Flora found in "The Village By the Sea"

Flora

Spider Lily
 Spider Lily is a herbaceous plant, it is a perennial which can reach 61cm in height (24inches). This plant has basal leaves only. Leaves can reach 60cm in length (24inches). Leaves can be as wide as 5 cm (2inches). Each long slinder leaf arches outward and is entire. The flowers have 6 Regular Parts. They are white. Blooms first appear in mid summer and continue into late summer. The very showy flowers face outward from the top of a single stalk. There can be 3 to 9 flowers.



Allamanda
Allamanda, also known as Yellow Bell, Golden Trumpet or Buttercup Flower, is a genus of tropical shrubs or vines belonging to the dogbane family (Apocynaceae).



Casuarina
Casuarina is a genus of 17 species in the family Casuarinaceae, native to Australasia, southeastern Asia, and islands of the western Pacific Ocean. It was once treated as the sole genus in the family, but has been split into three genera.



Ipomoea
The genus Ipomoea is the largest in the family Convolvulaceae, with over 500 species. Most of these are called "morning glories", but this can refer to related genera also. Those formerly separated in Calonyction are called "moonflowers". The genus occurs throughout the tropical and subtropical regions of the world, and comprises annual and perennial herbaceous plants, lianas, shrubs and small trees; most of the species are twining climbing plants.



Mauve
Mauve is a palelavender-lilac color, one of many in the range of purples.
Mauve is more grey and more blue than a pale tint ofmagenta would be. Many pale wildflowers called "blue" are actually mauve. Sometimes mauve can be considered a dirty pink or a shade of purple.
Mauve can also be described as pale violet.
Another name for this color is mallow.



Plumeria or Frangipani
Plumeria (common name Frangipani) is a small genus of 7-8 species native to tropical and subtropical Americas.[2] The genus consists of mainly deciduous shrubs and trees. It produces flowers ranging from yellow to pink . From Mexico and Central America, Plumeria has spread to all tropical areas of the world.In Hawaii, it is grown for the production of leis.



Pandanus
Pandanus is a genus of monocots with about 600 known species. Plants vary in size from small shrubs less than 1 metre (3.3 ft) tall, up to medium-sized trees 20 metres (66 ft) tall, typically with a broad canopy and moderate growth rate. The trunk is stout, wide-branching, and ringed with many leaf scars. They commonly have many thick prop roots near the base, which provide support as the tree grows top-heavy with leaves, fruit, and branches. The leaves are strap-shaped, varying between species from 30 centimetres (12 in) up to 2 metres (6.6 ft) or more long, and from 1.5 centimetres (0.59 in) up to 10 centimetres (3.9 in) broad.



Ixora
Ixora is a genus of 529 species[2] in the family Rubiaceae, consisting of tropical evergreen trees and shrubs. Though native to the tropical and subtropical areas throughout the world, its centre of diversity is in tropical areas in Asia, especially India, Ixora now grows commonly in subtropical climates in the United States, such as Florida. Ixora is also commonly known as West Indian Jasmine. Other common names include: rangan, kheme, ponna, chann tanea, techi, pan,santan, jarum-jarum, Jungle flame, Jungle geranium, and many more. Plants possess leathery leaves, ranging from 3 to 6 inches in length, and produce large clusters of tiny flowers in the summer. Members of Ixora prefer acidic soil, and are suitable choices for bonsai.



Banyan
A banyan is a fig that starts its life as an epiphyte when its seeds germinate in the cracks and crevices on a host tree. "Banyan" often refers specifically to the species Ficus benghalensis, though the term has been generalized to include all figs that share a unique life cycle, and systematically to refer to the subgenus Urostigma. The seeds of banyans are dispersed by fruit-eating birds. The seeds germinate and send down roots towards the ground, and may envelop part of the host tree or building structure with their roots, giving them the casual name of "strangler fig." The "strangling" growth habit is found in a number of tropical forest species, particularly of the genus Ficus, that compete for light. Any Ficus species showing this habit may be termed a strangler fig.



