and anger bursting out from within me has caused me to become an caged man, with my every move watched and noted. They’re out to get me… I know this as a fact. I’ve been going to more protests more recently, trying to make as much of a difference as possible to save the forests that I know and love. No matter how many letters and faxes I have sent, and no matter how many people I talk to, I can’t seem to be able to get my message across. Although they have been mostly unsuccessful so far, I still cling to the hope that maybe, just maybe, all of this is doing something. If it wasn’t… the past year of my life would have no meaning at all.
July 14th, 1996
Cora is truly the only person I can confide in. Ever since I met her, I she’s the only one I’ve been able to talk to. Those days of us playing cribbage in the yard while laughing together are cherished memories of mine. As I walk along one of the many islands of Haida Gwaii, with Cora, a yellow shape, stretching up into the sky starts to appear. A tree. Except a tree unlike any other. I hear Cora gasp in wonder at what we were seeing. I gasp; but gasped instead in horror.
The tree was a sickly yellow, from the bottom to the very tip of the tree. An abomination of nature is the only way I could describe it. The tree defied order, proclaiming its uniqueness openly, for all to see. All around, I could see the stumps of those trees that had been standing there for hundreds of years, only to be cut down, with the golden spruce and the trees around it left behind as an awkward attempt to assuage the doubts of those who opposed the logging industry. As if leaving behind a patch of trees to please a few tourists dropping by in their air-conditioned tour buses would make a difference! Rage started to well up inside me; rage at the companies that ignored what they were doing to the environment while their executives raked in money; rage at those who stand by and do nothing about the destruction of the world around them; rage at the golden spruce. Something had to change, and only I could do anything to make that happen.
January 22nd, 1997
The wind is strong as I make my way across the dark landscape, with the expanse of blackened sky looming overhead, like a hole in the heavens. All my my worldly possessions were on me, with everything else given away without a second thought. I was ready to make a difference. Ready to right a fundamental wrong in this world. Ready to cut down the very symbol of the hypocrisy and ignorance of the logging industry: the Golden Spruce.
I started my chainsaw. As I start to slide it into the tree, the blade passes by hundreds and hundreds of years of history. The life of the tree, from birth to death. From its beginnings as an object of worship of the Haida, to the landing of the first Europeans, to a simple tourist attraction in the present day. This was no wrong- this was the only option to save our beautiful landscapes that are our forests. Even though cutting down this tree may be With every cut of my blade, I am one step closer to opening the eyes of British Columbians across the province. One step closer to kick-starting the change that will keep our forests intact. And one step closer to preserving the natural paradise that I know and love for future generations to come.
For my found poem, I decided to use page 60 of The Golden Spruce. The poem ended up as follows:
Drums pulsing, moving, bursting, into a floor-shaking tumult
Then, disappear, as if jerked away by an unseen string.
Voices rose into the air, resonating with grief;
As the flames rise around the people, some cracks begin to show.
The people break out of the flames and suddenly stare out,
Engulfed and yet untouched by the fire,
As flames burst, weeping molten tears.
When I was reading through the book, this page jumped out at me in particular with its strong, vivid imagery, and flowing paragraphs that transitioned very smoothly. I then thought about how I could use fire to represent something that I wanted to talk about in the poem.
In this poem, I used fire as a metaphor, and chose an image of a flame blazing away in the night for my image. I tried to use fire in this poem to represent the swallowing of Aboriginal and First Nations culture by the west, and how the traces of First Nations culture became burnt away, replaced with something completely different, ending in sadness, weeping molten tears.
In the past two weeks, I have managed to meet with Peter two times to play badminton. The last time I went with him, we worked improving my hits overall in general. He told me that he had noticed that I had been swinging my arms out wildly before I hit the birdie, which may cause me to lose balance or not be able to react quickly enough in time. That is mainly what I worked on for the past two sessions, since at this point there aren’t really any new moves for me to learn, and I am mostly working on polishing the ones that I do know, for the saying, “Jack of all trades, master of none” is not the point of this project.
While I was taking photos for this blog post, I realized that taking photos of a sport, especially a sport such as badminton, is very difficult. As you can see from the photo below, if you just pose and don’t move for a photo that looks very unnatural as well. As a result, for my learning centre, if I wish to have media or some sort of representation of myself playing badminton, I will take a video instead of pictures.
