Tem Muito Em Nossas Mãos

Nós somos os criadores de muitos crise terrível, por exemplo, a extinção de muitas espécies ameaçadas de extinção, a perda de água potável e energia insalubre. Para o projeto "O Que Está Em Nossas Mãos", eu decidi falar sobre a terceirização.
Essencialmente, nós nos pediu para pensar sobre as seguintes questões:

1. Quais são os principais problemas ambientais do nosso planeta atualmente?
2. O que está por trás destes problemas?
3. Quais são as consequências futuras para esses problemas?
4. O que cada governo pode fazer para minimizar tais problemas?
5. O que nós, como cidadãos do mundo, podemos fazer?

Uma vez que nós verificamos sobre essas questões, nós nos separamos e debateram os problemas ambientais. Tivemos que pesquisar em profundidade, bem como analisar a nossa informação. Eventualmente, nós compartilhamos nossa informação através de uma "Mesa Redouna." Depois disto, a segunda porção da somativo era fazer uma propaganda. O objetivo do vídeo era fazer os outros conscientes do nosso tema.
No geral, esta foi uma forma maravilhosa para resumir o ano!

(Egg Baby) Parent For a Day

Egg babies

Most recently in Health, we have been studying the responsibilities of parenting and the nine month process of creating a child.  In order to learn about this, we have completed the "egg baby challenge" in which we had to, for 24 hours, look over one (or more) babies.  In order to complete the task, we had to bring a container as well as toys for our babies, decorate them, and, most importantly, look after them by carrying them around on our daily routine.  Our grade would lower with
One of my favourite parts of being an egg baby parent was the general aspect of having an additional responsibility.  The eggs strangely made me feel like I had to act more responsible and yet that much more delicate.  Furthermore, the authority of having two fragile objects to look over was exciting as well.  On top of this, I enjoyed having the ability of customizing the eggs and the carrier to my liking.
As a seventh grader, walking through the over-crowded middle school hallways has become a simple part of day-to-day life.  Squeezing through throngs of people to snatch a spot in the lunch line has become intuitive, albeit with such delicate items, my day-to-day routine was largely modified.  I had to cautiously walk slower whilst cradling my "children."  Additionally, I had to alter my routine in the sense that I was unable to shake off a mere nudge.  Instead, whenever something as slight as a brush grazed my arm, I found myself covering the container holding my egg babies.
On the other hand, in my opinion, a teen expecting or with a child's life would have to greatly adapt in order to conform to the authority of being a parent.  According to the National Dropout Prevention Organization, 27.8% of females leave school due to a pregnancy.  Moreover, only 6.2% of males dropout of education to become a father while, to contrast, a shocking 25% of females stop their edification in order to put their life and full attention to becoming a mother.  This greatly impacts a still-growing adolescent's life, putting unnecessary barriers in front of them.  Children all over the world have dreams about attending an Ivy League University or about pursuing the career options which range from lawyer to doctor, astrologist to banker, although having the reputation of "teen parent" can heavily clout one's decision, rather it be a representative of a school or of a company.  In many cases, a large fraction of students do not return to school after giving birth.  To relate to my life, being a teen parent would change my childhood in many ways.  Firstly, I would go from being a child to an adult at, per se age 16 or 18 or even as young as 14.  To add to this, I would loose opportunities as big as pursuing careers to getting allowed into a college.  Even small opportunities, for instance, joining sports teams, going to friend's parties, and vacations would seem like a grand leap from the state I would be in.

Throughout this project, I have learned how important it is to be a responsible learner.  Albeit this may seem obvious, I felt as though as a "parent," we had to be much more responsible, as opposed to the everyday chore of taking my materials to class.  Being in charge of such a fragile, delicate object gave me the feeling that I had to be constantly aware of my surroundings and alert.  Instead of looking at the abstract idea of the project, which was essentially to keep the baby from cracking, we had to zoom in on multiple parts of the project.  For example, instead of just making the baby carrier pretty, it had to be suitable and safe for the eggs as well.  This summarises the project in a different light;  In life, with a child, parents are not stuck with the child for 24 hours, but a lifetime, which requires constant care.  A parent cannot just dress the child up and paint a face on it as we did with the eggs.  Parents can only pave part of the path for children, but cannot guide them the entire way.  In relation to the core value, parents must be responsible in the sense that they have to create a home and childhood for a child, but cannot be responsible down the life-long road.  