Jasmine
Jasmine is a genus of shrubs and vines in the olive family (Oleaceae), with about 200 species, native to tropical and warm temperate regions of the Old World. Most species grow as climbers on other plants or are trained in gardens on chicken wire,trellis gates or fences, or made to scramble through shrubs of open texture. The leaves can be eitherevergreen or deciduous.

Indian Food

Chapati
Chapati is an unleavened flat-bread (also known as roti) from the Indian subcontinent.


Ingredients :
3 cups
1 1/2 teaspoon
1 tablespoon
1 cup
Fine wholemeal flour or roti flour
Salt or to taste
Ghee or oil, 



Paratha
Paratha is an Indian flat-bread which is originated in the Indian subcontinent. Paratha is an amalgamation of the word “parat” which literally means layers of cooked flour.


Ingredients :
Five eggs
2 cups of wheat floor.
1 chopped capsicum.
Chopped fresh coriander.


Two chopped onions.
1 tablespoon red chili powder.
Cooking oil according to you and probably two table spoon.
Also clarified butter and ghee.



Puttu
Puttu is a culinary specialty in Kerala. It is also popular in certain areas of Sri Lanka and Tamil Nadu. It is made by steaming moistened rice powder.


Ingredients :
Raw Rice(Pachari) - 1/2 kg

Coconut - 1/2 of one

Water - to sprinkle

Salt



Roti canai
Roti canai is a type of flat-bread found in Malaysia, often sold in Mamak stalls. It is known as roti prata  in Southern Malaysia and Singapore, and is similar to the Indian Kerala porotta.


Ingredients :
1-1/2 cups ( 10oz or about 300 gms) all purpose flour

1/2 cup ghee (clarified butter)

1/2 cup water, give or take few tablespoon.
salt to taste



Curry chicken
Chicken curry s a common Punjabi cuisine dish popular in South Asia, Bangladesh, East Asia, as well as in the UK, the U.S. And Caribbean. A typical curry consists of chicken in an onion, tomato, and yogurt-based sauce, flavoured with ginger, garlic, chillies and a variety of spices, often including cumin, cinnamon, cardamom. Chicken curry is sometimes made with pre-made curry powder. Milk is sometimes added to decrease the spiciness.


Ingredients :
1 1/2 lb boneless chicken thigh and/or breast

2 lemon grass

6-8 pieces kaffir lime leaves

1 1/2 inch galangal

1/2 lb fresh red chili

5 shallots

1 cup coconut milk

1 tablespoon lime juice

Salt to taste

1 inch ginger

6 candlenuts

1/2 inch fresh turmeric

1/4 teaspoon belacan



Indian omelette
An Indian Omelette is a version of the omelette found in Indian cuisine. Its main ingredients are eggs, herbs, tomatoes and spices that vary by region.
The omelette commonly includes finely chopped green chili peppers and onions (or shallots), finely chopped fresh green coriander, salt and jeera. Variations include grated coconut, groundblack pepper, curry leaves, and finely chopped tomatoes. Grated cheese may also be added. The egg mixture is whisked until fluffy and then cooked on a skillet. Usually the skillet is not warmed much before the mixture is poured in and it does not immediately solidify. The stove is usually turned on right before the egg is poured in.

Ingredients :
1 teaspoon vegetable oil
1 spring onion, sliced finely
1 medium red onion, chopped
1-2 green chilies, chopped fine,to taste
2 cloves garlic, finely chopped
1/2 inch gingerroot, finely chopped
salt
1/4 teaspoon turmeric
1 teaspoon ground cumin
1 teaspoon ground coriander
2 eggs, beaten
freshly chopped coriander
freshly chopped mint
3-5 drops lime juice



Butter chicken
Butter chicken is an Indian dish from Punjab, popular in countries all over the world. The origins of butter chicken can be traced back to Delhi, during the period of Mughal Empire. Butter chicken is usually served with naan, roti, parathas or steamed rice. It is also confused with Chicken tikka masala.


