Reflection: The world of One Piece

 In this weeks reflection I will be reflecting about what I have read--re-read-- during the silent reading time in wananga. One Piece, one of the greatest in my and many others opinion. It is the Manga in publication which have had the most sales through the years of its existence, 23 years and still going. Having one of the best built worlds in its genre. I have kept up with One Piece for many years now, with both the manga and the anime. During the reading time, I thought about re-reading some recent chapters which were a few weeks old.  I felt as if I have not given enough time to fully appreciate reading so. That is the reason why I have re-read it. 

 The text is about the adventure of the main character [Monkey D. Luffy] in his dream in being "The Pirate King". This is constantly said by him over the course of the story, when fighting enemies, proudly stating that he will overcome them. Though indeed it is quite a long story that still continues, I still do encourage to start reading it, the length is worth the effort. Simply to say, it is the only story that can make you feel disheartened and even to tears by the sinking of a ship.

Slam Poetry

 This is the last main task for our English subject, well at least the last main task that I have completed. The task relates into Slam Poetry, a poetry that is verbally presented, often in competitions involves the participation of the audience, with clapping and oral cheering. It is about the performance and writing of the cerate topic that they are to do or have done. The task required us to choose--from a selection--the video that we most like and explain why it is that we have done so. Giving supporting evidences for the answer that we have given. 

The video that I have chosen:

The topic of the poem that the poet "Ben Stroke" has done is about New Zealand, 'Place to be' as the title suggest. What I have taken interest in this piece of text is how, not only that he suggest and state the good and positive that we have in New Zealand, he takes into consideration what we were before. The history, the culture one of the phrases from the poem states, "fear the fire the first men stole from the sun", which can be traced from the story of Maui. The poem also states the ingenuity of the people of NZ by saying "we patch our broken hearts up with duck tape and number eight wire".  With the mixture of culture, tradition and how we are in New Zealand the title reflects on what we feel, it is indeed a "Place to be".

Metaphors and Simile

 What are the difference between a metaphor and a simile? Both are used in comparison but in slightly different ways. With metaphors almost as if contradicting each other whilst the other is state how something is "like" something. In this English task we continued to look at language and the different types of features there are and what they mean. How they affect the text and how they are used.  Also with this as well I have created my own  take on creating metaphors and similes. I have created my presentation on what they are and in by doing so has completed this task for English.

https://create.piktochart.com/output/52729081-metaphors-and-similes

Art: Tone and Proportion

 For the past few weeks in Art we have been looking at tones and proportions. How each objects has its own tones and how that contributes in the drawing. During the activities we have been using graphite pencils--which I'm getting used to as I would usually use charcoal. Nonetheless I have been trying make my drawings from still live references to look the most accurate. We look into how to differentiate tones, observe better knowing what is from the light tones and the ones from the dark tones. There are several works that I have completed though most are not particularly visually appealing. I wish to improve with how I draw what I view and being able to control the pencil better. Another thing that I want to enhance is my ability to adapt to my surroundings as at times I feels as if the drawings that I do are only half-good to what I want them to be. 

Social Studies: Slavery - Music Through Time

In the previous weeks that lead up to now, in Social studies we have started to learn about Music, about how it has affected the world centuries before. Within doing so we have focused on a unit about African slavery, the spirituals and hymns that came with it. 

Through it we first began at learning about history. The history of African-slavery and how abundant it was during a certain time. How all were treated no more better than livestock. Pain and devastation came with the progression of such said slavery and human-trafficking, though it has gotten much lesser it does still occur.

The emotions that came from the maltreatment their experience became a basis for the hymns that they sung. With some relating to escape of their demise and pray-telling messages though the rhythmic tunes. 

Spirituals and the effects of slavery still remains relevant to date. The spirituals have influence the influx of genres such as blues, soul and giving birth to some of the best musicians of our time--Nina Simone, Ray Charles and many others. Some even through this time continues, with the music that we hear from some of the raps, pop music has some essence of the slavery that happened then. Slavery's significance has been huge on our society and how people treat others, some factors of "slavery" can be seen today from the racism that people of colour receives.

The following link is the presentation that I have created.

https://www.google.com/maps/d/edit?mid=1WYV81yVrCrk3BSllmI1Wqid-kh36I2zO&usp=sharing

Sensory Language

Following the previous English tasks here lies another that has been completed. In this case the undertaking is about learning and using sensory language. Which is the writing and using language that connects with our "five" senses. Through writing this piece of text, we are challenged with creating a paragraph without using words such as saw, heard, smelled, tasted and felt.