To generalise, a core value that I believe that I must improve on would be curious.  I always try to push myself to ask questions that will provide a more in-depth understanding about the topic, but it tends to feel more unnatural as opposed to modelling the other core values.  I basically would like to make being a curious learner more of a habit then something that I must think about more.

After a painstaking 24 hours of meticulous caution, I have survived the egg baby challenge without slipping through the cracks.  Without a doubt, the Challenge is definitely less difficult then being a real-life teen parent, but truly does simulate reality, which is the fact that the life of a teen can dramatically change when the weight of a child adds on to a not-yet-developed family.

What Really Happens When Power Collides?

This unit in humanities, we have been discussing the importance of conflict and what impact they may or do have.  After reading multiple passages about the Persian-Greek wars and the Fall of The Roman Empire, reading the classic novel Watership Down by Richard Adams and finally, completing a project revolving around a major conflict, we made a cumulative slide to sum up our learning for our final unit of the year.

The theme of this unit is "Power and Peace:  When Power Collides," and I chose to answer the question "How are people changed by conflict."  In my opinion, the three most important symbols in which I included on my unit slide would be the flock of birds, the seashell, and the book.  

I perceived the birds to be important because they had a near-metaphorical aspect to them.  Every other season, birds leave their homes behind and re-stabilize themselves, for the better.  Their settings change and so do their routines, at times.  This relates to how people are changed by conflict because, in relation to humans, when faced with a problem, specifically on a global scale, governments must change their points of view to understand where the other side of the power in coming from.  

Additionally, the seashell represents the idea of final solutions from a conflict.  Seashells are formed when sediments pile on top of each other until a shell is formed.  This relates to conflicts because the sediment represents the different ideas, suggestions, conflicts and whatnot that are thrown towards the possible resolution to an issue.

Uniquely, the book is to represent how governments can learn from the mistakes that past civilisations that ruled in that and how they attempted to or resolved this problem.  For example, a particular place with specific geographical issues.  This modern-day society can learn about what not to do based on what past civilisations did.  The book is meant to represent how civilisations can learn from their mistakes and what they could have done.

To conclude, society endures many conflicts, but must learn how to grow from them.  

Redrawing the Levant

Our world is moulded by acts of governments, societies, and even the doings of single human beings.  We as human beings have come to the ultimate consensus that what is happening currently should be focused on and that we should strive to come to solutions for these issues.  Due to this, we must be aware as well as sensitive to current events. 

Unit Four of Humanities revolved around how people are changed by conflict.  The goal of the unit summative was to research about a topic.  My partner, Abigail and I chose to research about the conflict that dominated newspaper headlines, ISIS.  We decided to address this topic because, unlike past conflicts, ISIS is a significant current event.  Knowing about the history of this terrorist organisation allowed me to understand the root and interesting perspectives on the topic.  

In my eyes, people are changed by conflict because their perspectives are changed.  By way of example, the American Led Coalition has had to expand their ideas about why this has happened and what was the root of the Sunni's actions.  Additionally, the Coalition has had to understand the Shia's perspective and the Kurdish standpoint as well.  "Terrorism is nothing new. It's been with us for years," President of France, François Hollande confidently stated in the Security Council meeting.  "But it has taken on another dimension, and it wants to conquer territory now." Gradually, certain modern-day terrorist groups have pushed boundaries of our ideas of terrorism. Particularly ISIS, an organisation who has been attempting to add a legal Islamic state. Contrary to Al-Qaeda, ISIS has been slowly expanding by raiding Shia towns and cities, taking them over. In addition, the terrorist factions been executing many Western hostages whereas Al-Qaeda's terrorist acts included more large-scale attacks, including the infamous, attacks of September 11th.

