Hurumanu 6 : Protest Movements

The following tasks are the ultimate for the Hurumanu 6. This time we focus on several types of protests. In which also we learn about the 2 types of protest, from the peaceful as well as the revolutionary. This can include, the women suffrage protest which was about the rights for women to vote which was a revolutionary movement that made New Zealand d into the first-ever country that have let women the rights to vote. From a list of protests, I have chosen this topic which is "Protest against nuclear testing in the pacific" a protest against countries that included New Zealand as one of its protestors.

Protest against nuclear testing in the pacific

Find out what happened: It was then just after the Second Worlds War (2nd of September 1945) was when the United States, joined with allies, from the French to the British; tested nuclear weapons along the region of the pacific.  New Zealand observed and its Royal New Zealand served then as weather ships for the British tests. On the year of 1963, the British, American as well as the soviets discussed and agreed with New Zealand signing a treaty to stop and ban the atmospheric tests. Among the countries who did not sign were India, China as well as France.


A protest broke out which New Zealand was involved in, it was over the French nuclear testing several years after the treaty was signed. It was when the French started to tests its nuclear weapons over Polynesia. The focal point --Mururoa-- for the test as well as the opposition. 1972 was then teh year that Green peace vessels sailed over the test sites. Which then the following year, New Zeland as well as Australia, governments,  took the French to the International Court of Justice to attempt in banning the test. However, the ruling was ignored.

Who was involved?: New Zealand; Australian; French; government.


Why were they protesting?:The protest that broke out was about when the French government testing their nuclear weapons over the Pacific. When proper measures and ruling were taken, it was ignored. This sparked further conflict.

What was the outcome?:  In the year of 1974, when the new President aléry Giscard d’Estaing, then orders and said for the test to be moved underground. In the same time, while the testing was still made, focused, Mururoa on an anti-nuclear movement. It was only then in 1995 was the final series of weapons were to be tested in Mururoa.

Sustained Silent Reading: 'Midnight Sun"....

This week in "Power to the People" --one of our subject that we will have this term-- we are currently starting Sustained Silent Reading. This means that throughout this subject we will be sustaining a reading book and writing about the experiences that we have whilst reading the book that we have chosen. The book that I have chosen is titled, "Midnight Sun"; the author, Jo Nesbo. The blurb (a sentence) of the book is, "Jon is on the run. He has betrayed Oslo's biggest crime lord: The Fisherman".  It has been quite a while since I have bought this book, however, I am only reading it now, currently, I am engrossed into looking at crime novels, movies, generally crime topic. The first impression of it, the writing style of the author is quite to my liking. It is on the viewpoint of the main character which is, Jon as mentioned in the blurb.  The progress that has been made, is that Jon is currently in a place called, Kasund. In the first pages, it seems as if he is hiding, it is heavily hinted that he is hiding. Though it has not been introduced, who he is running away from, however, as seen in the burb it must be The Fisherman.

The following actions and plot movement that have been happening in the story have been quite mellow. The story progressed in a manner in which the characters are being introduced and having their first interactions. The progression also has given us some insight into the personality of each of the characters for example 'Knut' which a character with a young age. 'Knut' is a kid in the story where he represents that of a young, simple-minded and direct character.
Moving on, the settings and the placements paint a picture in my head. The plot is slowly introduced and is moving on, the reasons are steadily shown and the conflict is progressing.
So far, I have found the story quite interesting; I have enjoyed how each of the characters is introduced as well as how each is personified.  The writing style is also to my liking, being detailed and somehow resembles that of how I like to write as well.

The following days that I have been reading this book has been very quite progressive. The detail and the plot are really coming together. The relationships between the character are becoming better and being closer to each other. Now with the main character, Knut and "Ulf" [MC] are becoming closer,  as if I can somehow picture them having been known each other much longer than they have. They have an aura of "Ulf" being an uncle or really, like a big brother to Knut. After time about Knut and "Ulf" it is then given in the texts that, during this certain time, he has escaped death 100 hours ago. Then the following pages then began to explain 'The Fisherman' and his relation to "Ulf".

