Explain Life In 1000 Words If Possible

For the first action project of my Journalism class, we were asked to essentially define the meaning of life in 1000 words. We also had to get some help with answering this question. I chose to interview my cousin, Darius. I chose Darius because he is one of the most insightful people I know, and we just so happen to be very close. We were also asked to take a picture of our subject, which is more connected to the course itself if you think about photo-journalism. There's different types of journalism though; photo-journalism and newspaper editors are just two examples of journalism. I had just a little bit of difficulty writing the 1000 words because this assignment is very open-ended, and I didn't have many guidelines to go by. Conceptually, this project is one of the greatest I've ever had and I had a great time digging deep down into my brain.
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What would you do if you were asked to define life? For some, this question may be quite straightforward, but for others, this question may be very difficult to tackle; I am one of those people. My views on things of this nature are normally anything but straightforward because I'm such an open-minded individual. Nevertheless I am still stubborn so majority of the time when I believe something, I'm not looking back. This project, and my cousin was an eye-opening experience. Questions like, "what's the meaning of life," are what actually gets my brain working, and makes me feel like I have to dig deep to answer them. "What's the meaning of life," is probably one of the most open-ended questions ever; I could say that this question is the most open-ended question ever.

My subject's name is Darius, and he is quite the character. My cousin's views are always different and insightful. As soon as the question for this project arose, I knew exactly who I wanted to interview because my cousin loves to preach to me about his mistakes, and how I can avoid making the same ones. As I have gotten older, he has proven as a really big role model for these stages in my life. Darius' opinions are very abstract, in a sense where you really understand him after you have thought for awhile. Although, most times Darius can be very straightforward, his mind is anything but that.

Since you have pretty much met my interviewee, I would like to show you all what happened when I presented him a couple questions, surrounding what the meaning of life is. When my subject was asked, "what's the meaning of life, in your opinion," Darius responded, "No meaning to it until you put one on it, can’t generalize the meaning of life because it’s different from person to person just live it." Just from his first answer, I knew this would be a great interview. The answer he gave was very expected, and I loved it because it really was a good intro into the interview. My second question was for him was, "has life always meant the same for you, or did this meaning change to you and why," and Darius said, "I always knew life is what you make it, just in the process of learning the full extent of it." Then there was that answer I was awaiting the whole time; when I asked him for a story that explains his view of the meaning of life, he then responded with, "Umm.. I was born in 1993, it’s 2016. 1+1 always equals 2." I wanted to ask him to elaborate on this statement so bad, but I believe it's better off not explained, and thought about. The meat of the interview began to saute when I asked the question, "what image would represent this meaning of life - would it be you yourself, something of yours with sentimental value, a favorite book, etc, and would you please describe it?" My subject then responded with,"the seasons. Life is like the seasons. As far as growth and its representation, you can’t be specific because it means different things from person to person. Just like a stop light or 100 cent means different things to different people, depends on how deep you want to look into it. But when you reflect on what those things mean, it’s a representation of ourselves as well. First thing that comes to mind when I answered seasons is change, process, and progress which is what I’m going through. Any analogy can apply to anyone at any point in time, just a matter of what part we are going through. We can be as deep as in what specific season and its meaning or just as general as the season itself and let you imply what you wish. Life is everything and nothing at the same time, depends on how deep you want to look at something or how shallow you wish to be." I want to stop here for a moment because there's a lot of stuff going on here, in this answer. My subject says that life is like the seasons, and he continues to explain the importance of point-of-view. He flexes change, process, and progress as his main support for answering "the seasons."

Fortunate enough, I have more questions; they are not going to be the same as the last ones. The following questions are going to get a lot more personal. I started this series of questions with what I would say, is the most important question of them all, "how important is money to you." as Darius answered very straightforwardly, "money is essentially one of the most important things in life. In order to do things or not, it usually comes down to finance. Most of life’s decisions come down to money and the ability to acquire it or spend it." I then tried to dig deeper; I asked him if there would ever be one thing in the past he would have did differently and he said that he wish he never would have realized being untrue to himself because it's one of those bad habits that are hard to shake now, as he gets older. I asked my subject two more questions; one of those questions was, "would you risk your life for your family's," and he responded with "indeed." My last question was quite the outro; I asked him "would you rather have a better life now or a better life later," and he responded with, "later, because life would be worse later otherwise."