Based on the research and information that I have collected over the past weeks, my predictions for this conflict include the American Led Coalition continuing to bomb ISIS territory until the group either surrenders or stops growing and being as violent. If the group began to threaten other countries, the United States or even the Gulf States may try to make a treaty with the faction. ISIS may not be open to agree to an agreement, in which case the Coalition would have to compromise and continue to bomb the territory. If the group were to get air transportation and posed even more a threat, the United States may have to send extremely experienced militias, for example the SEALS. If this were to not work, the country may even have to start a full scale draft in which all citizens would have to fight.

I could not have asked for a better experience in learning about this subject. Due to this, I was am know able to comprehend and analyse articles whilst taking into account different perspectives about the topic, in addition to be able to have the fundamental knowledge about this crisis.

A Picture Means a Thousand Words

What are the challenges of creating maintaining a democracy?

During humanities, we recently completed a cumulative slide using only pictures answering the three main questions that revolve around the our unit, The Power of Relationships.
In my eyes, the challenges of creating and maintaining a democracy mainly consist of balancing, as well as interconnected conflicts.  Correspondingly, it is equally as important as balancing challenges in general.  In my cumulative slide, I naturally tried to portray these points in the most innovative, creative way possible.  For my background, I chose a creamy or off-white color because it is an imperfect color.  It is a metaphor for democracies of the world, as none of them are near perfection.  The symbols that appear on my slide are, in clockwise order starting from the right, include a flower and a parrot, representing fauna and flora.  To the right of this is a picture of one man next to a group of three.  This symbolises favouring the majority, as well as balancing opinions.  Similarly, this is followed by the symbol of the Libra, which is the horoscope sign of a scale, which symbolises balance.  Lastly are three trees, one of Spring, Summer, Fall, and Winter.  This introduces the topic of vitality and chronology.  In a democracy, issues must be addressed and some issues may be interconnected.
The voices of the citizens in a country are of utmost vitality, in fact without these opinions, democracies are virtually nothing.  An idealistic democracy would take all ideas into all ideas into account as well as not have to focus on providing for the individual rights versus having to distribute for the general welfare.
In my opinion, the challenges of creating and maintaining a democracy are balancing opinions as well as interconnected conflicts.

I Know That I Have Grown as a Learner, But How?

Quarter three has challenged me in many different ways.  I have learned that I have to prioritise different subjects.  By way of example, I know that humanities is not necessarily a struggle, while math definitely is.  This is not to say that I should not apply myself as much, but just balance out my efforts.  For quarter four, I will focus on being prepared by taking in-class notes, studying off of extra resources and making sure that my knowledge of each unit is solidified.  

How have I grown as a student?

Artifact: Musical Successes

I used to think of band as a class that I was not very good in.  In quarter two, I struggled with certain SmartMusic assignments which did not exactly lift my spirits.  Now, I know that practice completely pays off.  In band, I have sincerely tried hard to become a better student in band.  I have seen my improvement reflected through the fact that I received either first or second trombone on the pieces in the second semester concert repertoire.  

What have I struggled with the past that I still need to work on?

Subject: Math

I used to think that my learning was not reflecting on certain assignments, although now I know that I just have to put even more effort into math when studying in order to improve my learning. I will put more time into math then before so that I can succeed in this class.

What am I truly proud of? Successful?

Link to Artifact: Now Would I Live in The Community?

I used to think that a seven was nearly unattainable on certain assignments and that it was a complete challenge. Now I know that I can achieve a seven on all assignments. It just requires time and effort, as well as looking over work with a (very) critical eye.

If anything, this past quarter has helped me grow as a learner.  In quick, I know now to prioritise my "challenge subjects," but, at the same time put an equal amount of effort into the subjects that I am stronger in.    

