HART 'Halt All Racist Tours'

In reaction of New Zealand in South Africa's Apartheid system, here is a poster about HART in New Zealand.

HART by Lovely Tabuena

The Halt All Racist Tours movement (HART) was formed in 1969 to oppose the 1970 tour of South Africa by the New Zealand national rugby team, the All Backs. HART became New Zealand's main anti-apartheid organisation. Initially the primary focus of the organisation was the sports boycott of South Africa. It worked to end all sporting ties between New Zealand and South Africa. Protests against the 1981 tour of New Zealand by the South Africa's rugby team, the Springboks, resulted in massive protests across the country. 

Although the protests failed to stop the tour, no more ruby matches took place between the two teams until after the end of apartheid. Best known for its opposition to sporting contacts with South Africa, HART also campaigned against all contacts with apartheid South Africa. In 1980 HART merged with the National Anti-Apartheid Committee, becoming HART: the New Zealand Anti-Apartheid Movement. HART:NZAAM opposed all contact with apartheid South Africa, advocating the political, economic, social and cultural isolation of the regime. For more than 20 years it worked to raise public awareness of the realities of apartheid. Increasingly, especially in the 1980s, HART also took a stand against racism in New Zealand. Trevor Richards served as HART's chair (1969-1980) and HART:NZAAM's international secretary (1980-1985).

More Informations!

One officer wrote: "A survey made within the police department prior to the tour showed that 100% of police staff were anti-apartheid and that 73% were against the Springboks making the tour of New Zealand, for varying reasons.

"The majority of the police thought it was morally wrong that the team should have been invited and that the NZ Rugby Union was extremely selfish and dogmatic in issuing the invitation."

"I would rather keep politics out of sport. I was not against the protests as a means of democratic expression, but I was against the protesters' aims. I felt that New Zealanders who wanted to play rugby with South Africa had the right to do so and that politics should be kept out of sport ... in New Zealand, if not in South Africa." -David Howard

The anti-tour movement was equally determined to show its opposition to it. Although HART committed itself to non-violent disruption, Prime Minister Robert Muldoon condemned the organisation for having ‘spread lies about New Zealand’ overseas. People involved in the anti-tour movement were described as stirrers and troublemakers.

John Minto, the national organiser for HART in 1981, became one of the public faces of the anti-tour movement and attracted special criticism from Muldoon and pro-tour supporters. The long batons used by riot police during the tour were nicknamed ‘Minto bars’.

Is Public Art a waste of time and money?

Here are some of my reasons why. Personally, I am more against with that idea/question. Art is wonderful, life is an art itself. Art tells everything.

Screencastify to Show Understanding in Film Aspects

We are finishing off our lesson about the film "Power of One" in learning film aspects. We've done sexxy paragraphs and now to enhance our speech skills Mr. Aitken made us to do a screencastify talking about Film Aspects used in the film. 

Paracetamol // Panadol

Panadol by Lovely Tabuena

Curiosity: How different languages are formed?

Based on what I've researched, there are 2 conflicting theories: Biblical and Linguistic;

Let's first look on the Bible Account

According to this bible verse "So the Lord scattered them from there over all the earth, and they stopped building the city." The Bible tells us that God confused the people’s language at Babel because they rebelled against him.As a result, the workers “left off building the city” of Babel and were scattered “over all the surface of the earth.” But why do people reject the Babel account? Simply put, it contradicts certain theories regarding the origin of language. The Bible states that the confusion of language and dispersion of the people took place “in the land of Shinar,” later called Babylonia.

When did that happen? “The earth was divided,” says the Bible, in the days of Peleg, who was born about 250 years before Abraham. So the events of Babel evidently took place some 4,200 years ago.—Genesis 10:25; 11:18-26.

Some scholars theorise that modern languages stem from one original language—the so-called mother tongue that they thought humans spoke nearly 100,000 years ago.

