Coding

 What is Coding?

Coding, also known as programming, is the process of designing and building an executable computer program to accomplish a specific task or to solve a particular problem. It involves writing sets of instructions that a computer can interpret and execute. The goal of coding is to create software that performs a desired function or set of functions.

Key aspects of coding include:

1. Programming Languages: Code is typically written in programming languages, such as Python, Java, C++, JavaScript, and many others. Each language has its own syntax and rules that dictate how instructions are written.

2. Algorithms and Logic: Coding involves designing algorithms, which are step-by-step procedures or formulas for solving problems. Logical thinking is crucial for constructing algorithms that efficiently solve a given problem.

3. Problem Solving: Coding often revolves around identifying problems and devising solutions. Programmers need to think analytically and logically to break down complex problems into smaller, manageable components.

4. Debugging: Debugging is the process of identifying and fixing errors or bugs in the code. It requires a systematic approach to finding and resolving issues that may arise during the development process.

5. Testing: After writing code, it's essential to test the software to ensure that it functions as intended. Testing involves running the program with various inputs to verify that the output is correct and that the program behaves as expected.

6. Software Development Life Cycle (SDLC): Coding is just one phase of the software development life cycle, which includes planning, analysis, design, coding, testing, deployment, and maintenance. Each phase contributes to the creation and improvement of software.

Coding is used in a wide range of applications, from developing websites and mobile apps to creating complex software systems for industries such as finance, healthcare, and entertainment. It is a fundamental skill in the field of computer science and is utilized by software developers, engineers, data scientists, and various other professionals in the tech industry. Learning to code can empower individuals to create their own software solutions and contribute to the rapidly evolving world of technology.

Stop Motion

 What is Stop Motion?

Stop motion is an animation technique in which objects or puppets are physically manipulated frame by frame to create the illusion of movement when the frames are played in sequence. It involves taking a series of still photographs or frames, with small, incremental changes made between each shot. When these frames are played in rapid succession, the slight movements give the appearance of continuous motion.

There are various forms of stop motion, including:

1. Claymation or Clay Animation: Characters and scenes are created using clay or plasticine. The animator molds the characters and changes their positions slightly for each frame.

2. Puppet Animation: Puppet characters are moved incrementally and photographed frame by frame. Puppet animation can involve various types of puppets, including those made of wood, foam, or other materials.

3. Cutout Animation: Flat characters or objects are cut out of paper or other materials and animated by moving and photographing them frame by frame.

4. Object Animation: Everyday objects are used to create characters or scenes. The objects are moved and photographed to create animation.

5. Pixilation: This involves using real people as stop-motion characters. The people are posed and photographed in a way that simulates animation.

Stop motion can be time-consuming, as it requires careful planning and meticulous attention to detail. However, it has a unique and charming aesthetic that has been used in various films, television shows, and short videos. Famous examples include "Wallace and Gromit," "The Nightmare Before Christmas," and "Chicken Run." Advances in technology have also led to the integration of stop motion with other animation techniques and visual effects in modern filmmaking.

Still Life

 What is a Still Life?

A still life is a genre of art that focuses on depicting inanimate objects, typically arranged in a composed and deliberate manner. The objects chosen for a still life can vary widely and may include everyday items, food, flowers, household items, or other objects. The term "still life" is derived from the Dutch word "still even," which means "still life" or "motionless scene."

Key characteristics of still life art include:

1. Inanimate Objects: Still life paintings or drawings feature objects that are not alive, in contrast to portraits or landscapes which may include living subjects.

2. Composition: Artists carefully arrange the objects in a still-life composition, paying attention to the placement of each item to create a visually interesting and balanced scene.

3. Attention to Detail: Still life art often involves a high level of attention to detail, with artists focusing on accurately rendering the textures, colors, and shapes of the objects.

4. Symbolism: Objects in a still life may carry symbolic meanings or cultural significance. For example, certain flowers or fruits might symbolize life, death, or abundance.

