Wednesday 24 March 2021

Treaty of Waitangi (Social studies essay)



Write your essay here!

Introduction


In the course of the 1800’s, the Treaty of Waitangi had been introduced to New Zealand. The causes of the Treaty being introduced was to institute peace amongst the Māori and the British including the settlement of the colonisers. A key sequel of the Treaty was that land ownership created many problems for race relations. For Māori, land was integral to their culture and pre-Treaty land purchases were to be re-examined. The significance of the Treaty is that it prevented things from getting any worse, mainly land trading and settled all disagreements between the two races.

Paragraph One


During the 1800s period, the war of Muskets occurred causing hitches to take place all over Aotearoa. One example for this complication is the Ngapuhi tribe located in the northern region of the Bay of Islands. The war between the Ngapuhi tribe elongated further north and south causing over 20,000 residents to lose their lives. Not only that, the Ngapuhi tribe influenced every other sovereign state in Aotearoa to trade their essentials for muskets. Sovereign states also had to defensively fight for their land as the boundaries rapidly increased between the tribes around the country. This shows that the muskets not only caused people to lose their lives, but caused unsettling problems between the different tribes in Aotearoa. Therefore, a treaty was needed to settle the complications that traveled throughout Aotearoa and all sovereign states to act ethical towards each other.

Paragraph Two

Notwithstanding the Muskets war, another ongoing issue that followed was the whalers. There are many examples for this situation, but Kororareka is a good example as both whalers and commotion occurred there. Kororareka is known for the history of whaling. The whalers included Australia, The United States of America and France but the majority of the whalers were from Britain. Whilst on a mission, whalers had side issues with each other. Prostitution, serious drinking and physical activities took place on land as Kororareka was a lawless port. The whalers were only allowed out in the water for months at a time hunting dangerous creatures including the sperm whale. Drinking was a common thing for whalers to do as they were away for quite some time. Prostitution and fights were also habitual to these men. Missionaries and local Maori were worried about the activities the whalers were executing. In order for the whalers to live on land, they needed the protection of Maori. This led to marriages between Maori men and Pakeha Woman and trading for muskets. Kororareka was then known as the “Hell Hole of the Pacific”. This actively demonstrates that the Whalers were negatively impacted while they were at sea. To sum up everything that has been stated so far, a treaty was needed because of the drawbacks the whalers caused on land.

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Throughout the early decades of the 19th century, British Protestant together with French Catholic missionaries arrived in New Zealand intending to permute Maori from their religion. An example is the correlation between the Maori and missionaries. The domination of religious people and others who committed to elevating human welfare were just as salient in Britain. This assisted in forming a humanitarian British Government policy directed at New Zealand. Missionaries introduced new technologies such as farming equipment and methods in conviction that the British way of life would help convert them to their religion. The first conversion of Maori to Christianity did not occur until 15 years after the arrival of the Missionaries. Missionaries also introduced reading and writing in Te Reo to the Maori. Parts of the bible were printed in Maori and by 1840 over 3,000 versions to Christianity mainly located in the Bay of Islands. The Missionaries were concerned about the integer of Maori being killed and enslaved as a result of the musket wars. They were alarmed of the lawless and aggressive behaviour of the Pakeha sailors. The missionaries were agitated about the impact of large land sales taking place all over the country. This actively exemplifies a variety of situations that transpired around the time the Missionaries settled in New Zealand. 

Paragraph Four


Last and foremost, the openness to change. This also played a huge part in why a treaty was installed between the British Crown and Maori. The declaration of independence was one of the main pivots throughout the 1840’s. A number of Maori chiefs travelled all around the world and settled in Asia, Europe, North America and Australia. During this time, relationships between the Maori and the British crown started configuring. In 1820, two Ngapuhi chiefs departed off to England to meet King George IV. 1831 was a time of growing lawlessness amongst sailors and escaped convicts from New South Wales. 13 northern chiefs asked King George for formal protection. Four years later, the declaration of independence settled all ongoing issues in New Zealand. 34 northern chiefs signed the document alongside a further 18 chiefs that signed later on in July. The British acknowledged the declaration of independence by confirming it as an official document in 1836. 1840 was the time of trading. This was also another reason for why the treaty came about. New Zealand soon developed high quality timber for boat building which followed the British deficient flax fiber to make ropes. The timber was ported to Britain and Australia. For Europeans to protect their trade interest in New Zealand, they needed to trade. They ended up trading pork and potatoes for essentials from the British. One enterprising Maori farmer, Rawiri Taiwhanga, who later signed the treaty was endowing milk and other dairy products. These changes were important and had an undeviating bearing on the signing of the treaty. This laboriously indicates that the treaty was needed for many reasons. The treaty was installed because Maori strongly believed that they could retain control over and take best advantage of their changing world.