Reviewing Plays

The play that I will be rating is Thief!, written by Marian Scadden.  It is a play that only uses one word per line and is rated for grades middle or lower.  I believe that the point of this play is to make the audience laugh, and also just to exercise student’s abilities whilst acting, as it is not terribly challenging.  Last year, in Theatre 6 we performed this play and it turned out very well.  The set is fairly easy to set up albeit cues for each actor’s line did require some memorization.  Much of this play was easy to comprehend, although the setup could be confusing at times.  I enjoyed performing this play, as it was entertaining for both audience and us.    

O Que Eu Quero Ser Quando Creser

Durante as aulas passadas de portuguese, nos estavamos trabalhando no um projeto sobre carreiras.  Nós tinha que tomar um mini teste vocacional.  Em fim, eu tirei estas notas finais.  

Eu sempre queria aprender mais sobre nosso mundo, então depois de um tempinho, eu escolhi o proffesão de diplomacia.
Para completar esta projeto, eu entrevistei o Senhor Dennis Hankins que trabalha no consol, o meu avô que trabalhava no o UNDP, ou United Nations Development Programme, e meu pai, que era um filho de um diplomata. 
As perguntas que eu fiz foram assim:

# 1. Quando você era mais jovem, o que você quer fazer quando crescer?


# 2. Especificamente, o que você faz para viver?


# 3. O que você estudou na faculdade? Qual faculdade?


# 4. Você gosta de ser um diplomata? Por que motivos?


# 5. Que habilidades / qualidades que você precisa ter como um diplomata?


# 6. Você já teve dúvidas sobre sua escolha de carreira?


# 7. Seus pais eram influente em sua decisão profissional?


# 8. Qual é a sua parte favorita sobre ser um diplomata, e por quê? 

A coisa que eu acho que são interessantes sobre este carreira e o ponto de vista que voce pode ter.  Nós sempre vemos o partes mais bonitos e incríveis no um país, quando na verdade, um país sempre tem coisas ruim, como pobreza.  Eu acho que pessoas que tem uma carreira como a de diplomacia podem ver estes coisas e sabem o realidade do nosso mundo.  
Eu gostei muito dessa experiência e eu agradeço as pessoas que mi-ajudou com essa projeta

Expressions Through Acting

Theatre is a powerful division in the arts.  It is a way to model skills, explore different roles, but in a deeper context, it is a way for people to express themselves.  

I believe that through theatre, people are able to tap into a part of themselves that does not exist or shine through without the mask of acting.  Furthermore, people have been practicing hundreds of different forms of theatre for generations upon generations.  Through my research regarding “noh” theatre, originating in 14th century Japan, I have concluded that people were able to express themselves through another character.  People were able to explore different feelings and had to (at least) try to understand what their character felt.  Moreover, I feel as though people that practice theatre are able to express themselves in a more delicate way.  Theatre allows people to convey moods.  These are talents, not real moods.  A skilled actor, however, can be one with the character.  This is how humans can express themselves through theatre.  In a delicate way of exploring and then learning for to express themselves in that way.

Another Way to Solve for X

X ia an unknown quantity.  The unknown can be frustrating.  This is why we need to learn different ways to solve for x.
In math, we have been introduced to a project in which you have to use a different method to solve for unknown quantites.  To solve my question, I had been instructed to utilize the method system of equations.  System of equations can be solved through different ways, which are elimintation, subsitution, and graphing.
I did have some questions about this method.  For example, since I chose to solve using elimination, I had to subtract items and dollars.  The method still worked, but I was confused as to why it could, if two different units were being combined.  Eventually, everything made sense to me.  In light of these aspects, I got to enjoy math so much.  I learned so many different things and hopefully I can apply them to expressions in class!


Here is the link to my artifact: Link

Does The Community Make The Cut?

Countries today are driven by order.  Governments, no matter what form they take, share the common responsibility of keeping their country a safe place.  Unfortunatly, some governments may not conform to these qualities, as they are corrupted by the satisfaction of the power that they can come in possession with.

