how to be safe when drinking alcohol

Hello readers,

How can you be safe personally at a party with alcohol? 

  1. Make sure that you have good friends around you who can look after you 
  2. trying to set a goal not to have too many drinks for example ” I will only have 3 drinks no more and having friends around that keeps you within that goal that you have set for yourself 
  3.  spacing out your drinks for example having a cup of water between every alcoholic drink or juice.
  4.  Keep an eye on your drink, just in case someone tries spiking it.
  5.  do not accept any drinks from strangers as well (you never know what they could’ve put in your drink)
  6. make sure you’re going home with people you know and make sure it’s the same number of people you started with there.
  7. if you are taking a taxi home always make sure you book it or get it yourself never let anyone else get it for you.

List of 5 – 7 things that should happen to make sure you and your friends are safe if you are the host of the party

  1. Trying to have some parental supervision if you can if not make sure you tell an adult that you are hosting a party 
  2. Try asking all the people there to make sure they have a ride home (with someone who has not been contaminated)
  3.  Make sure to monitor everyone at the party.
  4. make sure to check people before they come in to make sure they didn’t bring any substances of any sort 
  5. don’t force anyone to drink if they do not want to 
  6. don’t offer to refill anyone’s drinks unless they ask 
  7. observe the individuals and make sure they stop when they can’t handle it anymore 

What should you do if a person passes out?

You should put them into the recovery position which

If a person is unconscious, or non-responsive but breathing, they should be placed in the recovery position while waiting for help to arrive  If they are left lying on their back they could suffocate on their vomit or their tongue could block their airway. Putting someone in the recovery position will help to keep the airways open.

To place someone in the recovery position:

1. Kneel beside the person.

2. Straighten their arms and legs.

3. Fold the arm closest to you over their chest.

4. Place the other arm at a right angle to the body.                         

5. Get the leg closest to you and bend the knee.             

6. While supporting the person’s head and neck, gently take the bent knee closest to you and very gently roll the person away from you.
Adjust the upper leg, so both the hip and knee are bent at right angles. Ensure the person is steady and cannot roll.

7. Tilt the head back and make sure the airways are clear and open.

what should you do if things get out of hand?

You should try to not escalate the situation pull the individuals apart and make sure that they get put into separate rooms. end the party and send everyone home and then you could try figuring out what happened after the situation dies down a bit and both the individuals have calmed down.

 

thank you for reading

Safety & Medicine

Hello Readers, today in Health we are just learning about a couple new things below I will put the information.

Main Points:

  1. Taking too much of it 
  2. Taking the wrong medicine 
  3. Mixing up your doses
  4. Accidentally concocting a harmful medicine cocktail 
  5. Not taking Medicine on time 

How to take medication safely:

  1. Read the label 
  2. For capsule medication be sure to take it with water/ You could also crush the medication 
  3. Liquid medication is reliant on your measurements/ Be sure to shake before taking the medication 

How to store medicine safely:

  1. Never remove the label from the medicine container 
  2. Store medication for different people separately 
  3. Do not move medicine from their containers unless you have been told to by your doctor 
  4. Avoid storing all your medicine in the bathroom because it can get humid and warm 
  5. Make sure to keep medicine out of reach of children 

Ensuring Medication Safety for Children:

  1. Follow dosage requirements that are given to you by your doctor 
  2. Make sure the medicine container is always sealed and out of reach of children 
  3. Do not acquaint medicine with candy 
  4. Have the number for poison control ready just in case!

What to do with expired Medication:

  1. You can throw them away/ flush them down the toilet 
  2. You can give it to your local pharmacy if they accept expired medication 
  3. Give them to a hazardous waste collection facility if they accept medication 

Thank you for reading

Pickleball

Hello readers, 

Today in P.E we are writing about how it would be to play pickleball for the first time 

This Is the measurements for the court of pickle ball

Equipment:

  1. Plastic Ball
  2. Paddles
  3. Court

Pickleball is a racket or paddle sport in which two players (singles) or four players (doubles) use a smooth-faced paddle to hit a perforated, hollow plastic ball over a 34-inch-high (0.86 m) net until one side is unable to return the ball or commits a rule infraction.

You should stand on the opposite side of your partner same as you opponents.