5. Lighting: The play of light and shadow is important in still-life compositions. Artists may use light to highlight certain elements or create a specific mood.

Still -life has been a popular subject in art for centuries and has been explored by artists from various cultures and time periods. It allows artists to showcase their technical skills, experiment with composition, and convey messages or emotions through the arrangement of objects. Still-life art can be found in various mediums, including painting, drawing, photography, and sculpture.

Oratory

 What is Oratory? 

Oratory refers to the art and skill of public speaking, especially in a formal and eloquent manner. An orator is someone who is skilled in the practice of oratory. Oratory involves the effective and persuasive presentation of spoken words to convey a message, influence an audience, or deliver a compelling speech.

Key elements of oratory include:

1. Rhetoric: The use of persuasive and effective language to communicate ideas and arguments. This involves employing figures of speech, rhetorical devices, and a well-structured speech to captivate and persuade the audience.

2. Delivery: The manner in which a speech is presented, including aspects such as tone, pace, gestures, and overall presence. A skilled orator pays attention to both verbal and non-verbal communication.

3. Persuasion: The primary goal of oratory is often to persuade or influence the audience. This can involve appealing to emotions, providing logical arguments, and creating a connection with the listeners.

4. Engagement: Successful oratory engages the audience, holding their attention and making the message memorable. This can be achieved through compelling storytelling, relevant examples, and a dynamic speaking style.

Historically, oratory has played a significant role in politics, law, and public discourse. Famous orators, such as Winston Churchill, Martin Luther King Jr., and Cicero, are celebrated for their ability to use language effectively to inspire, inform, and motivate people. Oratory is not only about conveying information but also about connecting with the audience on an emotional and intellectual level to achieve a desired impact.

Spotek Words

 What is Spoken Words?

"Spoken words" refer to words that are uttered or vocalized by a person as part of oral communication. It involves the use of the voice to convey thoughts, ideas, information, or emotions to others. Unlike written words, which are communicated through written language, spoken words rely on spoken language, intonation, and other vocal elements.

Key characteristics of spoken words include:

1. Oral Expression: Spoken words are articulated through the mouth and vocal cords. The speaker uses their voice to communicate with others.

2. Intonation: The pitch, tone, and rhythm of spoken words contribute to the overall meaning and emotional expression. Changes in intonation can convey nuances, such as excitement, emphasis, or uncertainty.

3. Contextual Cues: In spoken communication, context, body language, and facial expressions often play crucial roles in understanding the intended meaning of the words spoken.

4. Immediate Interaction: Spoken words allow for real-time interaction between speakers and listeners. Feedback, questions, and clarification can be exchanged immediately.

5. Informality: Spoken language can be more informal and spontaneous compared to written language. It often includes elements such as colloquialisms, slang, and conversational style.

Spoken words are a fundamental aspect of human communication and are used in various contexts, including everyday conversations, public speaking, presentations, storytelling, and more. The effectiveness of spoken communication depends not only on the words themselves but also on how they are delivered, the tone used, and the overall context in which they are spoken.

Schnolle Test

 Administering the test

1. Sit the learner at a desk or table in a quiet space.
2. Provide a piece of lined paper and get him to put their name and the date at the top.
3. Choose what will be an appropriate point to start the test. (See below for guidance) 
4. Dictate each word in turn, saying the word individually, then putting it into a sentence, and finally repeating it. e.g. time  Can you tell me the time?  time
5. Dictate slowly and clearly. Never hurry the learner and repeat the word as often as needed.
6. Continue until the learner has made at least 5 consecutive errors. The official guidelines are 10 consecutive errors, but this can be unnecessarily off-putting for a learner. You will generally see when a learner has reached their limit.
7. Score as explained in the scoring instructions.

Deciding where to start

If you know that the learner can spell words like ‘sight’, ‘mouth’, etc, then there is no point

starting right at the beginning. You will just waste time and energy. If you are testing a

group of learners together, you may have to, however.

Choose a starting point where you believe the learner will be able to cope with the words.

Dictate the first line of five words. If there were no problems with that line, just continue.