The purpose of government is to act as an enforcer.  A brave face or symbol that will not only protect the country from the outside, but help the citizens that live in the country.  Government must help the country evolve, strengthen, as well as better the country.  Moreover, a government must make important decisions as well as create rule and order.  Lastly, and maybe most importantly, meet the needs of people and minimize conflict.  In short, a government is the enforcer of fairness, peace, to the people of the country, and the face of strength and courage to the outside.

In Lois Lowry’s novel, The Giver, the Community’s government bends these rules.  Citizens of the Community are over-monitered.  There is no freedom of speech, no choice.  Girls must wear hair-bows until they turn nine-years-old.  This is when children recive their first bicycle.  One could argue that the government is enforcing safety and proper etiquette, but all children should grow up with the ability of expression.  The government cannot stifle that, or take it away.  Furthermore, adolescents cannot choose their profession.  Until they are twelve, they are watched over, every action taken into account by the Committee of Elders.  Then, their job, or "assignment," is chosen for them, not by them.

In light of these factors, I believe that the society in The Giver,  does not conform to or follow these rules.

Science Test Reflection

In science, we have been learning about water.  We have learned a lot, for example, the different currents and oceans.  

For the next science test, I will make more flashcards and have a more distinct plan.  I will devote more time to studying science.  One way in which I will like to improve while writing the test would be by completing the level seven questions. I am kind of pleased with my results, but I know that I should have paid more attention to certain questions.  

Now Would I Live in The Community?

Our world is like a huge melting pot,  full of different countries, ethnicities, religions, personalities, climates.  Take that all away.  What is planet Earth left with?  Jonas' world, which is a colourless mass of land, inhabited by people with the same colourless complexion, and blank, emotionless face.  The Community.
Based on my observations up to chapter 12 of the novel, The Giver by Lois Lowry, I have concluded that the society in which the protagonist, Jonas lives is not "nice" world, so to speak rather a dystopia, where people of the Community do not know anything of their world's past, have no say in multiple aspects, and are "released" when they become too old or as babies are not developing as fast as peers.    There are no deaths caused by old age.
First and foremost, in our world, one can grow up wanting to be a doctor more than anything.  They can pursue that dream if they are focused.  In Jonas' world, it does not exactly work that way.  Almost the exact opposite, in fact!  Based on a child's twelve years of behaviour, actions, they are assigned a role.  
Although this might seem like exemplary organisation on the Community's part, there are certain jobs that are empty, lonely, devastating.  For example, Birthmother.  A woman that gives birth to a new child, only to give it away.  On page 21, Jonas' little sister, Lily, says
"I think newchildren are so cute!" Lily sighed. "I hope I get assigned to be a Birthmother."
"Lily!"  Mother spoke very sharply.  "Don't say that.  There's very little honour in that Assignment."  Living in Jonas' Community would be utterly.. grim.  Our society's children grow up with dreams of what they might be in the future.  It is a given that children pursue their dreams in college or university.  However in the Community, children have no choice.  At the age of Twelve, they are assigned a job.  Imagine having no choice.  That is what children growing up in that world think.     
Moreover, the people of the Community live in a world without colour, without varying climate.  The worst part about this is the fact that the people purely do not know what colour or climate is!  I would not be able to picture what our world would be like, is everything were the same.  The same questions filled my head; How?  Why!  On page 94, is reads:
"It happened,"  Jonas said.  "It happened in the books, but it went away again."
"I'm right, then,"  the Giver said. "You're begging to see the colour red.
"The what?"  This models just how sheltered the people of the Community are.  Imagine not being able to have a choice of something as simple as an outfit, or no choice of paint for your house.  Imagine having so sunshine to play ball in or similarly, no snow to ski or snowboard or sled in.  This is what life in the Community would be like.  
Furthermore, the strictness of the vocabulary.  When I am with peers, we speak over each other, and nobody thinks anything more of it, just the fact that we were talking over each other.  For example, the book reads: "She peddled forward silently, and he knew that she expected him to tell her why.  She expected him to describe his first day of training.  But to ask would have fallen into the category of rudeness," on page 90.  One should have the pure right to speak their minds, not have to apologise for asking something simple as a question!  There are many people that do not have the right to speak their minds, depending on their circumstances.  It is unfair.  Everyone deserves the right to exercise votes or ideas.  Everyone should have freedom of speech.  Imagine having to apologise every time you accidentally spoke at the same time as a peer.
These reasons are just part of the reason why the novel The Giver, by Lois Lowry is an obvious dystopia.  Primarily, the devastating jobs that one could be assigned to.  Second, the Sameness, the depressing, lonely Sameness.  Thirdly and finally, the strictness of vocabulary.  Ask yourself; "Now would I live in the community?"  