 

  • Pickleball is played either as doubles (two players per team) or singles; doubles is most common
  • The same size playing area and rules are used for both singles and doubles
Scoring
  • Points are scored only by the serving team.
  • Games are normally played to 11 points, win by 2.
  • Tournament games may be to 15 or 21, win by 2.
  • When the serving team’s score is even (0, 2, 4, 6, 8, 10), the player who was the first server in the game for that team will be in the right/even court when serving or receiving; when the score is odd (1, 3, 5, 7, 9), that player will be in the left/odd court when serving or receiving.
Two-Bounce Rule
  • When the ball is served, the receiving team must let it bounce before returning, and then the serving team must let it bounce before returning, thus two bounces.
  • After the ball has bounced once in each team’s court, both teams may either volley the ball (hit the ball before it bounces) or play it off a bounce (ground stroke).
  • The two-bounce rule eliminates the serve and volley advantage and extends rallies.
Line Calls
  • A ball contacting any part of any line, except the non-volley zone line on a serve, is considered “in.”
  • A serve contacting the non-volley zone line is short and a fault.
Non-Volley Zone
  • The non-volley zone is the court area within 7 feet on both sides of the net.
  • Volleying is prohibited within the non-volley zone. This rule prevents players from executing smashes from a position within the zone.
  • It is a fault if, when volleying a ball, the player steps on the non-volley zone, including the line, and/or when the player’s momentum causes them or anything they are wearing or carrying to touch the non-volley zone including the associated lines.
  • It is a fault if, after volleying, a player is carried by momentum into or touches the non-volley zone, even if the volleyed ball is declared dead before this happens.
  • A player may legally be in the non-volley zone any time other than when volleying a ball.
  • The non-volley zone is commonly referred to as “the kitchen.”

 

Faults
  • A fault is any action that stops play because of a rule violation.
  • A fault by the receiving team results in a point for the serving team.
  • A fault by the serving team results in the server’s loss of serve or side out.
  • Thank you

Ph levels

Hello Readers, 

Aim:

Why are we doing this experiment?

This experiment aimed to compare the pH levels of common household chemicals to determine which ones are acid and which are base. It also aimed to get information about changes different substances cause in pH indicator colors, helping us to know if the chemicals are acids, bases, or neutral, and to show how useful the various pH indicators can be in numerous applications.

Equipment:

What did you use for your test?

Universal pH Indicator Solution or Universal pH Indicator Paper
Litmus Paper, red and blue
pH Meter (optional, for higher accuracy)
Clean test tubes or beakers.
Droppers or pipettes
Household chemicals include lemon juice, vinegar, baking soda, and soap.
Distilled water (for mixing and washing)
Optional stirring rods
Safety gear gloves, goggles
White tile or paper (to compare the colors)
pH scale chart (to understand results)

Method:

Preparation Take all necessary equipment and chemicals. Ensure all glassware is clean.
Sample Preparation: Transfer small quantities of each of the household chemicals into test tubes or beakers.
Using pH Indicators:
Universal pH Indicator Solution To each sample, add several drops of this solution.
Universal pH Indicator Paper: Place a piece of paper in each of the samples.
Observation: Compare the color change of the indicator against the chart for the pH scale.
Record Results: Record the color changes and the pH levels for each chemical.
Cleanup: Properly dispose of chemicals and clean equipment.

Results

  • Pictures:

  • Results Table

Chemical

Color Change

pH Level

Lemon Juice

Red

2.5

Vinegar

Orange

3.0

Baking Soda Solution

Blue

9.0

Soap Solution

Green

10.0

Discussion
Starting discussion questions 

Why did the colors of several household chemicals change?

Different chemicals indicate different pH values. Universal indicators exhibit different colors for such pH value ranges; each color represents a range of pH values.
How could you tell if these chemicals were acids or bases?

Acidic solutions turned red or orange with the pH indicator, and basic solutions turned blue or green. Color changes reflect either the acidic nature (with very low pH) or the basic nature of the solutions (high pH).

Why could the Universal indicator be more liked rather than the Litmus paper?

Universal indicators show different colors that match different pH values, thus making it easier to determine how acidic or basic a solution is, other than litmus paper, which only indicates whether the solution is acidic or basic without a specific value of pH.