In regards to concepts I learned in my recent sessions with my mentor, one concept that I learned have had drilled into my head from day one of this project in January is the concept of being ready at all times to hit the birdie. From the start, one is taught to always return to the centre of the court after hitting the birdie, and not stop to admire your own shot. This ties into the concept of always ready and supports it as well. Another part of the concept of being ready is to always be in a stance that easily allows you to spring forward or backward to receive a shot at any moment, with your knees bent. A final action that ties into this concept that I sometimes don’t do and am working on is having your racquet raised and pulled back to allow for a controlled and precise swing instead of just raising your racquet randomly, which also supports the concept of being ready. Another concept that I learned was the concept of forcing your opponent to do what you want instead of the other way around. This can be done by purposefully making a shot difficult to receive for the other side by placing it in a far corner or side of the court, which may cause the opponent to hit it in a very easy way to receive or not hit it at all.
One alternative that my mentor has offered me is the alternative to learn different or new moves instead of polishing the ones I knew, but I chose to polish the ones I knew because of the limited five month time frame of the In-Depth project. I decided to be better at a few moves, instead of being average in a lot of moves, which may impact my playing negatively or positively. Another alternative that was offered to me was the alternative of playing a lot of games instead of practicing moves one by one, in which I decided to practice all of the different moves at the start but then move towards playing more games towards the end of the project.
I believe that if I had a different mentor, my playing style may have been different as I would have had a different role model to try to copy and learn from, as I may have had a mentor that focuses more on theory and strategies instead of focusing on getting moves down and perfecting my motions. This would have resulted in me having worse movements but being better at strategizing.
I am looking forward to In-Depth Night very much after the adventure trip, and will be excited to present and showcase everything I have learned then.
For my chemistry inquiry, I had wanted to look into the involvement of chemistry with nature and therefore decided to go to a hatchery to look into how chemistry was involved there. A week ago, on a rainy Saturday, I went to the Hoy Creek Hatchery to learn more about the involvement of chemicals in the operations of the Hatchery. I had emailed the Hoy Creek Hatchery Organization, which then gave me the contact information of the hatchery manager. I then contacted the hatchery manager, Rodney Lee, in advance and arranged for him to give me a tour of the facilities and an in-depth explanation of the things that go on there. After spending a few hours there, I returned home with thirteen pages full of notes in my Rite in the Rain notebook for me to review and share. He offered to email me the Metro Vancouver guide for different hatchery water testing procedures, of which I gladly accepted that offer. I referred to that guide when writing this blog post to ensure that I hadn’t made any mistakes with my notes or writing this post.
When I arrived, I was greeted by Rodney in front of the hatchery. He immediately took me inside to show me what went on in the hatchery. First, he talked about water testing done by major hatcheries around BC. The main things that are tested in streams near the hatchery are the pH level, the water temperature, the dissolved oxygen levels, and the turbidity of the water.
The pH of the water must be closely monitored as aquatic life, especially young aquatic life, can be sensitive to changes in pH. One thing that Rodney also mentioned was that they couldn’t just take into account the sensitivity to changes in pH of just the fish, but also all of the rest of the aquatic food chain as well. As such, the current provincial guideline that the pH levels of water must stay within are between 6.5 and 9.0.
The water temperature must also be tested because ideally, the temperature of the water should be 12 degrees Celcius or less. If the water temperature becomes any higher than this, the fish will be less likely to be able to survive.
The amount of dissolved oxygen goes hand in hand with water temperature, due to the fact that as the temperature of the water increases, the amount of oxygen that can be dissolved in the water decreases. If the water temperature starts to increase to 15-20 degrees Celcius, there can be major issues with the breathing of the fish. If the fish don’t receive enough oxygen, of course, they will die at a certain point.
The final testing that is done to the water is testing the turbidity of the water. Turbidity is essentially how murky the water is, or how much sediment is in it. If there is too much sediment in the water, there is a possibility that the fish eggs could get smothered. In Metro Vancouver Hatcheries, there is no exact unit that I know of that is used to measure turbidity, but hatchery managers still keep a close eye on how turbid the water is in Metro Vancouver.
There are many other factors that are looked at, such as if there are livestock living nearby which release fecal matter, farming operations that use pesticides or fertilizers that contain phosphates, E. Coli, or metals in the water which Rodney mentioned briefly.