Espera, Eu Tem Que Pensar Mais Uma Vez..

"Natasha, o que voce vai ser quando voce crescer?"  A pergunta normalmente me deixo confusa.  Eu 

tem que saber o que eu vai ser quando creser?  So tenho 12 anos!  Mas, neste bimestre no PFL D, nós temos o chance a ver os carreiras que nos podemos fazer no futuro, apenas por ver nossas resultas do o Teste Vocacional.  

Um jeito de escolher uma carreira futura e de tomando o Teste Vocacional.  Esse teste te ajuda a estreitar as suas qualidades.  As respostas taxa suas qualidades, que são convencional, artista, social, realista, investigativo, e empreendor.  Com esses respostas, tem uma lugar aonde voce pode checar quais carreiras voce pode fazer no futuro.
Eu pegou a resposta que eu estou mais convencional.  Isso me deixo com duvidas, por que eu sempre pensei que eu estou mais de uma pessoa visual ou artística.  As minha carreiras possiveis foram treinador de cavalos (Que eu gostaria), banquerio, e piloto de aviōes.  Esses três foram minhas favoritos.

Eu espero para minha vida que eu tenha uma familia, uma educação boa, e tanto faz quando vem para carreiras, tão longo quanto e uma coisa que eu não gosta, mais uma coisa que eu ama, uma coisa que eu quer acordar para na manhas e não quer deixar nas noites.  Eu também prefira se e uma coisa que pode sustentar a minha família e eu.   

How Much Money?

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After finishing our Europe and Contemporary European Issues unit in geography, we returned to making infographics on Piktochart. We got to choose our three countries, one free choice country, one in Europe, and then one in South America. The country of my choice was Burkina Faso, Africa. I chose this country because so far in infographics, I have not chosen a country in Africa. I chose Denmark because I was intrigued to find out the wealthiness of this county, as I was unsure.  I think that these countries have different GDPs for two reasons.  One reason being is that Brazil and Denmark are both developed countries.  This is an indicator that they are wealthy.  In addition, Brazil is a B.R.I.C.S country and also the countries surrounding Denmark are mainly wealthy.  I also know that Burkina Faso is in Africa which is not as wealthy as a continent.  Burkina Faso is also not surrounded by wealthy countries, so through facts and inferences, Burkina Faso is not very wealthy.
In conclusion, I thought that it was interesting to learn about how wealthy a country really is.  What is behind the mask?

Reflecting on Pa'aling, Artificial Leaves, Energy, and Rubber Bands- Reflecting on Science 7

1. Science Investigation Post
1. Investigation Report
2. Based on the investigation report, the things that I will focus on for the science fair, I think that I need to focus on collecting more important and greater amounts of qualitative and quantitative observations. I will do this by recording our experiments so that even if I do miss some information, I can always look back at these recordings.
2. Science Test Post
1. Take out both your tests.  Compare your scores.  Look at your notes.
   I believe that for the reassessment of the second term test really showed for my effort paid off in terms of studying. I made flashcards and studied with friends, family, and even during recess! During the test, I spent 60 minutes writing the test. If I took more than a minute stumped on a problem, then I starred it and moved on. After 60 minutes, I would go back, check my answers, and then try to answer the questions starred.
3. Science Essay Post
1. First Quarter Essay: Pa'aling
2. I think that in the second quarter, I did better managing my time. Since the second quarter essay had very specific time constraints, I felt more pressure, therefore my performance bettered. I am very proud of both my essays, but particularly proud of the second quarter.
4. Science Summative Assessments Post
   
   

   I feel confident that my first semester grade is a five. Although I defiantly had been striving for more this quarter, my first quarter grade weight my final grade down from a 6 to a five.