Conclusion

Some of the results did not turn out to be the same, then the reasons might just be wrong measurements of the chemicals, incorrect usage of indicators, or dirty equipment. What could you do to make your science better next time? The accuracy and precision of the experiment could be improved by scrubbing all apparatus clean, using just prepared solutions, calibration of meter when in use, and putting each chemical to several trials. Besides, the possibility of using the most accurate pH measurement tools or its comparison with other kinds of indicators might provide details.

Kate Shepard

Hello Readers,

Today in social studies, we watched a video about women’s voting rights that talked about how women’s rights made their way into the world and how we developed as a country to allow women’s rights.

Kate Sheppard’s Role and the Petition

Kate Sheppard was one of the most significant figures in New Zealand’s women’s suffrage movement. She attained her place by representing the struggle of women to win the right of franchise. Sheppard played a very important role in organizing the Women’s Suffrage Petition of 1893, which was a landmark event in the fight for women’s suffrage.

Organizing the Petition:
Mobilization and Strategy: The result was for Sheppard and the fellow suffragists to strategize on how to attain the largest number of signatures from New Zealand women. The petition was therefore well planned and executed. Sheppard personally collected the signatures while local women were mobilized to aid her in the collection.
Public Engagement: The petition was accompanied by an intensive public outreach campaign. Sheppard and her colleagues spoke at meetings and wrote articles to support their position through the media. This, they did in the hope of convincing women and men to grant women this right.
Execution: The petition consisted of several sheets distributed across New Zealand. By the time the campaign was closed, it had obtained over 32,000 signatures, which was a remarkable number in proportion to the then-New Zealand population.
Social and Political Context in New Zealand During the Late 19th Century

The late 19th century was a period when New Zealand was going through immense social and political changes in terms of:

Social Climate:

Colonial Society: New Zealand was a strictly European, male-dominated society. The women’s sphere of influence was supposed to be restricted to domestic life, and the women were not into too much politics or enjoying many rights.
Progressive Movements: Despite all this, New Zealand had a certain reputation for being socially progressive. With the country already having taken positive steps in other social reforms, the suffrage movement fell on very fertile ground.
Political Climate:

Late 19th Century: New Zealand has seen much reform in this age, whether social or political. The question of land rights is debated, as is the question of labor and an expansion of political rights.
Government Resistance: Of course, there is also opposition from the government, skeptical and even outright hostile towards granting women suffrage. To many of these politicians, women didn’t need to engage in a political life, or such an engagement would amount to an abrogation of the traditional social order.
Challenges Faced by the Suffrage Movement

The suffrage movement confronted some of the challenges which are outlined below:

Opposition: The majority of the political figures and segments of the population opposed suffrage on a variety of grounds. Arguments against suffrage included not only women being unfit to do political jobs but their participation would also destroy stability in society.

Logistical Challenges: The organization of the petition and the rallying of support on a national level presented an enormous challenge on the grounds of logistics. In this regard, the suffragists had to surmount distances and local authorities that were hostile to the cause.

Social Attitudes: Prevailing social attitudes were a barrier. Deep-seated gender norms and prejudices, considering women’s political participation as unconventional or unnecessary, also beset the suffrage movement.

Impact of the Electoral Act 1893

Electoral Act 1893: This was a very important bill.

Women’s Suffrage: This accorded women an opportunity to vote in the parliamentary elections. This was quite a revolutionary move because it made New Zealand the first country to give women the vote to participate in a national election.

Political Impact: The passage of the Electoral Act was a huge victory for the suffrage movement in New Zealand, bringing immense change to its political outlook. It demonstrated a very important factor: that social reform may be won through continuous advocacy and public support.

Global Influence: What New Zealand achieved inspired similar movements in other countries. It placed New Zealand in the forefront of women’s rights, further pushing the global momentum toward gender equality.

Thus, Kate Sheppard’s leadership and the Women’s Suffrage Petition of 1893 finally gave women in New Zealand a historic vote that was the first among the modern countries of the world. In fact, against tremendous opposition, when societal obstacles were thrown out, the successful passage of the Electoral Act of 1893 acted as a landmark, setting an example for other countries of the world on issues of women’s franchise.

You said:
make it simpler pls
ChatGPT said:
ChatGPT
Kate Sheppard and the Fight for Women’s Suffrage in New Zealand
Kate Sheppard’s Role

Kate Sheppard was one of the important figures in the women’s suffrage movement in New Zealand. She is best remembered for organizing a very important petition in 1893 that, with success, helped women acquire their right to vote.