When water is brought in from the creek for the various pools and hatching areas inside the hatchery, the water first goes through a particulate filter which filters out particulates such as small rocks and such, and then goes under a UV lightbulb, at which point the water is ready for use by the hatchery.
After that, Rodney showed me some of the various chemicals that are used in the hatchery. The first chemical that he showed me was called Ovadine. Ovadine is used for both egg surface disinfection, to kill bacteria or other contaminants, as well as equipment disinfection. Ovadine should be diluted to 10 mL/L for egg surface disinfection and 25 mL/L for equipment disinfection. The active ingredient in Ovadine is iodine, and Ovadine is a “polyvinylpyrrolidone iodine complex”.
The next chemical that Rodney showed me was Vitalife. Vitalife helps promote a protective layer of slime in fish, and essentially makes them more slippery.
The next chemical that Rodney showed me as Virkon, which contains oxone (potassium peroxymonosulfate), sodium dodecylbenzenesulfonate, sulfamic acid, and inorganic buffers. Virkon is not used on the fish, but is important for washing off the boots of people working at the hatchery as well as inspectors who visit the hatchery. This way, spread of diseases from other hatcheries can be prevented, as young aquatic life can be especially susceptible to disease.
I was surprised at first when Rodney showed me that he had plain baking soda and vinegar, but I soon realized why. Rodney explained to me how those can be used to adjust the pH of water when transporting fish, due to the fact that, of course, vinegar is acidic and baking soda is basic. There was also another use for vinegar in addition to this.
Apparently, when a fertilized fish egg dies prematurely, the egg turns opaque, a milky white colour, which Rodney showed me a picture of. However, when vinegar is applied to the egg, the egg becomes transparent or translucent again, allowing one to find the cause of death for the egg.
The final chemical that Rodney showed me was Sodium Thiosulfate. Sodium thiosulfate is used to neutralize Ovadine, and can be used to neutralize chlorine. This is very important because Ovadine is very toxic to fish, so one must ensure that there are no traces of ovadine in the water when adding fish.
At the end, he talked to me about factors affecting how the amount of water in the streams can vary. Because glaciers on mountains melt at a fairly steady rate, the water flow from just glaciers and snow is fairly constant within each season. However, in Coquitlam, we have drains on our roads that drain directly into streams and rivers. Unlike a glacier melting, when there is a lot of rain one one day, the water all instantly flows its way into rivers and streams, without that slow release of water. This means that if there was suddenly a very rainy day here in Coquitlam, the streams would rise much more drastically than a stream in the middle of the wilderness. Unfortunately, if the water in a stream rises or falls too drastically and has a very varied amount of water coming through, it is not good for the fish either. I never actually thought too much about something as simple as drainage could affect the habitats of hundreds of different organisms, but it’s true.
In the end, I managed to learn a lot about not just chemistry, but the environment too. I managed to expand my learning about chemistry beyond the confines of the Chemistry 11 curriculum, and learn about a subject that I personally was interested in. I was surprised at how many things in the hatchery related back to chemistry, from pH levels to neutralization of chemicals. I was unsure about if I would actually be able to learn anything useful, but then after going I realized that I had learned so much, simply from being at the hatchery for a few hours and hearing Rodney talk. I realized how much more you can learn by learning from a first-hand source, and got a lot more than chemistry out of this project as well. I am very glad that I decided to do this as my chemistry project!
For this blog post, I was interested in finding out more about how the responsible government actually worked at doing what it was supposed to do, representing everyone, in the early days of Canada right after Confederation, and if John A. MacDonald and company were really successful in making a fair, representative government that represented all Canadians, regardless of income. In part my reason for doing this came from the fact that my character for the role play, John Graves Simcoe, was very against democracy and a responsible government, and believed strongly in a class-based monarchy as the best form of government. Tying into this, I also hope to find out what degree of power separation remained, if there was any left, between the upper and lower classes of the newly formed Dominion of Canada. In summary, my guiding questions are as follows:
How did the government in the days immediately after Confederation function compared to now?
How did the representation of minorities and the lower class change after Confederation, compared to before?
Overall, I had very great difficulty finding scholarly sources to help answer my questions. However, after a bit of digging, I could find these mostly unbiased sources to learn from in order to answer my question.