What Happened BN? (Before Natasha)

Before this unit in humanities, I had frequently found myself wondering what happened in the Victorian Age, in ancient Greece, and in Mesopotamia.  What was life like before the iPhone?  Before any phone at all?  l would find myself wondering what life would be like without "simple" pieces of technology, such as the refrigerator, or Google.  This unit in humanities has allowed me to learn about just that.  In the first part of this unit, we had to choose an invention that impacted society either in a more subtle way that is not thought of as an "invention," for example juries.  On the other hand, you could also choose an invention that impacted society in a louder, more obvious way, like the airplane.  The invention that I chose was democracy that gave a voice to most Athenians.  I chose this "invention," because it is not the obvious choice.  When most people think of the word "invention," what pops up in their minds first, generally lean to the idea of something physical, something tangible.  Democracy is neither of those things, but revolutionised lives all the same.  I thought that this was an interesting way of looking at the unit- to choose something that you have to dig deeper to think about.  The second part of this unit was creating a graphic novel.  Instead of making the graphic novel about democracy, I worked with a peer, Anna Clara, and chose the invention that she had written her paper about, which was the elevator.  I enjoyed this experience, because contrary to what I had predicted, creating a graphic novel was quite hard.  It had to be informative, yet funny.  The frames had to have a sufficient amount of detail, but could not go overboard.  In the end, my partner and I were able to portray what I believe was an interesting story.  

I believe that new technologies produce different outcomes in different societies because of the seed that planted them.  Famous inventors did not just think, "I'm going to invent the car and alter people's lives forever," no.  These people realised that there needed to be a change in the world.  Maybe they realised that horse and buggies were not enough to transport the growing world as they might have before.  If a society is still developing, and an invention as life-changing as the airplane comes, then the invention will thrive, due to the need of help for the society.  If an invention is made in the developed society that we live in today, it will probably not succeed, and if it does, maybe not as noticeably.

I think that technology can change the development of societies because of how big the invention is figuratively, meaning that the invention can be small to hold, but impacts a society greatly.  If a society is not very successful in terms of trade, or economics, and then they receive rifles, the civilisation can hunt animals, and then trade the meat and fur.  The society can then thrive, and invest their money in different, possibly more important things.

This unit has taught me so many different aspects about different inventions and has helped the side of me that has wondered what happened before me grow.

My Research Paper

Geometry Investigations

In math, we are learning about geometry.  This unit has honesty changed my perspective in real-life situations.  Every time that I step over a tiled floor, I think that the length of my step had been 2 by 2.  I have noticed shapes that I normally would not have.  

We have been learning about the pythagoreon therom, corresponding angles, exterior angles, adjacent angles, verticles angles, coplementary angles and right angles (among others.)

1. Which investigation will you be analyzing?

I will be investigating the Polygon Interior Angle Investigation.

2. Did the question and directions in the investigation make sense when you were doing it or did you need help clarifying what to do?  (Did you get stuck along the way, or make any mistakes that had to be corrected?)

           I understood the questions for the most part, but I got stuck on question four, which asked, “Can you write an equation that shows the relationship between the number of sides of a polygon and the total sum of interior angles?”  I was confused by this, but Mr. Hancock clarified it.  At first I had n x 180= __, but then, I got the correct answer, which is (n-2) x 180=__.