Organizing the Petition:

Planning: Sheppard and her supporters planned on collecting as many signatures from women as possible. They organized a campaign to get the word out and gather support.
Signature Collection: Sheppard herself collected signatures and encouraged other women to do so. They spread the message through public meetings and the press.
Outcome: The petition received over 32,000 signatures, which was a staggering amount at the time.
New Zealand in the Late 19th Century

Late in the 19th century, New Zealand was one state in transition:

Social Climate:

Traditional Roles: This was a very traditional society, and the women’s domestic roles were not often accompanied by great public influence.
Progressive Attitudes: Yet, there was interest in the various social reforms that should benefit the suffrage movement.
Political Climate:
Reform Era: New Zealand was undergoing many changes in debating many social issues.
Resistance: The majority of the leaders and the people were resistant to women’s suffrage because they said it would upset the order of society.
Obstacles Encountered by the Suffrage Movement

The suffrage movement faced several obstacles:

Opposition: Many people and politicians did not support women’s right to vote; they maintained that women were not suited for politics.

Logistics: Getting signatures all over the country, especially from the rural areas, proved to be a challenging task, and they encountered opposition from the local authorities.

Social Attitudes: Prevailing attitudes about gender roles militated against women being able to be considered as political equals.

Impact of the Electoral Act 1893

The most crucial win was the Electoral Act in 1893: finally, New Zealand was the first country to enfranchise women to vote in national elections.

Political Change: For New Zealand, it reflected a major change in politics and showed that it was possible with enough effort being placed into it.

Global Impact: This development, it encouraged other countries to also advance the rights of women, making New Zealand an exemplar in such a struggle.

In gist, Kate Sheppard played an active role in leading the petition for the granting of women’s suffrage in New Zealand. Despite all the odds, her thrusts and the consequent legislation of the Electoral Act 1893 indeed catapulted that country to the forefront of the global struggle for women’s right to franchise.

Challenges & Responses

Hello reader,

For the last term, we’ve been working on a new topic called Challenges and responses. Some things we’ve already done during this term are timelines. For example, we’ve made a timeline on Google Maps, I’ve made a poster about climate change, and we’ve also worked on the Olympics quite a bit.

For today’s activity, we are making a profile almost entirely about someone involved with the Declaration of Independence. I decided to pick Betty Guard, the first woman ever to settle on the South Island. 

This was my climate change blog. 

 

Forces and motion Assessment Task.

Hello Readers,

For the past couple of weeks, we have been working on something called land yachts and this project is an effortless yet kind of interesting project. It would be fun to do with your kids and teach them more about it (etc) but I will tell you more about it below.

Aim:

Our goal for this project/competition was to get the furthest with our land yachts so we had to strategically make our land yachts for them to go the furthest possible. So with my group, we tried to think of a way but couldn’t come up with the best ideas so we asked some people around us and made it kind of similar to others but made our own changes.

Equipment:

  • Plastic bag (we used a plastic apron)
  • Scissors
  • Clear tape
  • Wooden racing base
  • 2x bamboo sticks
  • cardboard
  • Gel Pens
  • Coloured paper
  • Hot glue

Method/Instructions

  1. Gather all of your equipment
  2. Put one of the bamboo sticks into the base
  3. Tape the other smaller bamboo stick across
  4. Tape the plastic to the bamboo stick
  5. Tape the other smaller bamboo stick across
  6. Cut out the cardboard pieces
  7. Tape the cardboard pieces to the base
  8. Make a paper crane
  9. Hot glue the paper crane on
  10. Hot glue any lose bits
  11. Decorate the sides with the gel pens

Results:

Discussion:

Forces Acting on a Wind Racer

  1. Wind Force (Push): The wind pushes against the sail to move the land yacht forward. How strong this force is depends on how fast the wind is blowing and how the sail is angled.
  2. Friction Force (Drag): This force works against the land yacht’s movement. It comes from the wheels touching the ground and the air pushing against the yacht.
  3. Gravitational Force (Weight): This force pulls the land yacht downwards because of its weight.
  4. Normal Force (Support): This force pushes up from the ground, balancing the weight and keeping the land yacht from sinking.

Balanced vs. Unbalanced Forces

  • Balanced Forces: When the forces pushing the land yacht forward and the forces pushing back are equal, the land yacht moves at a constant speed or stays still.
  • Unbalanced Forces: When the wind force is stronger than the friction force, the land yacht speeds up.