DR. "Darius" (2016)

Above, is a photo of my cousin Darius where I just asked him to turn around and snapped a photo of him. I wanted to capture the emotion and full persona of him. I interviewed him in the living room and took this photo in the dining room where there was a bit better lighting. I tried to focus on him in the photo and blur out the background, but it was hard because my photo was sudden and not prepared. You can see the emotion of Darius, a bit of a faint smirk with a very serious face, capturing who he is as a person. The photo came out not as perfect as I would have thought, but I'm still proud of what I depicted in the photo.

The Teachings of Evolution, Illegal?

For the last project of my Policy course (the last Humanities course of my junior year), we were asked to analyze a controversial case that made it to the Supreme Court. I chose "Scopes' Monkey Trial," which is a case where a teacher (John Scopes) taught his students about Evolution. The teachings of evolution was outlawed in Tennessee at the time. Well, that may sound a bit crazy or excessive, and that's exactly why most people thought that this case was unconstitutional. The purpose of this project is to understand the decisions of the Supreme Court and to dig deeper into finding out how these decisions shape society. I learned that a lot of court cases are very controversial and some may even be called ridiculous. I also learned that the decisions made by the Supreme Court actually do affect society heavily. I think that this project was pretty challenging, but more expressive and informative. This is yet another project where my school allows the student to explore and express themselves. I am quite proud of my work, and I'm super excited about closing out my junior year with a bang!

 

Why The US Occupied Haiti

For the second unit of my last Humanities course of junior year, we were asked to create an organized position on a war being just or not. We specifically targeted wars that the US were involved in, such as World War's I and II. I chose the Occupation of Haiti because I was looking for something different that not many people know about, I saw "Occupation" instead of war and I had to read more. After reading up on the causes and effects of this war, I decided that it was unique enough for me to tackle. This occupation was kind of controversial, but in this case, I believe that the US did what was necessary to protect our country and our allies. This project is one of my favorite projects, where the students can address situations with almost full creative power. I normally never promote war, but this time I have pushed myself to open my horizons and think of the country first. Not the most ideal thought to have in my book, but I am trying to challenge myself as I enter into the last stages of my high school career.

Wikipedia. "United States Occupation of Haiti," Web. 05/11/16

The Occupation of Haiti was what many called "a catastrophe." In 1915, July 28th, Woodrow Wilson ordered 330 US Marines to Haiti, under the influence that foreigners would overthrow the land. The US, being friends with Haiti, thought it would be quite logical to help them fight off Haitian Rebels. That sounds about right, doesn't it? Well, our allies were in trouble and we helped them, but is it really that simple?

US Representatives had the power to veto the Occupation of Haiti, but no such thing happened. Haiti at the time, was using Capitalism. Capitalism is a political system in which private owners profit off the trade and industrial manufacturing of the country, and this could definitely be reason to rebel against the country. The "Cacos," (Haitian rebels) as Americans called them, were quite ruthless in their acts to "purify the country." Haitian rebels were supported heavy by German forces, even though Germany was still recovering from World War I, they still supported the Cacos however they could, including financial investments and additional soldiers. The Cacos also engaged in terrorism and other war crimes against our troops, as well as the Haitian Government and civilians.

The ratification of the Haitian-American Convention allowed the United States to intervene with events that happen in Haiti. With the ratification of this policy, Haiti is vulnerable to US tampering in their country, and the policy also gives the US security and economic oversight of Haiti. The Senate of the US is primarily responsible for this ratification. The US Constitution doesn't seem to contradict the ratification of the Haitian-American Convention policy, although it seems a bit wrong, I feel as if the initial reasoning for this policy was to help Haiti. There is always more negatives and positives though, including 15,000 lives lost during the Occupation of Haiti under the H-A Convention policy. Not to mention the involvement of Germany during their recovery from World War I and the amazing contributions to Haiti's infrastructure.

To wrap things up, I believe that the US Occupation of Haiti was possibly more necessary than we may have thought. The US had legal right to be in Haiti, and that doesn't make it completely right, but the intentions of our country were semi-positive in my opinion. I feel as if Haiti benefited from our supervision. The rebels were going to take over Haiti, and not to mention the constant support of Germany, leaving us more vulnerable for attacks if Haiti was under the control of our foes. So was the Occupation of Haiti just or not? I believe, controversially, that it was.

Works Cited:

globalsecurity. John Pike “Occupation of Haiti (1915-34),” N.D. Web. 12 May. 2016.

windowsonhaiti. Marie-Josée Mont-Reynaud “The Failure of the American Occupation of Haiti, 1915-1934,” March. 2002. Web. 12 May. 2016.