3. Explain the pattern or special relationship that you found and explain how this responds to the guiding statement: “Understanding relationships and establishing patterns will help us measure and define physical space.”

(Be clear.  Feel free to paste in images to really demonstrate what you are explaining.    This is your opportunity to explain what you understand about this topic)

I learned about the equation that shows the relationship between the number of sides of a polygon and the total sum of interior angles.  I feel like knowing this has helped my understanding of polygons, because when I see a polygon, knowing this equation, it is just something I know.  

4. Create a math problem that could be used on a test that uses the concept you are explaining in a problem solving situation.  (it could be a word problem, or a diagram with unknown angles, etc.  Try to imagine how this concept could be applied to a ‘real life’ situation, and how it could be tested on an exam.)

Por Gentileza

Nas aulas de português nós trabalhamos num projeto somativo, que tinha duas partes.  Parte um foi o parte escrita e parte dois foi para fazer uma dramatização com uma outra pessoa.  O projeto tinha que usar linguagem formal.

Após este projeto, eu aprendi como usar linguagem formal em um contexto normal, ou se eu estou falando com as minhas amigas.  Eu tambem aprendi quando voce tem que usar linguagem formal versus linguagem informal.  Além disso, eu aprendi situaçōes onde voce poderia usar subjuntivo.  

Eu acho que e muito importante a aprender essas habilidades por que e muito importante a aplicar essas coisas para vida real.  Se voce tem uma reunião para trabalho e voce so entra falando, “Eaí mano, beleza?”, não vai dar certo.  Também, vocé tem que aprender o verbo subjuntivo para não ser tão repetitivo com, por exemplo, nomes.  

Eu acho que a minha dificuldade principal foi o verbo subjuntivo.  Até agora eu tem que pensar um pouco antes que eu usar.  Para mi ajudar, eu vou continuar a estudar essas habilidades para torná-lo mais fácil.  

Eu gostei muito dessa projeto e eu espero que eu pode fazer uma coisa assim mais uma vez!

Teaching Each Other

In geography, over the past few classes, we have been learning about Contemporary European Issues, or CEIs.  We have had to research about a current event in Europe.  Due to the fact that it sounded very interesting, I chose independence movements as my topic.  Throughout the time that we have been researching our topics, we also used a website called Edmodo to send Twitter-like messages to our followers, keeping them up to date about our current event.  I have found this unit particularly interesting because I was able to gain an in depth understanding of my topic, the Welsh independence movements.  I have heard people discussing this topic, but have never taken the time to process the information and research it.  This project has not only given me the chance to gain an understanding of the topic, but I have been able to learn different points of view, for example who is in favor of Welsh Independence Movements, or who is against.
Another interesting aspect of the project was that as well as becoming an expert on independence movements, I was also able to learn about other topics, such as the Kurds, ISIS, Ebola, and even a disease on French wine grapes, called Esca!  We all took on the role of a teacher during this process, informing each other so that we could all learn new things over this time length.
The summative portion of this project was creating a presentation about your topic.  We had to explain our issue for the people who do not follow us, then give different opinions on the topic, including our own.  No two people could use the same presentation format, so at the end of this unit, we will be able to learn fourteen innovative and unique websites to present.  I am using a website called "Tackk."  I have never used the site before, but it is very simple to navigate and understand.  I look forward to seeing new presentation formats, and the applying that to my next projects.
To present, I used a website called Tackk.  It is basically an online poster that allows you to insert images, graphics, and change backgrounds.  There is a variety of both colour and fonts.  For the most part, the website was user friendly and easy to navigate.  I liked the website for this use, but I would not use it again.  I would not because I can just as easily take a poster board and do the exact same thing.
Overall, I have learned so many different, interesting things from this unit.
As stated before, my topic was Welsh Independence Movements.  The problem is that Welsh want Wales to become a more distinct country, both culturally and politically.  Through research, I found out that 3% of a sample group of Welsh people actually want independence.  This amazed me because this 3% of people have made the New York Times, BBC News, CNN, and many other well known