(source:click here )

Linguistic Theory 

According to the linguist historical Max Muller, he published a list of speculative theories concerning the origins of languages. Sounds such as: Bow-wow (The bow-wow or cuckoo theory, which Muller attributed to the German philosopher Johann Gottfried Herder, saw early words as imitations of the cries of beasts and birds), pooh-pooh (The pooh-pooh theory saw the first words as emotional interjections and exclamations triggered by pain, pleasure, surprise, etc.), ding-dong (Muller suggested what he called the ding-dong theory, which states that all things have a vibrating natural resonance, echoed somehow by man in his earliest words), yo-he-ho (The yo-he-ho theory claims language emerged from collective rhythmic labour, the attempt to synchronise muscular effort resulting in sounds such as heave alternating with sounds such as ho); and ta-ta but did not feature by Max Muller, according to the ta-ta theory, humans made the earliest words by tongue movements that mimicked manual gestures, rendering them audible.

(source: click here)

Linguistic Groups

The most widespread group of languages today is the Indo-European, spoken by half the world's population. This entire group, ranging from Hindi and Persian to Norwegian and English, is believed to descend from the language of a tribe of nomads roaming the plains of eastern Europe and western Asia (in modern terms centring on the Ukraine) as recently as about 3000 BC.

By about 3000 BC Semitic languages are spoken over a large tract of desert territory from southern Arabia to the north of Syria. Several Semitic peoples play a prominent part in the early civilisation of the region, from the Babylonians and Assyrians to the Hebrews and Phoenicians. And one Semitic language, Aramaic, becomes for a while the Lingua Franca of the Middle East.

(source: click here)

But until now, no one can surely confirm the origin of languages and why are they so many different languages spoken in the world.

Now, this makes me think how characters or alphabets are formed. Who made it? When? How? Why? Like these words that you are reading right now and and letters on it, how are these made?

Neolithic Age

Neolithic age began around 10 000  B.C.E. until 30 000 B.C.E.. Neolithic means 'new' (neo) and 'stone' (lithic). Homo sapiens from Paleolithic are the only humans remained and survived. At this age, homo sapiens learned how to grow their own foods, they became farmers. Neolithic age is like the first step stone for humans to reach technology on this modern day.

Gaming is making too many young people unhealthy?

Gaming is making too many young people unhealthy?

Why? Why not? In this blog post you will find out some reasons from Alyana and me considering both sides. Gaming has a positive and negative impact for many young people, but it all depends in our self what side are we in and how it affects us.

Persuasive Discussion

Here you can see my Google Drawing about TECHNOLOGY. Alyana and I discussed the topic "Technology is Useful to Increase Student's Engagement and Achievement" together looking at both sides and explained to each other why we thought about that.

Technology is so helpful for human as of today and improving better and better but do you think technology can also change a person?

Are Hornby Students Addicted to their Phones?

Are Hornby students addicted to their phones?

Here's a video of interviewees from Hornby High School ( mostly were 14-15 year olds) talking about their usage of phones and others devices.

Most of them said these students said that TEENS are the most addicted on their phones using social media platforms such as INSTAGRAM and SNAPCHAT. Other interviewees also said that they use their phones inside the toilet. Phones ringing distracts them from studying and instead of focusing in class. Meanwhile a few students said that phones help them for their studies. They use their phones for an average of 2-6 hours a day but they think that the ideal time to spend on devices is a maximum of 3 hours each day.

Use your phones for good! Learn to control and discipline your self. We should not be addicted to our phones.

SEXXY Paragraph

English Assessment: Paragraph Writing

Using John G. Avildsen's 1992 Film "Power of One" for our Film Study.




I learned a lot in this movie. This helps us for studying Film Aspects and techniques in an awesome way (not boring). Everyone in our class under Mr. Aitken loved the story and shows interest.