The next chapter focuses again on the relation of the characters specifically, Knut and John. For this "Ulf"  [John] talked about his grandfather to Knut; as well as Knut giving some insight on his life as well. Then later in the chapter we then looked further once more on the relation of the 'Fisherman' and John. It discusses one of the people that has "wronged" the 'Fisherman' and is then confronted by John who is now the 'Fisherman's' debt collector as John had killed the previous over problems.

It is then stated over a period of time that John regretted not killing Gustavo. He then thought that if he had killed him at the time, he would have twice the money that he got from him. As Gustavo, offered him money in return of his life being spared. This was then approved by John who could not kill anyone, having a conscience of when people begged for their life. The face that people make in these times cannot be resisted by John. Perhaps this would not be a good characteristic for those in this business. 

Science: Lab Safety

In this hurumanu, we are beginning to at last starting to learn. However, like other subjects and the previous learning about the science we first need to review how much danger lab could pose. We have now begun to look at safety that for our own benefit as well as for the benefit of others in this class. The rules of the lab were mostly created by us, which uses taht lab, though there are some exceptions. The rules as mentioned are to keep us away from harm, to take there are many hazards in the laboratory and thus we need these rules for our safety.

In this class, we have also started into looking at some words that we need to know about which are the following:

Safety: To protect yourself and or others from harm and danger.

Hazardous: When an object can be dangerous to you or has the potential to harm you.

Meniscus: The curved side of a liquid when it is in a container, or surrounded by solid.

Rules:

1. Put your bags under your desks.
2. Do not run inside the laboratory.
3. Do not play with the equipment.
4. Wear safety glass when are in an experiment that includes fire.
5. Do not eat and or drink in a lab.

Medieval Era: Hygiene

What was the hygiene like in the Medieval Era? We have touched on that matter in a previous blog post but we have yet to really fully understand and learn the extent of their terrible hygiene. As mentioned in the previous post, bathing was extremely rare, imagining the work that they went through and what they used to do, farming crops, raising herds, manual labour; it is a bit repulsive to how they managed the smell, dirt, faeces, etc.  Note taken, if only they did have good hygiene and have learned about hygiene then, it could've more than likely lessen the risk and lessen the spread of the plague. 

Below are some tasks that I have completed in connection with the spread of the disease, how it got to other cities, countries, etc. As well as the hygiene/belief of the people then.

Business Studies

On BST, the topic of currency is what we are on, following what we now know about such currency and how it has changed over time. We were then tasked with looking at how we can change or give our own version of notes. In the task it's as follows:

Year 9 Money Task

 

You have been approached by the Reserve Bank of New Zealand in order to create two new banknotes to be put into circulation. You can either create a new value of your choosing, or stick with one of the current values ($1, $2, $5, $10, $20, $50 or $100). You must keep in mind the 8 characteristics of good currency:

-         Generally accepted

-         Durable

-         Divisible

-         Stable/ consistent

-         Transportable

-         Scarce

-         Easily Recognisable

-         Difficult to counterfeit

Your money must also be relevant to New Zealand, Christchurch or Hornby High School, and feature an image or images that are important to either of the three locations.

After creating your currency, you must write a paragraph explaining how your currency meets at least five of the eight criteria for good currency, as well as why you chose the images you did. You must then present your currency and paragraph on your blog. You need to include:

Both sides of two notes you have created

A separate annotated diagram of one your notes, labelling it’s characteristics

A paragraph explaining how your money meets at least 5 characteristics and why you chose the images you did

This note is worth 50 dollars as you can see and comprehend, much like the normal, usual banknotes it is made out of polymer, unlike some of its counterparts on other nations. Some are comprised of paper which is less durable than polymer, therefore, proving that polymer is indeed a better material to use for banknotes. Similarly to the other notes of New Zealand, this would be generally accepted as it is or will be 'imaginatively' used in transactions for goods in this country. The amount of 50 is indeed quite divisible by some extent as it is not only a whole number but also a number that is the multiples of ten which is quite easily divided by making efficient to use this currency than for example, 56. As time pass by this note will not wear off unless very, very, very heavily used, and will have the same value many many years from the present. Recognizable it is, the amount is written in the note quite boldly on the front as well as the back. Not only is it recognizable it is difficult, extremely, to counterfeit, the border, but the metallic transparent 'window' is also an anti-counterfeiting agent. The ink that is used in imprinting the note, the fern, the serial number are all in to avoid an easy counterfeit.

