Natural Disaster Assessment 25/10/17

Social Studies

We've been writing paragrapghs on the different cause aspects of the Haitian earthquake. I've written my paragraph on the effects it had on them socially.

Natural Disaster Assessment

Social Studies

Log:

We've been doing research on the Haiti earthquake and making bullet points of our notes.

Term 3 Solo Performance

Music

How did I think it went?

In my opinion I did poorly and could've done way better, but it was all down to nerves getting to me and not much practice time.

What can I do better next time?
Focus on the parts that I need to work on rather than giving up and changing songs.

Persuasive Writing Assessment

English

Option 2: You are a student at HHS. You are writing a formal letter to the Principal, persuading him to allow students to have their phones on them throughout the day, following the institution of a new rule that all phones be handed in at the start of the day and collected at the end. You could also argue in favour of the policy instead.

Dear Mr. Sutton, In regards to the hesitancy of the cellphone policy, I am writing to you in high esteem that it's time for this much-needed change. Why are we still debating this? I believe all phones should be handed in at the start of the day to ensure the learning of all students. Nowadays, everyone has this almost seemingly “indispensable multi-tool”; but is it really such a necessity in the classroom? Well the long and short of it is no. No it's not. But since you require conclusive evidence, I’m only happy to oblige. Irrefutably, one thing all teachers complain about is that cellphones are a classroom disruption. Don't just take my word for it, take theirs. Now imagine this, one student finds a funny video and shows his friends, they all start laughing and it piques others interest, the next thing you know the whole class is in uproar and guess what? All focus is gone. Cellphones not only disrupt the learning focus of the user but others as well. Studies show that 72 out of the 87% of people using their phones during class-time are using them inappropriately. However, you might encounter the rare fraction of students who comply and use them as an aid to their learning. Although a handful compared to a sea of people, the odds aren't exactly looking pleasant. One might counterclaim that only having them stored in their possession isn't distracting. But we all know the temptation is too overwhelming to resist. By handing them in at the start of the day, and having them be recollected at the end, it's a win-win scenario for all involved. Grades will rise and overall productivity levels will improve. Another reason is to keep the device safe. How many times has a student bewailed about a cellphone being stolen or lost? Or parents calling in to blame the school for being liable, when really it states in the School Rules and Expectations: "The school is not responsible for any possessions which students bring into school." That would have to include cellphones, no? With the rule in place, that dilemma would be alleviated instantaneously. Furthermore, the school would save a fortune if they didn't have to compensate the expenses of every phone come prey to theft. Shiny—let alone expensive—phones unattended are a target to prying eyes and itchy fingers. Or if theft isn't the case here, misplacement is all too common. If there is no phone in the first place, then it can't be stolen or lost now can it? Save yourself and others some heartache later down the road and enforce the no cellphone policy. Now here comes the controversial question. What about in the case of an emergency? Predictably, every student will argue that point in perpetuum. Although, you and I both know that if this unfortunate occurrence were to happen, the school has already got it covered. It would be redundant for a student to reach anyone because the school has a list of provided contacts that they can text or call in a second. Additionally, if we were in a school lockdown, the last thing we need is a Snapchat notification going off, alerting the intruder with the gun outside. All that is required is one forgotten phone that wasn't left on silent to be accountable for the classes demise. Granted, I'm not saying there will be no initial repercussions because there will be the select few. In spite of that, this can be swiftly dealt with. As a part of maturity, we have to learn to accept rules outside of our jurisdiction, and if we don't, consequences follow. Nevertheless, in this case an equal balance has to be found. My solution to you is if a student is spotted with a phone during school hours, it is simply taken away and given back at the end. This gives the student reassurance that they'll get it back at the appropriate time and they'll soon figure out that roughly six hours and thirty minutes isn't a long time. On the other hand, if you confiscate it for a day or longer, this will provoke the student because they have rights to their property during their time. You see, if you go too harsh; i.e giving the student a referral for being on their phone, that will just encourage a negative head-space. Hypothetically, let's say that you extracted the phone from the student and now they are aggravated and are disrupting the class. This is when you refer them. Because normally if a student is causing a classroom disruption, they would get a few warnings then a referral, but what I'm saying is the rule is the warning. In conclusion, I've given you all the supporting reasons to my claim on banning cellphones. I feel the only thing that was lacking to initiating this rule beforehand was the perspective of a student in this day and age. Now that you have it... what do you choose to do with it? Will we all reap the benefits of a promising tomorrow, or shall we remain stagnant? Yours sincerely,

Kimberley MacKinnon

Kimberley MacKinnon

Blog entry

Music

1. What song are you performing?

You know I'm no good

https://www.youtube.com/watch?v=b-I2s5zRbHg

2. What is this song about?

She loves this guy but wherever she finds herself, she keeps cheating on him with her ex boyfriend.

3. What instrument will you play the song on? Why did you choose this song?

Guitar. I chose this song because my voice is better suited for an Amy Winehouse song.

Plan for Next 10 Years

Social Studies

Create a plan for your next 10 years on how you are going to complete your goals to reach your career

Get really good grades in English, Geography, Classics, History and other NCEA level 3 research subjects. Work at Meadow Mushrooms for a part time job because I got connections. Once seventeen do some online course to try to get a Diploma in Library and Information Studies (Level 5), an undergraduate library qualification an undergraduate degree in any subject, and a postgraduate degree in library and information studies. Finish school. But while this is happening over the course of 2-4 years, become a library assistant once sufficient requirements are gained. Earn money, live in an apartment in NZ, finish the course and move to U.S once some secure money is earned. Get a cheap apartment and become a Librarian somewhere nearby in L.A. Then start writing a novel in the background.

This plan will take some effort, but with some perseverance I could see it through.

Acids, Bases and Indicators

Science

Aim: To investigate how indicators change colour in acids and bases.

Method:

1.) Set up your spotting tile with two drops of acids in the first row of four, two drops of water in teh middle row of four and then 2 drops of base in the last row of four.
2.) In the first row of three put a small piece of red litmus paper (tear your strip into three for this), in the second row put a small piece of blue litmus paper, in the third row a small piece of universal litmus paper and in the fourth a drop of universal indicator.
3.) Take a photo of your spotting tile and insert it here:

Acid on the left, water in the middle, base on the right

Base on the left, water in the middle, acid on the right. Same colour order