When scoring, you credit all the words before that line.

If there were problems with that line, complete the line and then work backward until they

get a line with no errors. Credit all spellings until that point.

Scoring

An easier way to think of it: Add 5 to the first digit (i.e. the ‘2’ of ‘25’). See example:

Learner scored 25. Add ‘5’ to the first digit = 75 = 7.5

Conversion table to convert tenths of a year into months (i.e. spelling age)

.1 = 1 month .6 = 7 months

.2 = 2 months .7 = 8 months

.3 = 4 months .8 = 10 months

.4 = 5 months .9 = 11 months

.5 = 6 months

Example: 7.5 = Spelling Age of 7 years 6 months

Note: People comment that ‘portmanteau’ is a highly unusual word nowadays. However, if

your learner gets that far, you don’t really need to worry too much about his spelling

anyway! The Schonell test (although old) is generally considered to be a very useful, reliable

test of spelling ability and it has the advantage of not being used in the classroom

nowadays.

Retesting

Strictly speaking, you should not re-test within a year of the previous test if you are using a

standardized, normed test. Six months is an acceptable time delay, but it is usually unwise

to retest within six months. Re-test using the B version of the test and alternate each

subsequent time.

Spelling Age = (no. of correctly spelled words divided by 10) + 5

for example: SA = (25 divided by 10) + 5 = 7.5 years

Making Planter Box

 Gardening

A planter box is a container used for growing plants, flowers, or herbs. It is typically a rectangular or square-shaped box with an open top and drainage holes at the bottom. Planter boxes can be made from various materials such as wood, metal, plastic, or concrete. They are commonly used in gardening and landscaping to create defined spaces for planting in areas where traditional in-ground gardening may not be feasible or desired.

Planter boxes are versatile and can be used for various purposes, including:

• Decorative Planting: Adding aesthetic appeal to outdoor spaces, such as patios, decks, or balconies.

• Vegetable and Herb Gardens: Growing vegetables and herbs in a controlled environment, especially in urban or limited-space settings.

• Boundary and Privacy Screening: Creating natural barriers or screens using tall plants in planter boxes to define spaces or provide privacy.

• Indoor Gardening: Allowing people to grow plants indoors, bringing greenery into homes or offices.

• Mobility: Easily moving plants around to optimize sunlight exposure or to protect them from harsh weather conditions.

• Accessibility: Raising the planting level can make gardening more accessible for individuals with physical limitations, such as those who use wheelchairs.

Planter boxes come in various sizes, styles, and designs, making them a popular choice for both functional and decorative purposes in landscaping and gardening.

PD. Term 1. 2023.

 

 Trip to Northland

In the Term 1 2023 school holidays, some of the JBS staff went on a trip to Northland. This trip was one of our PD. I was, in particular, excited about this trip and was looking forward to going on this trip. The main focus of the trip was to learn the wonderful histories of the Northland. I was in search of a New Zealand history for my Inquiry LTP for term 2. So I decided to get on this trip. 

While we were in Northland, we learned numerous histories of the various parts of the region. One particular history that caught my attention was the Kauri Gum Field. The history behind the Kauri Gum Field is as follows below. 

Kauri gum is a resin (a sticky substance) produced by New Zealand’s giant kauri trees. The resin helps protect the tree by filling in holes and damaged areas. Kauri trees can live for more than 1,000 years, so they make a lot of gum over a lifetime. As the trees die and fall, the ground where they grew becomes littered with kauri gum. Over time, this often gets covered by soil or swamps. Most kauri gum is found in Northland.

From the 1840s, kauri gum was exported to Britain and America to make varnish. Later, it was used in linoleum, a floor covering. In the 19th and early 20th centuries, many people headed for the gum fields of Northland, hoping to find gum and sell it. They dug it out of the ground and found it in the swamps. Many of these areas no longer had kauri trees – they were scrublands covered in mānuka.

In the 1890s, it was getting harder to find gum in the ground. People started climbing living kauri trees to get gum. Some cut the trees, to make them bleed gum – but this often killed the trees.