Office of The Historian. N.P. “U.S. Invasion and Occupation of Haiti, 1915-34,” N.D. Web. 12 May. 2016.

Wikipedia “United States Occupation of Haiti,” N.D. Web. 12 May. 2016.

SMITHSONIAN. Helen Thompson “The United States Once Invaded and Occupied Haiti,” 3 August. 2015. Web. 12 May. 2016.

Civil Wrongs Act of 1964

In the first unit of my last Humanities course of Junior year, we were asked to pick an act or policy to address, or even create our own. I chose the Civil Rights Act of 1964 because I don't believe it's living up to its expectations. The policy states that it "outlaws discrimination based on race, color, religion, sex, or national origin." My concerns are that this policy isn't very well carried out and enforced. Our main mission as a class was to address each of our policies by sending a letter to a person of power that could properly address our issue. I found no other option better than writing to the president himself. I feel like this project went pretty smooth, especially since I am very passionate about the topic I chose and trying to rat out the corrupt power figures in our government. I am definitely proud of my letter as a whole and the fire I used to compose it. That's not literal fire, don't you know the fire you get from wanting to speak your mind? I did learn that with writing a letter to the president, comes a lot of proofreading, and I'm sure my letter is not perfect.

Amazon. "Civil Rights Act of 1964," Web. 04/29/16

DR
GCE Lab School
1535 N. Dayton
Chicago, IL 60642

April 24, 2016

The One and Only Barack Obama
1600 Pennsylvania Ave
White House, N.W.
Washington, DC 20500


Dear President Obama:

"Civil Rights Act of 1964- Outlaws discrimination based on race, color, religion, sex, or national origin."
I could come at the Civil Rights Act a couple of different ways. One being the extreme lack of employment benefits for women. Another being the corruptness in the Police Department, specifically targeting the racism in the executive branch. Another way I could attack the Civil Rights Act, is by simply pointing out that there is still discrimination in the US. There's discrimination small-scale and large-scale, so what's the point of this big act? Don't ask me.

I could break this down deductively, by stating the facts:

• African-Americans comprise only 13% of the U.S. population and 14% of the monthly drug users, but are 37% of the people arrested for drug-related offenses in America. - dosomething.org. N.D.
• After being arrested, African-Americans are 33% more likely than whites to be detained while facing a felony trial in New York. - dosomething.org. N.D.
• Equality in pay has improved in the US since 1979 when women earned about 62 percent as much as men. In 2010, American women on average earned 81 percent of what their male counterparts earned, - International Labour Organization. N.D.

These statistics are not only true, but extremely sad. How can we be proud to call ourselves Americans? We have done society so wrong for so long that we have trained our minds to think that an increase of woman:man pay from 62% to 81% is actually okay. That 19% is obviously significant, but we glorify gender inequality by looking over the fact that there is still 19% to go. As of 2014, according to the AAUW Organization, there has been a decrease to 79% in the woman:man ratio, meaning there's now 21% remaining. By no means, is this acceptable.

Some may say that there's a reason for women not being payed as much, but there's no legit reason. Is it that women don't work as hard as men? Of course not, that can't be why because that's not at all true. Some people believe that women shouldn't be working and should stay at home and tend to household things, but why? That's equivalent to saying men should stay at home and do "household things," then who would work? Complete non-sense!

There has been recent uproars regarding young men who suffer from racial profiling, racial discrimination, and police brutality. Me and these young men have the same complexity and the only thing that separates them from me, is the fact that I didn't run into the wrong police officer at the wrong time. As I commute back and forth from the south side to the north side of Chicago to get to and from school, I fear for my life as I am just like those of our lost ones in these officers' eyes. Does this not frighten you as president, as much as me being a potential victim? Chew on that.

Me and my mother live in Chicago IL, born and raised in the US, our home country. How can we call this place our home when my mom works a nine hour shift and is only getting payed a 79,000$ yearly salary, whereas her male counterpart works the same exact shift and "earns" a 100,000$ yearly salary? My mother is then put in a position where she has to tell my little female cousins that they have to be men to earn fair pay. If this doesn't ring a bell in your mind, then I don't know what will!

I propose a reinstatement and stronger legislation of our former Civil Rights Act of 1964.