The first resource that I looked at was from the Canadian Encyclopedia, which, while not being a scholarly source, still offered useful information to help me answer my questions. This resource detailed the history of the working class in Canada. Although the subject of the article wasn’t entirely aligned with the questions I was trying to answer, I still learned important things. For example, I learned that, although there weren’t many former members of the lower class in the government at the time, the government after Confederation still listened to the working class, creating the Trade Unions Act in 1872, as well as Labour Day in 1894. The recognition of the working class, I believe, mostly came from the sheer number of people in it, as
“The consolidation of Canadian capitalism in the early 20th century accelerated the growth of the working class. From the countryside, and from Britain and Europe, hundreds of thousands of people moved to Canada’s booming cities and tramped through Canada’s industrial frontiers. Most workers remained poor, their lives dominated by a struggle for the economic security of food, clothing and shelter; by the 1920s most workers were in no better financial position than their counterparts had been a generation earlier.”
This combination of a large amount of people in the working class as well as their needs not being met helped make more things happen to make the situation better for the working class. As well, as stated in the Trade Unions Act, “The man who sells labor should, in selling it, be on an equality with the man who buys it.” This shows how the attitude towards the working class had improved much from before, and had grown to be a group that was fought for in the government, even if it was only for the sake of getting more votes.
The second resource that I found was a document that came from the website of the Parliament of Canada. This was a very good source which detailed the history of Canadian government as well as some of the requirements of joining. One interesting piece of knowledge that I found was the following, which stated that
“Senators are “summoned” or appointed by the Governor General on the recommendation of the Prime Minister. They must be at least 30 years of age, reside in the province for which they have been summoned and have real and personal property worth $4,000, in excess of any debts and liabilities.”
This rule of only being able to become a senator by having a certain amount of assets may have limited somewhat the lower class from being able to be part of the senate, although this rule was most likely not made for that purpose. I also learned from this source that the way that government was structured right after confederation was almost identical to how it is now, with a Legislative and Judiciary branch, as well a Governor General.
In conclusion, I found that the structure of the government immediately after Confederation was almost exactly the same as the modern structure of the government today, but the view of the working and lower class has changed through Confederation. I was quite surprised and glad that there were efforts to make the condition of the working class better, from passing the Trade Unions Act to creating Labour Day. Although the conditions for the working class were still not great, the responsible government I believe played a big part in improving these conditions by ensuring that every party needed the support of the masses that were the working class to win. Without these rights being carved out by the working class, Canada surely would not have had the sheer manpower to turn it into the country that it is today.
Over spring break, I managed to get a fair amount of learning accomplished even through having to prepare for the trip to Bamfield Marine Sciences Centre during the spring break. When I have been playing badminton, the main thing I have been trying to focus on is to practice as much as possible, as once you get past a certain point in learning all of the skills, getting experience and learning to use judgement are the best ways to improve. I also played badminton Rachael again to get even more practice in with badminton, and started learning how to perform a slice.
A slice is a move which is different from a hit where you use your racket to cause the birdie to tumble or spin in the certain unpredictable way. I still am not able to perform this move well, but I am working on it. In addition, I got to have a lesson with Peter again, where I had a short conversation with him after practice, which I was able to take notes on. In the coming weeks, I hope to start taking photos or drawing different moves that I learned in badminton to document my learning now that they have become more polished.
I first used the blue hat in my conversation by stating the purpose of the conversation, to help me improve in badminton. Then, I laid out the conversation with my blue hat as follows:
I first used the green hat in my conversation, gaining ideas for myself, when I asked Peter, “What are some more advanced techniques that are good to learn to do?” In response, he replied, “The slice and net kill are good shots to start with for you”, which helped lay out a possible thing to learn. Then, with a white hat, he talked about the theory behind them, learning more about information for quite a while after that.
Unfortunately, I did not get a chance to use my red hat, the hat of emotion in my conversation as I had mostly logical and rational conversations that, I had determined with my blue hat, did not need that much emotional input.
I used the black hat during this conversation when I talked about how I could probably only master one of the two moves that Peter suggested in only one week until the next time we met. I judged that learning two new techniques would not be feasible and adjusted my tasks accordingly to match my limited timeline. I then decided to focus on learning the slice, with my yellow hat.