BST: Money and Currency

Moving forward with the topic of money, we have now started to look at different kinds of money. How currency developed over the years; looking as well at why money is used now. As mention in the previous session of BST, we briefly looked at the trade and exchange that was used before the 'money' that we know now. The 'Bartering System' was used before 'money' was, in which the value of an object or several objects are examined and are exchanged for either goods or service. The bartering system was then, diminished over time and gold was a product, that was then used, meanwhile bronze figures and 'shells' were also used around those eras. It was then followed by coins, marks so that counterfeiting was more difficult. That continued for centuries and it wasn't until Marco Polo thought of why not using paper 'money' as well, which was disregarded for a while but then was a success. Then what we know now as being able to transfer 'money' online, via debit cards, credit cards, etc.

What is 'currency'?

To be simply put, currency if a system includes and focuses on money that is used, generally on a country. Currency, as such are different for each country, however, there are some exemptions; like the 'Europian' currency wherein can be used in any, or most Europian country.

Examples of money/currency:

• Ancient China (Cowry Shells)-16-18th BC
• Charge it card -1946
• Bitcoin - 2009

Cowrie Shells:

Cowrie shells were used in all parts of the world; however, what we would focus about is its use in Asia, the modern classical character in Chinese for money is actually a resemblance of a Cowrie shell. It was not only used in China in Asia but also in India, needing 3840 to make a singular rupee.

Charge it card:

To use a 'Charge it Card' is used much like debt and are to be paid by the month. Unlike how 'Credit cards' work in which the debt is carried on over, and coming also with an interest. Commonly 'Charge it Cards' do not set a limit to what it can be used for, these companies usually get their income from the transaction value from the merchant fee. 

Bitcoin:
It may be more familiar rather than the two options that have been given above, Bitcoin is a cryptocurrency that can only be used online. Unlike the "normal" currency it does not have a central bank. Being that it is highly used in illegal transactions it has been criticized a lot.

Hurumanu 3 - Chaos: The Black Death

Following on after looking at several disasters that have occurred in history. We are then to focus on one of the most devastating disasters and pandemic that have surrounded the world; wiped 30% to 60% of Europe at the time, killing more than 50 million people. The outbreak is what I would say, in place, appropriate to what is happening to the world in this current time. Better know that we can examine and identify how it can spread and be able to [with or technology] spread what is happening and what we can do to prevent it. In this activity, we shall look at the timeline taht I have made in which puts in place some of the major and important events in our history. Containing 'The Black Death', wars, religious fights, discoveries and many parts of our past after the antiquity.
This will be an insight and will be the beginning of learning about the 'Great Plague'

Made with Visme Infographic Maker

HEC: Cupcakes

  Cup Cakes

Ingredients:

• 3/4 cup sugar
• 1 tsp of vanilla essence
• 2 tsp of baking powder
• 1 1/2 cup flour
• 2 eggs (7)
• 125g butter/margarine

Another session of HEC has been finished, in this period we have created cupcakes. A simple, forward recipe, however baking it is a magical science. Much like what was made in the last session of Home Economics, Ginger Gems, butter was creamed along with the sugar. Butter is firstly softened before the adding of the sugar and then creaming. The butter is creamed until it is light and almost pale, fluffy; the egg is added, much like again, how Ginger Gems were done. In this case, two eggs are added on after another. The flour and the baking soda, are pre-sifted and are then mixed, but Folded, along with the rest of the mixture, simultaneously with milk, 1/3 of flour is added and the half of the milk; the steps are repeated until there are not more of the flour and the milk has vanished.
Folding is the technique of using a rubber spatula lifting some of the mixture and turning, putting it over the rest of the mixture to combine. This is continued until the mixture is mixed properly and lumps are not formed, creating a smooth batter. However do not over mix the batter as this can result in a dense texture, elastic gluten strands in the final product.