Thanks for viewing this letter and I would like to close by just saying that these problems are picking the US apart. You, as the president, have some type of power to make a difference. If you understand that you are being a witness and bystander to the horrible things that are happening to YOUR people that voted for YOU, to get YOU to where you are now, then you would understand that before you leave office, you need to address some of these problems with more passion. Remember, I meet the profile of being black and I could be next at any time. The next cop rolling down my block, deciding that he wants to use excessive force, you're gonna wish you made a difference. It's never to late too try your hardest.

Stand Up Video Game Activists!

In the third and final Action Project for my Winter Term, my Humanities teacher asked me to create a fairly balanced argument of our choice. The point of choosing the argument was to look at it from the opposing point of view and not just focus on the logic in our own. Looking at the argument from an opposing point of view allows you to be at peace with both sides, while filling in the flaws and loop-holes of your own argument. The main thing we tried to achieve throughout this project was to synthesize and create a new agreement for the better; this was about as difficult as it was fun. Throughout my last two Humanities projects, I have been able to speak my mind and I am being taught different ways to do so. I find it awesome that our school is allowing us to change our community for the better, extremely cool!

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Thesis: Video Games are quite amazing in my eyes. There’s an onslaught of negative judgment against them, but I would like to propose that we give video games a chance. Video games have been quite a positive outlet in my life. Games allow time away from stress and everything else in the world that might alter your attitude negatively.

Support 1:

"In most video games people grab a controller and watch the screen, and act as fast as they possibly can according to what is happening on the screen. This helps people improve coordination, it improves dexterity, and in some cases, it even improves reflexes." - OCCUPYTHEORY. 17 January, 2015

Support 2:
"A lot of video games require the player to go through a determined puzzle to advance in the storyline or to get to the next phase of the game. This helps the development of problem solving abilities and logical thinking, which can be used in real life." - OCCUPYTHEORY. 17 January, 2015

Support 3:
"Multiplayer video games improve teamwork, cooperation, and in some cases are a great way for social interaction. While players need to work cooperatively and act as a team to win the game, they need to communicate with each other in order to achieve success. This type of teamwork can be used in real life to improve team activities and possibly facilitate employment." - OCCUPYTHEORY. 17 January, 2015

Antithesis: Video games are addictive and promote violence, poor health, and less physical activity. Video games corrupt the summer breaks, winter breaks, and spring breaks. Games have become a poison to the academic world. which leads to less performance in class and in overall mental ability. Jack Thompson is an American activist against video games. He stated once: "Many parents think that stores won’t sell an M-rated game to someone under 17. We know that's not true, and, in fact, kids roughly 50 percent of that time, all the studies show, are able to walk into any store and get any game regardless of the rating, no questions asked." This is a problem because although there can be an acceptance of violent games, that acceptance is if there's a limitation on the ages that are playing those games. If video game distributors aren't following this rule, then under-aged children will be exposed to violent content.

With every argument, there are questions. When there are questions in an argument, generally they come from both sides. Here is a simulation of a Q&A that I created between the opposing view points:

Questions for my side: Would you want your children playing games, endorsing killing and theft?
Answer: In all honesty, my children will be allowed to play any game they want by the age of 14. Obviously I'm not a father, but children are raised how you raise them. If your children will be influenced by video games and aren't mature enough for mature content, who's fault is that? The parent/guardian in that household.

Questions for opposing side: Would you rather our children be out on the streets with our free time?
Answer: Children are influenced by their household guardian as well in this situation and if your child is in the streets, maybe that's what he sees around him.

There's one golden question though. What can both sides agree on? Well this is how I synthesized the argument between both sides:

• Games are a worldwide phenomenon and our youth can be encouraged through other ways, not to resort to violence or profane behavior. Youth are motivated by the people in their household more than anyone or anything else. It’s almost unrealistic to take away all video games from children and teenagers across the world. We can continue to do what we can to motivate our youth to bring positive effects to our world.
• Knowledge is power and video games are expressive of expanding your mind. Whenever a video game is played, you learn something you didn’t know before, whether it’s the name of a defensive formation in basketball or a strategic plan to take down the Prime Minister. We can agree that video games can be quite informative.

Synthesis: Seeing as we can all agree on something, we should plan to move forward from this. By putting more limitations and restrictions on age, we can allow the playing of mature games. Maybe instead of ridding teenagers of video games that they love and video games that keep them from getting into trouble, we can teach them how to limit themselves and be good role models in their households. 