Isolated Silver Spoon

Isolated Silver Spoon

The great son of the CEO, the heir of the biggest company, the looks that all women were searching for: are what I am famous for. The luxurious scent, classy suits and ties, and shiny Lamborghini (I also have red and black matte).

I'm with the birds flying up in the sky. Living in these soft white clouds, I'm friends with the rain. If you'll study the last two sentences in an English Class, probably you will say I'm on the top with high achievements and a very successful man but don't take it like that, think of it literally without digging your deep thoughts.

I live above but i'm not a god. A man who eats and drink like you, I'm a human after all, a human. But I call myself UN-HUMAN-ABLE, can you imagine a human that is allergic to human? Well that's me! People feel envy about me, having fortune and though I'm a having a really great life. I should be the one who envy people living below as a normal person, socialising and having fun. If I touch you, I'll die slowly, my looks will be covered by scary lumps, no one will recognise me.

I never had any friends except to my bed, books and now you. No one else knows about my condition cause if the media knew, our company will go down. I can't even hug my parents. Books make me feel I'm loved, I can go to different places and worlds, adventure to romance, action to drama, everything, I feel like I'm living. Tears start flowing from my eyes, when will I ever touch the soil and walk barefoot with a friend while raining?

Term 2 Science-Chemistry and Metallurgy

May 3, 2018

Testing pH

Aim: To test the pH of a ranged of household chemicals.

Equipment:

A variety of household chemicals, spotting tile, red litmus paper, blue litmus paper, Universal indicator solution, safety glasses.

Method: 

1. Add a few drops of each chemical to a spot on your spotting tile. If a substance is solid or powdered you will need to mix it with a few drops of water before testing it.

2. Test the chemicals with litmus paper.

3. Test each chemical with a few drops of Universal Indicator.

Results:

Chemical being tested	Colour in blue lithmus	Colour in red lithmus	Colour in Universal Indicator
Toilet Cleaner	blue	red	yellow
Clean & Dust (Pledge)	blue	red	orange
Bleach & Hygiene	blue	blue	purple
Multi-purpose cleaner	red	red	yellow
Dishwashing liquid	blue	red	green

Conclusion:

Toilet cleaner is neutral based on the lithmus paper, but the pH level is slightly acidic (maybe we did something wrong, the results conflicts).
Clean & Dust Spray also conflicts with the pH level and the lithmus paper (we thought the lithmus papers and universal indicator are fake, nope just kidding).
The bleach turned out to be a strong base solution. (So be careful using bleach, it can burn your skin or itchy and irritated)
The multi-purpose cleaner is slightly acidic. (Do you have this at your home?)
Dishwashing Liquid is neutral. (You don't have any excuse to not wash your dishes, or else you have allergies)


-------------------------------------------------------------------------------------------------------------------------------
May 4, 2018

Neutralisation

Aim: To observe a neutralisation reaction

Equipment: 

A test tube, test rack, 1 mol L -1 NH₄OH (Ammonium hydroxide), 1 mol L -1 H₂SO₄ (sulfuric acid), dropper or dropper bottle, Universal indicator solution.

Method:
1. Add approximately 1-2 mL of NH₄OH and place the test tube into the test tube rack. Add 3-5 drops of Universal indicator solution.

2. Using a dropper bottle, add H₂SO₄ drop by drop. Be careful because adding even a small amount of extra acid can mean  you'll miss the neutralisation.

In this experiment instead of sodium carbonate and hydrochloric acid we used sulfuric acid and ammonium hydroxide as the base.

(from the left)
1st test tube: Containing 2 mL of sulfuric acid and 5 drops of Universal indicator that showed a red colour that means it's a strong acid.

3rd test tube: Containing 2 ml of Ammonium hydroxide and drops of Universal indicator and we observed a strong blue colour that tells it's basic. We put 2 drops of sulfuric acid and it turned yellowish, skipped the neutralisation and made it slightly acidic.