The batter, which is now, after the folding, is mixed and is smooth in texture, is placed on a cupcake baking tray that is prepared by placing cupcake liners in each of the indentations. Two spoons are used for this process both a tablespoon and a teaspoon/dessert spoon. Care fully the liners are loaded with the batter, making sure that none of the batters is outside of the liner and or on the metal. On an already preheated oven of 180oC, on bake, the tray is placed inside for approx. 6 min and then of fan bake for 6-8 mins.
The final product should be golden brown in colour and has been tested with a skewer [a skewer is directly inserted inside the biggest cupcake, after it has been inserted, it should be pulled out]. If the skewer is seen with the debris of the inside of cake it is not cooked yet. However, if it is inserted and pulled out with none of the debris/uncooked batters, it is cooked. 
It is then left to cool outside of the oven, for approx. 5 min or less, and then be cooled once more out of the tray and onto a cooling rack.

The icing was achieved on after the date that the cupcakes have been cooked. The session, as mentioned, included the icing of the cupcakes. The icing was a buttercream icing composed of 150g of butter, 2 cups of icing sugar and 2-3 Tbsp of milk; which was not created by us but by our teacher [was multiplied according to the number of students]. The icing was then given and parted into our groups, then deciding the flavour of the icing--which was then given unflavoured--and also deciding the colour of the icing--previously uncoloured.
The icing process followed, and then the decoration, m&ms, liquorice, etc.
The cupcake itself had a pleasing texture, it was moist enough to be soft inside; the flavour that has been incorporated in the cupcake [vanilla] had a slight hint, an effect that is noticed but did not overpower. Same can be said for the flavour of the icing which we decided to be as orange, the sweetness of the icing sugar complemented with the again slight hint of the orange. The colour was wonderful, it was pale pink, much like a rosebud, creating the mind-boggling effect of having the colour not being connected to the flavour.
It was not a much too complicated recipe, again as mentioned almost similar to what has been achieved in the previous week, adding only several steps. The next steps I would say would be just a touch more accurate in the measuring of teh batter in the lining, however, in my opinion, that would come naturally with experience.

BST: MONEY, MONEY, MONEY, WHAT'S SO FUNNY IN THE BIG MAN'S WORLD?

Moving on from enterprising and entrepreneurship, money is the next topic that we have moved on into. In the first session, we have been starting to learn more about money; however to understand money deeply and to fully lean the 'secrets' and deep knowledge of it we need to know the basics. By means of learning what money is, what is money, why do we use money, how is the money used, why it is used?  We were tasked with explaining what we have learned in this session, a video was used to further understand the meaning of money. Link

There are many questions that surround the topic of money, being that money is fundamental to an organized society; using money as we have been having for the last millenniums, is what make us be as sophisticated as we are now. Previous to the usage of money a bartering system was used instead this made it more complex as the item and the value of certain objects were not set. When 'money' came the prices were set making exchange and trade of products and good simpler than what it used to be.

Hurumanu 3: Chaos - Mount Vesuvious

With this week the individual tasks that we are set with continues; however by this time, the activity that we have chosen is the eruption of "Mount Vesuvius". The disaster in Pompeii that occurred almost 2 thousand years ago; an eruption and a disaster which killed thousands of people as well, that were not only in Pompeii but in other neighbouring cities. Covering much of what the city was, destroying many constructions on the city; however, after its discovery, the history of Pompeii has been preserved. Making it known what the stories of this disaster have to tell. The rich culture in which the people possessed before the disaster.

https://docs.google.com/document/d/1Cohzm-AYKY8bJcroBZfzxTgC4se2FwDFyW8vgLoBDts/edit#


courtesy: https://www.italymagazine.com/featured-story/hiking-mount-vesuvius

Hurumanu 3: Chromatography

Day 1 Experiment

Aim: To separate the colours by pigments.