I used the yellow hat with Peter when I asked him “What are the benefits of learning each of these two moves?” He then explained to me that the slice is necessary for being able to perform a spinning net shot, which is a very good way of forcing your opponent to perform a lift which would give you the perfect opportunity to perform a smash. On the other hand, the kill is mostly a very fast version of a smash, and is harder for the opponent to react to. I noticed the value of being able to perform that spinning net shot, and then used my black hat to make the judgement to learn how to slice the birdie.
I am looking forward to posting some pictures or drawings next time to better explain my learning, and am ever excited to learn more about the sport that is badminton. Until next time!
Although I may not be part of the corporeal world anymore, I still am here, an onlooker from afar, not doing anything but observing. The world has changed greatly since my death from that pestilent sickness that took my life; the achievements that I made in my life are things of the distant past. Currently, slowly but surely, the winds of change are stirring, pushing this colony further and further away from the British Empire. Yesterday a conference in Charlottetown ended, beginning the first step in reaching the potential nation known as Canada. The people are fools; so caught up in ruling over their own little kingdom that they would do anything to split from the British Empire. It was a mistake for any of the colonies, including the United States of America, to leave the British Empire in the first place. I was so determined to bring the United States of America back into the welcoming arms of the British Empire; bringing them under the gentle ruling hand of our Queen Victoria. However, I finally accept the fact that this is not going to be possible. However much I strived to turn Upper Canada into an aristocratic colony, I failed due to the pioneering spirit of these pioneers. This country that attempts to be a democracy will never succeed; equality is an ideal, an ideal that is only thought of as achievable by fools. I wish with all of my heart for the Charlottetown Conferences to not go well; for this dream of democracy to fail and be replaced by a monarchy with our true sovereign, Queen Victoria. Mark my words, if those fools in Charlottetown still try to bring about a democratic nation, only failure will come of it.
The past weeks have been ones that have been quite rewarding. I have been able to have two more very rewarding session with my mentor as well as have a long session with Rachael playing badminton and talking about the ways that I personally can improve my skills over the weekend. The first of the sessions with my mentor involved me learning more about both footwork and reinforcing the principle of always returning to the centre of the court. I finally think that my movements are starting to flow much better now, as I could see it when I played against my mentor that it was much easier to reach a birdie that had been hit to the far side of the court because the habit of maintaining my footwork and always returning to the centre of the court was turned into a habit, making it so that I can focus on other things during the game without having to constantly think about where I’m putting my feet.
During the second session with my mentor, I learned more about switching between backhand and forehand more easily, and strategy on making the opponent be less able to expect where the hit will go. I also found out, when my mentor pointed out to me, that my forehand grip was slightly off, as my thumb was in a position that could lead to me dropping the racket more easily or it flying out of my hand. Meanwhile, while playing and talking about badminton with Rachael, I learned more about why backhand serves are used more by professional badminton players than underhand serves. I wanted to ask this question to further enhance my learning, because, as De Bono states, “Questions are very much part of listening. They show attention and interest. They allow for the further exploration of certain points” (72). I asked the question to Rachael “Why are backhand serves used more by professional badminton players than underhand serves?”, which was in the form of a “fishing question” which allowed for a more open-ended answer. I then asked Rachael to clarify why she replied that backhand serves are more commonly used, to which she explained that when a backhand serve is performed, it is harder for the opponent to predict where it will go.
I also asked the multiple choice question “Which of my serves needs more practice, backhand or underhand?” to my mentor, to which he replied, “Your backhand serve is the one that needs more work on, I think.” This multiple choice question was useful to me as it helped me decide what exactly I should practice when playing badminton.
As one may see, I am getting a treasure trove of new information from both my mentor and Rachael. I have learned about everything from footwork to coordination, and am going to continue to learn more and more. I have also learned about the views of my mentor on learning badminton and what his priorities are when teaching badminton, which is learning of basics first and a lot of practice so that bad habits don’t develop, and have adopted some of these views held by my mentor, choosing to focus most of my time on the basics, showing that I have “[gotten] value from what is heard and shows that he or she is getting value” (66). I sometimes differ from my mentor when I want to learn something new or complicated such as a method of causing the birdie to spin, when I haven’t completely mastered the skill before that, but I recognise where my mentor is coming from and why he holds that viewpoint. I look forward in the coming weeks to being able to further my progress in In-Depth, and learn more and more about the sport that continues to prove how interesting it is the more I play it. Until next time!