Below is a visual representation of my project:

Works Cited:

YouTube. SourceFed "7 Health Benefits Of Video Games," 11 March. 2013. Web. 14 March. 2016.

YouTube. AllTime 10s "10 Surprising Health Benefits Of Playing Video Games," 14 November. 2012. Web. 14 March. 2016.

OCCUPYTHEORY "Video Games Pros And Cons List," 17 January. 2015. Web. 14 March. 2016.

ProCon "Do Violent Video Games Contribute To Youth Violence," 23 September. 2015. Web. 14 March. 2016.

Penn State University. Qian Chen “Video Games: Cause or Cure For ADHD,” 23 October. 2015. Web. 14 March. 2016.

ZME SCIENCE. TIBI PUIU “Do Violent Video Games Really Make Children More Aggressive,” 19 August. 2015. Web. 14 March. 2016.

Wikipedia “Jack Thompson (activist),” N.D. Web. 14 March. 2016.

My Amendment

For the second action project of my Winter Term course, Argument we very thoroughly discussed how our history used valid argument to get their point across more effectively. More specifically, we dove deeper into the Declaration of Independence and the U.S. Constitution. We also discussed different forms and techniques of argument or fallacies, such as: Ad Hominem (addressing your dislike for the presenter of an argument, opposed to the argument itself), etc. Along with our studies regarding the U.S. Constitution, we also reviewed the amendments created in that document. You guessed it, our assignment was to review our school's Code of Conduct and choose a section in which we wanted to justify or "amend." Now this project was a problem for me at the beginning, as I found close to nothing wrong with the Code of Conduct. Fortunately, a couple hours past and I remembered that a younger student from my school suffered from a bad illness which then restricted him from being at school for a very long month and a half or so. This struck my mind when he told me that he had to drop one of his courses because the workload was petrifying. Below I will explain why I believe there should be some justification in these situations.

Her Campus. "The Busy Work Assigner," Web. 03/08/16

The Code of Conduct addresses truancy in at least 2 key places. First, it is defined as:

...tardiness or absence (s) without a valid excuse. A student out of school without a valid excuse is considered truant. Truant students must arrange with their teachers to make up missed work. Parents will be notified of unexcused tardiness or absence.

Later in the Attendance Procedures section of the CoC, the details about truancy are expressed in this way:

A parent or guardian is expected to communicate an absence with GCE Lab School as soon as possible when a student is going to be absent. Students are expected to contact their teachers as soon as they are able to address next steps for makeup work.

If a student is absent for more than 20% of classes during a term, the student and family will meet with the Disciplinary Council to address appropriate school placement and support systems.

Tardies

If a student acquires 4 tardies in a two week period, they will be expected to meet with the Disciplinary Council to create an action plan for improving their timeliness. The Co-Curricular Coordinator will communicate with students and families every two weeks regarding tardies.

A student will be considered absent from a class if they miss more than 25% of a class on a given day.

In either case of a tardy or an absence, it is the responsibility of the student to reach out to each of the instructors to figure out a way to complete/make up missing work.
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I chose to amend this section of the CoC simply because there’s not always a clear understanding on the part of the school of why students are absent. I argue that the school uses the term “unexcused absence” too loosely. There’s no say in who decides if an absence is unexcused. This rule is a bit corrupt, as it promotes students working in a non-working state. In other words, if the student is unable to complete work for whatever reason, there should be a compromise.

Simply put, the attendance rules section of the CoC has a clear argument, which is formally recorded below:

P1: Students are subject to illness at pretty much anytime.

P2: Students are expected to attend school whenever it is in session.

P3: Students are expected to complete each day's assignments and homework.

C: Students who are absent are 100% responsible for making up the work they missed.

My interpretation of the CoC’s argument on this topic is that natural and unnatural illness has a mind of its own, so according to the duration of time a student is not in school, I think we should be assigned work, justice. There should be a feasible workload for the students who suffer from illness!

I propose to amend this section of the CoC through a different syllogism:

P1: Students might get sick, temporarily physically impaired, etc…

P2: Students are not to blame for their illness.

P3: Students are responsible for their daily schoolwork, including homework assignments.

C: Students should, according to the amount of time they miss, communicate with Eric (the Director) and their teachers to obtain the necessary information to complete a REALISTIC amount of work to keep up with their peers and course content. This entails that the amount of work assigned to that student be realistic for him to complete in a feasible time period.