Net Force and Motion

  • Net Force: The overall force acting on the land yacht. It’s the sum of all the forces. If the net force is zero, the land yacht keeps the same speed or stays still. If the net force is positive, the land yacht speeds up. If it’s negative, the land yacht slows down.

Strength of Forces at Different Stages

  • Starting: The wind needs to push hard enough to overcome the still friction and start moving the land yacht.
  • Acceleration: The wind keeps pushing harder than the friction, making the land yacht go faster.
  • Constant Speed: The wind push and the friction drag are equal, so the land yacht moves at a steady speed.
  • Deceleration: If the wind slows down or changes, or if the surface gets rougher, the land yacht slows down.

Motion at Different Points

  • Start: The land yacht starts moving when the wind push is stronger than the still friction.
  • Mid-race: The land yacht keeps moving at a steady speed when the wind push equals the friction drag.
  • End: The land yacht slows down or stops if the wind push gets weaker or the friction drag gets stronger.

Variations in Class Results

Results can be different because of:

  • Wind Speed and Direction: Different wind conditions can change how strong the push is.
  • Land Yacht Design: Different designs, like sail size and weight, can affect how the land yacht moves.
  • Surface Conditions: Smooth surfaces have less friction, while rough surfaces have more.
  • Operator Skill: How well someone can adjust the sail and steer the land yacht can make a big difference.

These factors show why land yachts might perform differently even under similar conditions.

Conclusion:

Ours unfortunately did not work because we had mistakenly put everything together on the wrong side and we may have not used the leaf blower to our advantage. My conclusion is that if we built the structure a bit differently we would have definitely gotten farther than we did and if we watched other people using the leaf blower. therefore we would have an idea or two on how to use it.

Thank you for reading my blog please comment down below on anything you think I could work on, thank you 🙂

Goal settings

Term 2 Year Wānanga Goal Setting

Name: Sophia Class:  10RB Term: 2
Greatest achievement from the last term: I would get to school more on time. Most of the time
Subjects taken this term: Hard materials and business 
Hurumanu:
1 English 
2 Social studies 
3 Maths 
4. Science 
5. P.E
6.
What are my learning strengths? What are my learning work ons
Writing and Reading Maths
Academic Goals – Using both the Graduate Profile and the Key Competences write down 2 short-term goals you think are relevant to you for this term and then think of ones you could work on for the whole year.
1 My maths  This term I would like to work on
2 My handwriting  My second goal this term is to
Long Term (whole year):
By the end of the year, I would like to have seen

Improvement in the subjects that I wanna work on
Non-academic goal (can be out of school):
Being a better person
What will my next steps be?
To be a better person I will pray
How will I achieve this?
Im going to try and be consistiant
Wellbeing (spiritual, mental/emotional, social, and physical) – students will be asked to rank 1-4 on how they judge their wellbeing overall and state why it is there. 
                                      1                      2                        3                       4

I ranked my well-being here because

.
End of term 1 reflection

Thank you for reading

Percy Jackson

Hello, we have been reading Percy Jackson as a class today in English. Our teacher has been reading each chapter for us and we are now on the second chapter. Below are the questions we have to answer from Chapter 2 

Chapter 1

1. What kind of school is Yancy Academy?

private boarding school

2. What bad experiences have Percy had on past field trips?

In fifth grade, he accidentally blew up the school bus with a Revolutionary War cannon and got expelled.

3. Why can’t Percy get back at Nancy when she starts teasing Grover on the bus?

Percy is on probation so if he does anything bad, embarrassing, or mildly entertaining, he will get dead by in school.

Why doesn’t Percy get along with Mrs. Dodds?

4. When do you first suspect that something may be unusual/supernatural about Mrs. Dodds?

When she materializes right next to Percy after he gets really angry and Nancy falls into the fountain.

5. In the story about the gods and titans, who were Kronos, and what happened to him after the gods defeated him?

Zeus would chop him up and throw him into Tartarus

6. Why does Percy get angry at Mr. Brunner? How would you have felt in his position?

Percy thought that Mr. Brunner was telling him he was destined to get kicked out.

7. What do you learn about Percy’s home life as he’s watching the taxis on Fifth Avenue?

his mother lives in an apartment uptown, and he wishes he could go there to see her.