Conclusion


In the final analysis, a treaty was needed for many inducements comprehending the Openness to Change, Missionaries, Whalers and the Muskets War. The main reason for a treaty being installed was because of the ongoing circumstances that took place all over New Zealand. 

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Maths Study Notes → Number

 Study notes → Number 

Today in mathematics, we are auditioning how to improve our classifications by developing study notes apropos to NUMBER. 

Multiples: Multiples are found by multiplying the number and any integer. For specimens, multiples of the number 6 are: 6, 12, 18, 24, 30, 36, 42, 48, 54, 60.]

Factors: A number that can divide and multiply by itself but can als be numbers that contribute to a result.

Prime number: A number that can only be divided by itself. 

Highest common factor (HCF):  A number that both values allotment. 

Lowest common multiple (LCM): Lowest multiple of a number


Order of operation: 

Bedmas

Exponents 

Division 

Multiples 

Addition 

Subtraction 


Rounding: 

Rule:→Left to right (5+) (4-)

Examples:

645 → 640

7.39 → 7.4


Standard form: 

Rule: Number MUST be between 1-9  x 10 and depending on the amount of time you move the decimal point that id the power. 

Examples: 

39000 → 3.9000 x 10 (power 5)

0.00045 → 4.5 x 10 (-4)


Converting fractions into decimals: 

Rule: Divide the numerator by the denominator.

Example: 

⁴/₅ as a decimal is 4 ÷ 5 = 0.8


Percentage of mean: 

Rule: Divide or times by the value.

⅗ of 400 = (400 ÷ 5 = 80) (80 x 3 = 240)

10% of 600 = (600 ÷ 10 = 60)


Ratio

Rule: 

Example: 

Share $60 into 2:3 

Step 1: Faction > 2:5 (2 + 3)

Step 2: ⅖ of 60 (60 ÷ 5 x 2 = 24)

Step 3: ⅗ of 60 (60 ÷ 5 x 3 = 36)

Step 4: New Ratio 24:36 


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Wednesday 18 March 2020

Akomanga Kaihanga - INTRODUCING TEAM DONCORN

Kia ora & Greetings to you. Once again, welcome to my blog. My name is Maya and I am a PBL currently attending Tamaki College. 

These past few weeks, I have had the wonderful opportunity in working on projects with people from the outer community and also have the privilege to be apart of the Akomanga Kaihanga class. We are also knows as “The Creative Class” where we take learning from both in school and out in community and put into action. Our class have been working on projects we all debated on earlier this term. I was put in a group along with five lovely team members named Kingston, Mafi, Tata, Jaylim, and Poiva. Together we are known as Team DonkCorn ( resembling Donkey’s & Unicorns ). It took us quite a while to negotiate what idea we thought would be best and over time, we realized it was the one! So, We decided to go out of the loop and unpack domestic violence in families around Tamaki. 

To raise awareness of what we do, we’ve held two events on Maybury Reserve where we have free food, games, and people who’ve experienced violence in homes to talk to. We decided that this would fit in perfectly with the community because, family violence isn’t always at home, most of the time its in public. Our project has been on the run for three weeks now and this up-coming Saturday is our last week. What we are trying to do is raise awareness of why domestic violence in families is a big problem.  

Our goal is to help prevent. reduce the amount of violence at home. Not only that but another goal for us is to help the community think of others as their family members so that violence wouldn’t be as bad as you think nowadays.

When it comes to my project, I always look at it with fresh eyes and think of it as an emphatic thing I’ve done. Our project is coming to an end and at times it gets frustrating because there a quite a few things we need to make sure we have fulfilled before we end it. Next term, My group and I are planning on continuing our project but with a plot twist affixed to it. We haven’t decided what it is we’ll do exactly, but hopefully it’ll be something that links with the community. 


Monday 18 November 2019

Maths - Week 6


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Thursday 14 November 2019

Copycats Maths

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Tuesday 12 November 2019

Pandemic - Cooper Learn / Create Activity


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Monday 11 November 2019

Smart Footprint

Smart learners are creating a positive digital footprint. 

* Your digital footprint is what you leave online. Bad or good, it's a part of your digital footprint.!
* Sharing content that your whanau, others and yourself will be proud of.
* Understand the differences between private and public information.
* Thinking about how you advertise yourself is good because it gives people whether the good/bad impression of who you are.
* Managing your online reputation is very important.
* Be kind online and stop all the negative things that are happening.
* Your digital footprint is what you leave online. Bad or good, it's a part of your digital footprint.!
* Be aware of what you post online.

Being cybersmart empowers us to become confident decision-makers when they share and interact online and helps create a positive digital footprint. Always remember whatever you post online, even if you determine to erase it from your page, others can dig deep for it. Whatever you post online, will always remain online even if you remove it.
Image result for cybersmart

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