"Task: Explore sensory language

Write a short paragraph describing a scene (real or imaginary) in first person (using the word I) using sensory language that connects to each of the 5 senses. Try NOT to use the words: saw, heard, smelled, tasted, felt"

The paragraph that I have written dwells upon my feelings after completing something that I enjoy. Though it is about reading a book, I also sense these feelings when I finish a series that I have grown to love. The book that is "mentioned" in this text is not a novel but instead is type of "comic" per se. I've always enjoyed reading Mangas, Manhwas and Manhuas and as such when I find one that I connect with this would usually be how I feel when it ends.

"The thumps became faster as the pages flickered through. With for which it seemed like the action was taking place, the lines that separated disappeared with a blur. I was in, inside. Watching how the scene was playing, swords ringing, guns firing. Lingering clouds of powder, rough and bitter, made me bury my snout under a cloth. Upon reaching the summit, waves of fires, heat and cold surged through the body. The quake became inevitable; finally there, the conclusion to it all. As the last piece of paper slipped between my fingers, feelings of completion overcame me. However, so long as I remember the joy of reading, the dread dwelled around, why? Emptiness once more..."

Identity and Passion

For the past week we have been looking at our own identities and passions. We look at how each of our personalities change through adolescence, how we have changed as a person and the changes we have on our routine. By then we also began to look at some essence of identity and what experiences can make a person. We watch a person named Pat Ho which narrative some parts in his life and the parts of his personalities, strengths, weaknesses passions and learnings. In that activity we also write down our own looking at how our selves. 

What views of the world is the text presenting? 

This is representing how people view themselves. This is backed up the interview how each of the questions were answered,  as it relates onto his personal life. Reasons into why it may be so is that so we can learn  the experiences of a person how each and every one of us are different and how we can succeed even with the differences that we have.

The following is the video of Pat Ho.

Language Features

 In every text that we read there are essence in which could go unnoticeable, yet even so they are important in creating the passage. Language features, there are many in which are used to turn a piece of text in a great story. Using effective and the appropriate type of language feature. There are used even in verbal and oral communication such as describing something that has happened or something that is bound to. Metaphors, similes, and onomatopoeia are some of the most common. With metaphors with saying "You're my light", simile-"he's like a cheetah at work"  and with onomatopoeia-- "they went SWOOSH through". There are many usage of the said language features but they are only some of the many that we have classified. 

The following is an English task that has been completed regarding Language features.

Haiku Poetry

In our English subject we are tasked with completing multiple tasks with it including creating and understanding 'Haiku' poetry. We were presented with a slide which introduced us to the topic into which we then began to learn more by research. With learning how they are created-- though I have done so before--we were then to create poems of our own. As such I have done so, I have created 6 poetry that contains the seasons of winter, autumn, spring and what can be called a 'rainy' season. I have presented teh following in a slide that I have created.

Physical or Chemical Change (heating ZnO)

Hypothesis: I theorize that the change will be physical, it will have heat but will remain as a physical change.

\

Equipment: 

• Sample of ZnO (Zinc Oxide)
• Heat source - Hot plate
• Scales
• Heat proof container - Evaporating dish
• Tongs
• Heat proof change

 

Method:

1. Get sample of ZnO in an evaporating dish.
2. Weigh the ZnO + container - record the weight.
3. heat container + ZnO on hot plate.
4. Observe any changes - use phone for before + after photos (video?)
5. Take off heat + put on heat proof mat.
6. Let cool - observe - photos
7. Re-weigh

Results: What? - Write your description

When the ZnO was heated, initially there wasn't a visible change. However after a few minutes there were signs of change by means of colour. The white powder began to change into a pinkish colour into which after a few moments more changed into yellow. When the compound was weighted before putting it in the heat, with the dish it weighed 57g (ZnO solely was 2g) which was the same as when the experiment was over. After cooling the compound changed back to its initial colour.

Conclusion: Explain the results - connect to the Hypothesis

In conclusion to the experiment the  Hypothesis that I have theorised was indeed correct. Although the change of colour was indeed a sign of chemical change, there were other factors into which point onto the other option. Examples of physical changes that it showed are as follows; weight was the same, it was "reversible" per se, as it reverted to the original colour and finally, no other compound was created during teh process.

The Horror of Junji Ito

Horror is a joy, though it frightens us and makes unnerved, however we still find ourselves to laugh by the end of fright don't we? Some time ago there was an author (Junji Ito) that I found quite intriguing, by personality and works. Recently I have been reading some works[books/stories] specifically, 'Earthbound' has taken my interest. The images that can be seen for reading 'Earthbound' can be described as unsettling, gory and truly scary. This can be seen visually seen and felt as the hopelessness of the situation arises. With the techniques that has been used by Junji Ito it can be seen as an entertainment with a deeper meaning, a metaphor for life occurrence. It is to instill fear and makes us see light in a different way.

Courtesy: Link