Hypothesis: My hypothesis is that the pigments that are used, secondary colours such as violet, purple, green will contain and will have the separated primary colours that are mixed to create the secondary, thirdly colours,

Discussion: The first experimented colour that we used was purple and pink, the purple pigment as hypothesized being that it is a secondary colour it contained red and blue.  The pink, simultaneously done with purple showed some resemblance to orange as well as red. Explaining that the darker colours the more pigment needed making it have a more variety of colours rather than a primary colour

BST: Kiwi Ingenuity

In this session of our BST, we are again once more looking at 'Kiwi Ingenuity'; however, in this case, we are looking at a question which asks, 'How does Kiwi ingenuity benefit New Zealand as a nation'. To answer this question we need to look at several factors that make this possible, do we even benefit from it? To simply answer, yes we benefit from this a lot; Kiwi ingenuity helps this country [New Zealand] develop, there are several things that have made NZ known to the world. One of my opinions has made us, NZ known is, Bungee jumping. A.J Hackett invented and introduced the commercial Bungee jumping. Which is quite well known today, thousands of people coming to this country, with the reason being that they want to experience Bungee jumping. We benefit from this as because of this the GDP of New Zealand has become larger and larger; this supports our human development, giving us a better way of life. Education is given to us, free health care to an extent, our security and our political structure are better. Having a better government, a better life, the benefits are almost endless!

courtesy:http://www.yourarticlelibrary.com/education/human-development-development-in-economic-social-and-cultural-spheres/20887

http://seektheworld.com/top-7-places-to-bungy-jump-in-new-zealand/

HEC: Ginger Gems

Ginger Gems:

Ingredients:

150g of butter

2 tsp of ground ginger

1/2 cup of sugar

1/2 tsp of ground cinnamon

2 Tbsp of golden syrup

1 egg

2 cups of standard flour

1/2 tsp of baking powder

1 tsp of baking soda 

1/2 cup of milk

Ginger gems have been the second HEC project that we have done. Again, firstly, which took place was the "mise en place" which again, was the arranging of the ingredients to be ready for cooking, in this case for baking. We have arranged all the ingredients separately and as a team, contributing as much as one another. The first essential part of making this recipe possible is the creaming of the 100g of butter. Which we mistakenly used a whisk instead of a wooden spoon to achieve. 

It was a malfunction, however, having been helped to solve the problem by taking out the butter and putting the bowl in a bath of warm water, so that the butter would warm up and soften; making it easier to cream the butter as well as the other ingredients as well [sugar, ground ginger, ground cinnamon].

Golden syrup was then added and the egg was beaten so that it is properly incorporated with the creamed mixture. Flour and baking powder was mixed and sifted in. It is then folded over simultaneously with the milk until the mixture has turned into a batter. In this recipe, we used a muffin tray, heated up in the oven on 200oC degrees. The tray is then taken out of the oven and the remaining 50g of butter was then cut and put in the several sections of the tray. Unbeknown to us the recipe we haven't read it properly and as carefully as we could've; and all 150g of butter has been put in a single container. It wasn't noticed until the process has been almost/beginning to start, however, our team having prior knowledge about some parts in this process, it was then noticed that we have had 3 slices of butter each equally to 50g, we then took off a slice and problem solved.

The batter was then separated into the several sections of the tray and was cooked for approx 15-17 mins. A huge next step will be reading the recipe and questioning being more attentive.

The result had a soft texture in the middle. Steaming and moist, it had the complimentary taste of the spice of the ginger and cinnamon to the sweetness of the sugar. An amazing recipe, that I would recommend recreating. 

Chemmicals and Chaos: Evaporation experiment

Evaporation Experiment

Aim: Our aim is to separate a mixture using evaporation copper sulfate.

Hypothesis: The hypothesis is that after boiling the copper sulfate we should be left with solids in which will technically be the solute of the mixture. The soluble solids in the mixture will be separated from the solvent after the evaporation process has been completed.

Equipment: Copper sulfate solution, 250mL Beaker, heatproof mat, evaporating basin, element. 

Method: 

• Set up element
• Add 50mL of hot water to the beaker and place on the element.
• Add copper sulfate to the evaporating basin until it is quarter full.
• Carefully, place the evaporating basin on top of the beaker. 
• Turn on the element to 8
• Heat the solution until most of the solvent has been evaporated and crystals of solute are forming. 
• Turn off the element- careful not to touch as will be hot for a long time.