To spice it up for you guys, I would like to represent my argument with an interesting analogy. Imagine you lay down your laptop on a glass table, then go to the restroom. Upon going to the restroom, that glass collapses, along with your laptop. You pray to whoever that your laptop is still in top-notch shape, but frankly, it’s not. Now, it wasn’t your fault, but you still have to deal with the situation because it happened. It’s just reality, a reality that should, however, be adjusted for those too young to remedy the crisis 100%.

This revised version of the section I chose will change things at our school for the better. If it be extremely necessary, students should be excused from work and “truancy.” Not everything is excusable, but excuses are necessary sometimes. know a student who was out for approximately 2 months and he legitimately dropped a whole course! This student is a freshman and he already has to make up an entire course. That is definitely cruel and unusual! I propose a medicine for this.

In a larger legislative context, my new amendment is connected to the 8th amendment 8 of the U.S. Constitution, which focuses on citizens rights to be protected from cruel and unusual punishment. Is it not extreme for a freshman to have to drop a course because he was sick for an amount of time that was not in his power to change? Sure, my proposal isn’t as serious as the Constitutional amendment itself, but who’s to say it’s not unjust or unusual punishment? As it is a school rule affecting all students that is still far from fair.

The impact of this revision will be nothing but positive for the community. I would say that based upon the motive behind my amendment proposal, my argument will benefit all of the “citizens” of my school and help protect them from excessive punishment in situations beyond their control.

An actual student, MO, inspired me to address the attendance section of the CoC, in the first place. He supports my argument and stated “The workload they tried to give me was ridiculous. I had to drop the class. A little stressful, but I’ll be alright.” That quote represents the core of my argument. This student is subject to unfair punishment because he was sick, which doesn’t make much sense at all.

In conclusion, MO at my school suffers from this corrupt system that my school has put in place where the student is almost “too accountable” for his absence. In doing so, the school has expressed beliefs of carelessness for their students by assigning an overload of work which is situationally unrealistic depending on the state of the student. I fight for fair conditions concerning the sick students at my school. I hope you believe in my amendment as much as I do!

Declaration of Driver's Ed

In the first unit of my Spring Term Humanities course, "A Nation's Argument," we dove down deep into why an argument is effective. We have discussed political issues that would further influence us to create stronger arguments for our action projects. For our action project, we were assigned to almost re-write and recite the Declaration of Independence, but for a class that we feel can benefit the school we reside in. I personally believe that EVERY high school should provide Driver's Education. I feel like Driver's Ed is so essential to young people because knowing the rules of the road, driving a vehicle or not, will be beneficial to your safety and who doesn't want their license after all? I know I want my license!
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I believe that it is mandatory for the teenagers of America to learn early, how to drive in order for them to be comfortable with it in the future! So therefore, it is extremely necessary that I propose this class. I feel the need to make this class official because I know how it feels to be deprived of Driver's Education. I also feel as if obtaining your Drivers License goes hand-in-hand with growing up as a teenager and adult.

Why does GCE Lab School not allow access to Driver’s Ed class? The purpose of my Driver’s Ed course is to allow my fellow peers to take a journey that we are currently missing out on because of unjust restrictions. I want to learn to drive so bad and I know my peers wouldn’t mind it, as well.

Well, there’s the right to have access to your permit at the age of 16 or Sophomore year. There’s also the right of getting your license at 18. Other schools allow Driver's Ed, so why not us? Doesn’t seem to me, that this course would be harmful to the alumni. After months and months of professional training and partnership, we should be able to hold our own on the road!

As sophomores (and upperclassmen) we are almost entitled to learning enough about driving to obtain, at least a permit. After completing this course, I would like for there to be GCE students exploring the world with their very own license and auto-mobile.

This program/class will require access to a number of resources:

• Driver’s Ed (Lane Tech Program, 30-40 minutes by train)
• Student Ventra cards issued by school
• GCE teacher (advisor)

P1: Declaring Driver's Ed is essential for teenagers.
P2: Due to restrictions, I am not allowed to take this class.
P3: Other schools allow access to Driver's Ed, what's the harm in implementing one at GCE.
P4: Being 16+ without a permit, is bologna!
C: There should be a Driver's Ed class in the GCE system!

DNR Diagram N.D. Web. 16 February. 2016.

My official declaration is that there be a Driver’s Ed class issued ASAP (preferably before I leave). I believe that Driver’s Ed is very important because of the simple fact that driving is important!