8. How does Percy get in trouble with Mrs. Dodds? Do you think it’s his fault?

because he gets so mad his mind goes blank.

9. How have things changed when Percy returns to the front steps of the museum?

They change because the class pretends that there is no Mrs. Dodds.

Chapter 2

1. Why does Percy think the whole school is playing a trick on him?

Because Mrs. Dodds disappears and no one seems to know who she is.

2. Why does Percy decide to study for the Latin exam even though he’s given up on his other subjects?

Because Mr. Brunner tells him that knowledge is the difference between life and death.

3. What leads Percy to believe that Grover and Mr. Brunner think he’s in danger?

He overhears them talking about worry about Percy’s well-being.

4. After the Latin test, what do you think Mr. Brunner was trying to say to Percy? Why does Percy react angrily to Mr. Brunner’s words?

he has potential and is special,

5. How does Percy say he’s different from the other Yancy Academy kids?

Percy is not as rich as the other kids; he also has ADHD and is dyslexic.

6. Why does Percy tell Grover he’s a terrible liar?

it is obvious that Grover lied about there being no Mrs. Dodds

7. What responsibility does Grover claim to have, and why does this strike Percy as strange?

Percy’s protector.

8. How do Percy and Grover end up on the side of the highway?

The bus breaks down.

9. How does Grover react when Percy tells him about the yarn-cutting?

Grover reacts with fear 

10. What does Percy think the yarn-cutting means? Does Grover seem to agree or not?

Grover did not actually give an answer but he looked very sad.

 

Chapter 3

1. Why does Percy leave Grover at the bus station? What would you have done in his place?

Because Grover was scaring him (“freaking him out”), looking at Percy like he was a dead man.

2. Percy says “The best people get the rottenest luck.” How does this apply to his mom?

despite being a good person, she encounters unfortunate circumstances

3. Describe Gabe.

selfish, vain, disrespectful, lazy, and a very impatient man.

4. Why doesn’t Percy tell his mom the truth about Mrs. Dodds and the ladies at the fruit stand?

He doesn’t want to ruin their trip to Montauk and he doesn’t want his mom to worry about him.

5. How does Percy get even with Gabe as they’re loading up the Camaro?

He makes a “warding-off-evil” gesture, a clawed hand over his heart, then a shoving motion.

6. Why is Montauk special to Percy’s mom?

it is the place where Percy’s mother and father met, making it a location of great sentimental value and the starting point of their family’s history.

7. Why does Percy’s mom eat blue food, and why does Percy love this about her?

Because Gabe said once that there was no such thing as blue food, so now she eats as much blue food as possible

8. What new information does Percy learn about his dad as he and his mother are roasting marshmallows?

his father left before he was born

9. Describe Percy’s dream. What do you think it means?

a prediction of what is going to happen in the next chapter.

10. How does the title of the chapter, “Grover Unexpectedly Loses His Pants,” come true?

Grover came so quickly to help that he forgot or lost his pants.

 

Health

It’s wonderful to hear about the various engaging activities you participated in today! Each game you described offers its unique set of challenges and opportunities for growth. Firstly, with the hula hoops game, it’s great that you’re improving and finding your rhythm. Mastering coordination and synchronization with others enhances physical skills (Taha Tinana) and fosters teamwork and cooperation (Taha Whānau), as you and your peers move in sync and support each other.

The human knot game adds another layer of teamwork and problem-solving. Untangling yourselves successfully not only brings a sweet reward but also strengthens bonds within your group (Taha Whānau). The physical movement involved contributes to your overall well-being (Taha Tinana) as it encourages activity and coordination.

Moving on to the play dough game, it’s fantastic that you found joy and relaxation in creating objects related to Wa Hauora. Expressing creativity through art provides a break from routine and allows for self-expression and exploration, benefiting both your mental well-being and sense of identity (Taha Hinengaro).

Lastly, the drawing game showcases your communication skills and ability to interpret instructions. Through active listening and clear communication, you were able to translate descriptions into drawings. This not only hones your artistic skills but also strengthens your interpersonal connections (Taha Whānau) as you engage in meaningful conversations with your peers.

Overall, your participation in these diverse activities contributes positively to various aspects of your well-being (Taha Tinana, Taha Whānau, Taha Hinengaro). Keep embracing these learning experiences and enjoy the journey of growth and discovery ahead! Good luck with your future endeavors!