4th test tube: We put 2 mL of Ammonium hydroxide and 5 drops of Universal indicator. Then slowly dropped a very small amount of sulfuric acid and nothing happened and did the same thing for 2 times and slowly as we stir it turned green Finally we neutralised the solution.

-------------------------------------------------------------------------------------------------------------------------------
May 9, 2018

Experimental

Aim: To make chemical reactions using baking soda, vinegar and a dishwashing a liquid as variables.

Equipment: 

Baking Soda, vinegar, dishwashing liquid, test tube, 50 mL beaker, spatula

Method: 

Put a small amount of baking soda on the test tube.  Then pour the vinegar using beaker. Try it with putting dishwashing liquid. You could also try changing the amount of the variables and see what happens.

 

-----------------------------------------------------------------------------------------------------------------------------
May 10, 2018

Making Salts

Aim: To produce sodium chloride salt by carrying out a neutralisation reaction.

Equipment: 

50 mL and 200 mL beakers, dilute HCl (hydrochloric acid), dilute NaOH (sodium hydroxide), 25 mL measuring cylinder, a glass stirring rod, spotting tile, Universal indicator solution, tripod, gauze mat, Bunsen burner, evaporating basin.

Method:

1. Using the measuring cylinder measure 10 mL of HCl and pour it into your 50 mL beaker. Add dilute NaOH a few drops at a time while stirring with a glass rod.

2. Every 10-15 drops stop adding the NaOH ad use the glass stirring rod to transfer a drop of the solution to a spotting tile. Test its pH using Universal indicator.

3. Keep adding NaOH and testing the solution by repeating step 2. AS you get closer to neutral you may test the solution after every drop.

4. Pour the neutral solution into an evaporating basin and evaporate the water out of the solution using the equipment set up shown above.

Observations: 

I infer that neutralising NaOH and HCl is very tricky and difficult. One small extra drop can skip the pH level 7.

---------------------------------------------------------------------------------------------------------------------------
May 10, 2018

Making Salts II

Aim: To produce a copper sulfate salt by reacting copper oxide with an acid.

Equipment:

Copper oxide powder, dilute (3.5 mol L-4) sulfuric acid, 50 mL measuring cylinder, two 100 mL beakers, Bunsen burner, tripod, gauze mat, funnel, filter paper, thermometer, spatula, evaporating basin, stirring rod.

Method:

1. Add 2 mL of sulfuric acid to a 100 mL beaker. Heat the acid until it reaches 70℃. Turn off your Bunsen burner.

2. Once heated, use a spatula to add a pea-sized portions of copper oxide to the beaker. Stir the mixture for 30 seconds.

3. Repeat step 2 until no more will dissolve, Allow the beaker to cool.

4. Fold the filter paper and place it in the funnel. Place the filter funnel into the second beaker.

5. Make sure the beaker is cool enough to hold at the top. The contents should still be hot. You may need your teacher to complete this step.

6. Slowly swirl the contents of the beaker to mix, and then pour into the filter paper in the funnel. Allow to filter through.

7. Rinse the beaker you used to heat the mixture previously, and place back on top of tripod filled with 50-60 mL of water.

8. Place the evaporating basin on top of the beaker and carefully pour some of the solution from the beaker into the evaporating basin.

9. Gently heat the beaker until the solution in the evaporating basin has reduced by half.

10. Leave the evaporating basin to cool. Once cool, move the evaporating basin to a warm place where it will not be disturbed (i.e, a window-still) and observe over the next few days. Blue copper sulfate crystals should form.

Observations:

-------------------------------------------------------------------------------------------------------------------------------

My 14, 2018

Making Indicators

Aim: To make acid-base indicators using everyday substances. 

Equipment:

Red Cabbage, Tea, beetroot, TURMERIC, PURE ALCOHOL, CRANBERRY JUICE, BEAKER, water, Bunsen burner, tripod, gauze mat, 1.0 mol L-1 HCl nd mol L-1 NaOH.