The kauri gum industry continued into the 20th century. In the 1930s, cheaper materials for making varnish were invented. The price of kauri gum fell, and by the 1940s the gum industry was coming to an end.

What has once forested the most part of the Northland has deliberately disappeared. Only a few Kauri trees are left and they are completely protected.

Dalmatians, Māori, and British worked as diggers. They used a spear to find gum and a specially designed spade to dig it up. 

Storekeepers bought kauri gum from diggers. It was then taken to the nearest port and shipped to Auckland, where gum merchants cleaned it, graded it, and exported it. From 1850 to 1900, kauri gum was Auckland’s main export.

By the 1890s, it was getting harder to find gum in the ground. Some diggers began collecting gum from around the base of living trees and using ropes to climb to the forks where the gum was often found.

They also started cutting trees to make them bleed gum. They made V-shaped cuts called ‘taps’ in the trunk, returning months later to get the gum. Collectors used spikes on their boots and two long iron hooks to scale the tall trunks – in much the same way that ice climbers today scale frozen waterfalls with ice axes and crampons. The collectors carried ropes to get back down from the giant trees, which could be up to 50 meters high. It was dangerous work, and lives were lost. One story tells of some loggers finding a rope at the base of a large kauri. They felled the tree, and among the branches found the skeleton of a gum collector who must have climbed the tree and then dropped his rope.

At first, bled gum was seen as a ready new supply, although of poorer quality. However, it was soon clear that the practice was killing trees, and in 1905 it was banned in all state forests.

Storekeepers were the main buyers of kauri gum. They ‘grubstaked’ many diggers – allowed them to buy supplies on credit, on condition that they sold their findings to the storekeeper. Once a week the storekeeper did his rounds, delivering supplies and buying gum.

Gum was laid out at the gum tip – a cleared area, often on a rise so that it received the sun and wind. The gum’s purity was judged, a price was decided and the gum was weighed. Horse-drawn carts and large bullock teams pulled the gum on sleds to the nearest port. It was loaded onto barges, coastal cutters, and steamers, and shipped to Auckland. In the wet months, when Northland’s clay roads were boggy, transport costs often increased and supplies became more expensive.

Gum was unloaded at Auckland’s wharves and taken to the major buyers’ warehouses. It was then cleaned again and graded, ready for export. Gum was exported in boxes made from heart kauri, a high-quality timber that was often used to make furniture at the destination.

In the 1930s cheaper synthetics were developed for making varnish and linoleum. The price of gum fell, and by the 1940s it was a sunset industry. In 1985 a processing plant was built at Kaimaumau, north of Awanui, to extract resins and waxes from kauri chips and dust from a peat swamp, but it had technical problems and closed in 1989.

in varnish, but around 1910, overseas manufacturers began using poorer-grade gum to make linoleum. A market was created for low-grade gum, including small pieces known as gum nuts and chips, and previously worthless scrapings and dust.

New techniques were needed to recover small gum pieces from soil and swamps. Water-filled drums with screens – called hurdy-gurdies – washed away the soil and left behind the gum and bits of wood. Where large areas were dug over, pipes poured muddy water onto screens and sieves, and men agitated the mixture to wash away the soil. It was muddy, wet work. By the 1920s, new machines – basically larger oil-driven hurdy-gurdies, used by teams of men – could process a lot more raw material.

The material that was left after washing – gum, stones, bits of wood and debris – was dried in the sun. Then it was winnowed by throwing it in the air. A breeze carried away the lighter pieces, leaving gum behind. Later, winnowing machines were built, along with machines to separate the gum from worthless material and to clean it. Gold mining techniques were trialed – in the late 1910s a disused Otago gold dredge worked a swamp near Awanui, but without success.

Below is the link that tells the story of our trip to Northland. 

https://tome.app/jbs-a12/whakarongo-ki-te-hikoi-ki-te-rerenga-wairua-clgzkan6v00sb9r3z2t07uz4l