Observations: 

Before: The water in the beaker is steady and is near the room temperature, the same can be said for the mixture.

During: During the process of evaporation,  the temperature has risen significantly. The began to boil and the mixture on the basin began to simmer. The gas released by the mixture has a smell that can be compared or described as burning plastic. The amount of liquid is slowly but surely beginning to lessen. 

After: Crystal can be seen left behind form the solution; the crystals otherwise known as the solute are formed. The smell of the evaporating gas has weakened, or have either gone; the warmer is slowly cooling as the heat is taken out.

Discussion:

As hypothesized above, the solution [copper sulfate] has separated and evaporated. The solvent of the mixture has evaporated and left behind the solute. The solute is the crystals that again, were left in the result of having been heated and evaporated. When the temperature of the mixture, in the beaker as well as in the basin. The particles in both the water and the solution, have greatly moved faster as the temperature rose. It then steadily kept the high temperature up until the mixture has fully evaporated.

Conclusion:

In conclusion, the hypothesis of having the solution evaporated and the solute staying in the basin is correct. As we have experimented, many mixtures can be separated by using the same method. This not only occurs inside a laboratory, like what has taken place in this experimentation. But occurs natural environment as well, evaporation constantly reoccurs every second, the sun, ray of heat and energy hits the face of our oceans. That causes the water to evaporate, condense and later then precipitate and all over again. Evaporation is all around us, we just need to "stop and smell the roses" is what it takes to see. 

Hurumanu 8: Health - Mental Well-being

The following sessions that we have been having in our 8th hurumanu are learning more about our wellbeing. How each part of our te whare tapa wha, is connected to each other, we have been focusing on a different one in each several sessions that we have been in this subject. Last session, as well as this current session, have been focusing on our 'mental health'. We are tasked with researching a fair amount to understand some parts of our 'mental health'. There were several topics that we were presented with to be able to focus on; the topic that I picked to look into more is 'stress', a feeling that can be felt more than we can count during our lifetime. It can be beneficial, yet can be the opposite as well. How it affects our well being is what I looked upon, the damage it could potentially give, 'chronic stress', what it could lead into and what it means. Focusing as well on how stress can occur, what environment it needs to occur, how much is too much?



courtesy: https://www.nytimes.com/2019/10/08/well/mind/stress-can-make-you-sick-take-steps-to-reduce-it.html

Business Studies: Products to be Improved

The past few sessions on our BST Business Studies were spent in trying to think like an entrepreneur. A way of being "like" an entrepreneur was improving and thinking of better ideas, products that we could improve upon. We had several ideas or products that we think could be enhanced and make better; however, two have in our opinion have stood out. (The activity was done in groups at our table); an idea that a group member has thought about was a digital table, however, after some friendly-argument disagreement, it was decided on that it wasn't such a good idea. For one the amount of money needed for making such a product would've been huge, also it wasn't as versatile as we would like. There were several more, however, again, as mentioned there were two that stood out for us.

The first one is that we wanted to change/improve the function of an adaptor; being that at times we buy electronics from other countries, it is almost unavoidable that the plug would be needing an adaptor. However, we as a group have experienced that universal adaptors do not work all of the time. That leads us to the idea of making an adjusting adaptor; the power connector can be adjusted to the type of socket, not only the plug holes of the adaptor can also be adjusted. Which then makes the product, "The Real Universal Adaptor".

Secondly, which is also the last, is that we found that biodegradable bins can also be changed for the better. This idea came from learning about the 3 R's, the biodegradable bin is portable and easy to store. But the main idea of this product is so that organic materials are broken down; by breaking biodegradable foods it turns them into a more efficient fertilizer. The processed [by means of a metal elesi/ "like fan blades"] biodegradable material that are not needed any more, orange/fruit peels, scraps of food are made into fertilizer that can be beneficial to making a garden, making rich soil and for farming. "Bio-Lizer".