Observations:

Turmeric is a bit confusing because when we tested Hydrochloric acid to it, it shows a yellow colour and the same as sodium hydroxide that shows a yellow orange colour so I can't trust this indicator so much.

Cranberry Juice and cabbage has the same results wherein hydrochloric acid, red, and sodium hydroxide, green.


------------------------------------------------------------------------------------------------------------------------------

May 24, 2018

Metals and Acids

Aim: To show that hydrogen gas is produced when a metal reacts with acid

Equipment:

A test tube, a boiling  tube, Bunsen burner, wooden splint, a bottle of  acid, a piece of metal (we used magnesium), safety glasses.

Method:

1. Light your Bunsen burner.

2. Add your sample of metal to your test tube, add 2 mL of acid.

3. Carefully invert the boiling test tube containing the metal and acid (as shown in the diagram below).

4. Hold the test tubes for a few minutes, allowing time for the inverted boiling tube to fill with gas.

5. When you think the tube is full, your lab partner should light a wooden splint.

6. Carefully, but quickly, tilt the boiling tube full of gas upwards and insert the burning splint into the mouth of the test tube.  

Observations:

Quick senses and hands are required to do this experiment successfully. I always have a great cooperation with Alyana doing tasks. Hydrogen was produced when hydrochloric acid and magnesium metal are combined, we collected the gas on a boiling tube, quickly and carefully putting the fire inside the tube containing hydrogen made a cute sound POOF! (Warning! It hurt my ears a little)

----------------------------------------------------------------------------------------------------------------------------------
May 25, 2018

Making Metal Oxide

Aim: To make a metal oxide and observe the difference in properties of the product compared to the reactants.

Equipment:

A piece of magnesium, iron and copper, Bunsen Burner, safety glasses, metal scissor tongs.

Method:

1. Light your Bunsen burner.

2. Hold your piece of magnesium in the scissor tongs. Ensure you are holding onto the very tip of the magnesium.

3. Place the other end of the magnesium into the Bunsen flame (at the top of the blue flame)

4. When the magnesium begins to burn, do not look directly at it, as the light emitted can permanently damage your eyes.

Results:

Metal/Colour	Before	After
Magnesium	Metallic Lustre	bright light white
Iron	Metallic lustre	black
Copper	bronze	dark purple/black

Observations:

Fire uses oxygen to burn so oxidation occurs.

Magnesium + Oxygen →Magnesium Oxide

As it burns, it also produces a really bright white light so looking directly at it is restricted cause it will too much light for our eyes will damage it permanently, just like when you stare at the sun for too long. The magnesium metal became white residue afterwards, it is very corrosive.

Iron + Oxygen →Iron Oxide

Iron gives a wonderful effect when put to blue flame, the tip flame on the metal becomes bright blue. The metal became black after putted on the flame that tells somehow it burnt.

Copper + Oxygen →Copper Oxide

When put on the blue flame, it looks like the flame is avoiding it. The copper's shape also got curved a bit.

-------------------------------------------------------------------------------------------------------------------------------
May 30, 2018

Testing for Carbon Dioxide Gas

Aim: To show that carbon dioxide gas is produced when a metal carbonate reacts with acid.

Equipment: 

Two boiling tubes, delivery tube and bung, Bunsen burner, test tube rack, wooden splint, a bottle of acid, small amount of metal carbonate, test tube tongs, safety glasses.

Method:

1. Light your Bunsen burner.

2. Add a pea-sized amount of metal carbonate into one of the boiling tubes.

3. Place this boiling tube into a test tube rack. Ensure you have the bung and delivery tube ready.

4. Add 5 mL of acid to the boiling tube and quickly insert the bung and delivery tube into the  mouth of the boiling tube. 

5. Holding the other boiling tube with your tongs, capture the gas produced as shown in the diagram below

6. When you think the tube is full, your lab partner should light a wooden splint.

7. Carefully remover the boiling tube from under the delivery tube, taking care to keep it facing upright.

8. Insert the burning splint into the mouth of the test tube.

Observations:

The fire on the splint got extinguished due to the presence of carbon dioxide.

We also did this experiment with limewater (calcium hydroxide) 

Bubble gas into limewater (calcium hydroxide) 

Solution turned from colourless to cloudy.

------------------------------------------------------------------------------------------------------------------------------

May 31, 2018

 Making Hokey Pokey

Aim: To make hokey pokey and eat it.

Ingredients

100 g of sugar
1 table spoon of water
2 table spoon of golden syrup
1 teaspoon of bicarbonate of soda

Method:

1. Put of the ingredients except the bicarbonate of soda into a saucepan and place on a low heat.

2. Stir until all the sugar has dissolved. Raise the heat slightly so that it bubbles, and stir occasionally until you cannot feel any sugar at the bottom of the pan.

3. Take off the heat.

4. Add bicarbonate of soda  and stir.

5. Watch what happens - it should all froth up with bubbles in the pan.

6. Pour out into tinfoil sheet.

7. Allow to cool.

Believe it or not, this is hokey pokey ↑ (well basically, it's not yet but turning into)
Stirring it makes it really hard because of the sticky texture but at the end it gave us a very soothing taste honey! 

------------------------------------------------------------------------------------------------------------------------------
June 1, 2018

Corrosion

Investigating Rusting

Aim: To investigate the factors that cause rusting in iron.

Equipment:

Six test tubes, test tube rack, a bung, 6 iron nails, tap water, salt water, water+oil, Mg ribbon wrapped around, water+calcium chloride, bung, nail polish.

Method:

1. Label the test tubes with contents in a test tube rack

2. Test Tube contents

A = Tap Water and iron nail
B = Salt water and iron nail
C = water + oil and iron nail
D = Mg ribbon wrapped around iron nail
E = Water, calcium chloride and iron nail
F = Iron nail with nail polished

3. Leave the test tubes undisturbed for at least three days.

Observations:

Test Tube	Variables	Observations
A	tap water and nail	The iron nail got rust on it
B	salt water and nail	The iron nail rust darker.
C	water + oil and nail	The oil trapped the oxygen and air outside so it can't pass through water. As a result the iron nail doesn't rust.
D	Mg ribbon wrapped around iron nail and water	The iron nail doesn't rust. The colour of the magnesium turned darker.
E	Calcium chloride, water and iron nail	The iron nail was covered with rusted calcium chloride powder but could be wiped out. The iron nail's colour changed into black.
F	Iron nail coated with nail polished and water	The nail polish become more visible as it turned into white and has rust spots.

----------------------------------------------------------------------------------------------------------------------------

−1

School Uniform should be Mandatory

School Uniform should be Mandatory 

Uniform is a distinct clothing for people in a group, association or organisation. It helps to identify which group they are in, it serves as their identity. School uniform is said to be plain, boring, and cheap-looking, they want to wear their own fancy branded clothes. What you don't know is wearing your school uniform takes responsibility, wearing it is holding your school pride. You did a great job somewhere competing while wearing your uniform is the pride, people will know what school you are in. In the other hand, you did a not really good thing somewhere at the store, at the park or at a restaurant after school with your uniform on will put dirt on your school, sometimes they call it shame and have this kind of expression about the school. Uniform is the unity between the students.

Wear your school uniform confidently, take care of it as a treasure! 

At some point, many couldn't afford buying their uniform, you can buy one set of uniform and take responsibility. If you know it's dirty after the day wash it as soon as you went home, not after going out with your friends. You need to commit, doing it now will take you to a better tomorrow.

How Technology Changed the World

What is technology?

Technology is a machine or knowledge that is made to help human lives better, easier and faster!

For the next slides/pictures you'll see how technology changed the world in a positive way or improved things over time.