Chemicals and Chaos- Chaos: Tsunami

There have been many tsunamis that have hit the surface of this planet, the size of the tsunamis that we have experience vary in size. The Alaskan Tsunami, which occurred on Lituya Bay, Alaska, July 9, 1958. Is the biggest ever recorded by far; millions and millions of trees that were near the shore of the bay were wiped and were pulled out from their roots. The tsunami is considered as a mega-tsunami, 30 million cubic metres of rock fell and cause the disaster that we have recorded in history today.  From city near the bay--Yakutat--  a water tower collapsed, cabin destroyed which is then beyond repair. Two fishermen died in the disaster after they have been caught in the gigantic wave. In this activity, we began to scale and be able to compare the size of the mega-tsunami to be able to understand the impact that it gave.

BST: Business Studies: Evaluating "Kiwi Ingenuity" ideas

In this class, for several sessions have been looking at "Kiwi Ingenuity", some ideas that Kiwis have thought of that may, or may have not been the best. We took a look at several different ideas such as the "Van boat", "The Cycle Mower", "Spreadable butter", etc. However, there is an idea which I found to be the most beneficial, especially in a country such as New Zealand. New Zealand has at times unpredictable weather, getting sometimes, too hot, and too cold. One idea that has come up in what we were evaluating is, the 'Kathmandu products'; clothing made from those brands are quite helpful, keeping the body temperature comfortable. Can be used for humid weather, cold weather, and even warm weather. Bags made from such brands are, designed very fit to the terrain outdoors, in the mountain, hills; as well, as being balanced and very durable.

However, aside from that, there is also an idea that I found to not rate as high as what I have done to the 'Kathmandu products', it's the 'Hedge Trimmer'. It may sound as if it is a great product, yet, seeing the design and how it is made; I was anxious even just looking at how it's used. The 'Hedge Trimmer' is a mix between a 'Land Mower, Tractor' and a crane. The crane held up 'Land Mower, Tractor' and was used to trim the top of the hedge. In my opinion, it not only is a dangerous product but is also an uncontrollable/hard to control product; it takes extremely great cooperation from both the drive of the mover as well as the crane.

Moving on, there are also some ideas which I believe would capture the imaginations of people from other countries. One of them is the 'Mountain Buggy', a type of pram that is made from rougher terrains, for parks, rocky places, etc. It is designed to have bigger wheels than its competitors. Another idea that I found interesting is the 'Spreadable Butter', to able to spread the butter on the go, a much faster way than heating up the butter in a microwave, the 'Spreadable Butter' keeps the texture of the butter as well as the taste. These are in my opinion to be ingenious ideas to capture the imaginations and the ingenuity of other people from other countries.

PE Hurumanu Athletics scores

Event
Shot Put	Before: 10m     After 12.5m
Discuss	Before: 15m     After: 26m
High Jump	Before: 120cm After: 120cm
Long Jump	Before: 1.2m  After 2.5m
100m Sprints	Before: 16.42 After: 12
Long Distance (400m, 1500m)	200m: 31sec  1500: 3.54min

Discus Techniques:

1. Roll your small finger.
2. wrap 4 fingers around it.
3. Stand side on the line
4. 1 wind-up(not 3)

Athletics: High Jump

Fosbury Flop

1. Land with your arms and your feet facing up. Land on your back.
2. When you take off it should be pon 1 foot.
3. When you leave the ground you must spin around and use your knee to turn.

Long Jump:

1. Run up is 21 steps.
2. Take off will be from the second marker.
3. Land will be measured from the back of the foot.
4. Land on both feet together.
5. If you are over the second marker when you jump, its a fowl jump.

Chemicals and Chaos: Chaos-9/11 Disaster

Moving on after the 'Zombie Apocalypse' disaster, fictional, we then moved on to a disastrous true event that occurred on the 11th of September, 2001. A very sorrowful disaster that changed the process of how the world is now, taking the lives of many, many innocent civilians not aware of what was about to happen to them. Unreplaceable lives were taken, for a sole reason of terrorism; rage, sorrow, unacceptance, what we people all around the world felt on that day, and many many years after. This tasks required us to from the timeline of what happened, before, during and after the disaster took place. A series of mixed emotions were felt in writing and completing this task, truly, truly such miserable and malevolent act that we cannot turn back the time to stop.