Ingredients :
1/4 pint/150ml natural yogurt 
2 ounces/50g ground almonds 
1 1/2 tsp chili powder 
1/4 tsp crushed bay leaves 
1/4 tsp ground cloves 
1/4 tsp ground cinnamon 
1 tsp garam masala 
4 green cardamom pods 

1 tsp ginger pulp 
1 tsp garlic pulp 
14 ounce/400g can tomatoes
1 1/4 tsp salt 
2 pounds/1kg chicken, skinned, boned and cubed
3 ounces/75g butter 
1 tbsp corn oil 
2 medium onions, sliced 
2 tbsp fresh coriander, chopped
4 tbsp cream

Child Labour In India

Child Labour

Introduction
Child labour is a big issue and it is worth investigating. The reason that children are forced into labour and not go to school, concerns many people. India is the largest nation that faces the problem of child labour. It is estimated that 60 to 115 million of children are working. It is the highest number of child labour in the world.

What is child labour?
Child labour is when a child, usually between 6 to 14 are working. Child labour is an illegal act and according the child labour law in India, no child below 14 years old can be employed. But the results still shows that India has the highest amount of number of child labour.

Why is there child labour?
Due to my research, 44 million children are force to work. Many children have to work to help their families and some families expect their children to continue the family business at a young age. Some of them have to work to make a living for his/her family. Some work because they don't want to go to school.

My point of view
I think that children should have an opportunity to go to school and learn. Learning is fun and I believe that children should have a chance to learn and not go to work at factories. Working in factories are taking away children childhood.

I also believe that learning in school is very important. Imagine if a person without knowledge, can he make a living, especially at this generation where jobs are very hard to find. I will be very make to make a living and will be very poor. But if we have knowledge, we can find jobs easier and make a living. Who wants to be poor?

But at this time, a lot of children in India are very poor and their parents depend on them to make a living for the family. So I think that we must help them, especially the government. Instead of letting them working, I think we should provide them a living and also provide the children education. As I said above, education is very important.

But after I read the book, “Village by the Sea”, I think that letting children to work is not a bad idea after all. Because of reality, some people are born in a rich family, and some are born in a poor family. So, the people that are born in rich families can afford to go to school and the poor cannot. According to the story, Hari, a 12 year old boy, went to work in Bombay and after that experiences, we because a new person. He became more smarter and learn how to plan. He is no longer a boy, he became a young man.

But, overall. I still think that going to school is much better. Going to school will have a bright future, while going to work will also have a bright future, but not as bright as going to school to learn.





Point of view of the Human Rights Organization

The Human Rights Organization thinks that children should have some lesson. The lessons are intended for ages 12-15 (grade levels 6-8).

The lessons are intended to enhance students’ knowledge and understanding of child labor issues internationally, to develop skills in organizing and using the information contained in the Fields of Hope web site and other sites devoted to child labor, and to foster attitudes of social responsibility.

Expected Learning Outcomes
1. Knowledge: Students will be able to:

1. Define child labor and distinguish between abusive child labor and allowable work for children.
2. Describe reasons why child labor is a problem.
3. Understand the contributing factors that lead to the existence and spread of child labor, and the reasons why many working children are not in school.
4. List the health dangers to which child laborers are exposed.
5. Discuss ways to end child labor.

2. Skills: Students will be able to:

1. Read, assess and contribute to information on a multimedia web.
2. Organize and use information gained from pre-selected Internet-based sources.
3. Write a fact-based letter, newspaper article, editorial or story about child labor.
4. Participate in an interactive web-based discussion.
5. Assess the strengths and weaknesses of real-life program interventions.

3. Attitudes: Students will have an opportunity to:

1. Communicate their own beliefs, feelings and convictions about child labor.
2. Assess the value of their own opportunity and right to education.
3. Understand the importance of citizen action in a local and international problem that affects children.

These information above are taken from http://www.hrea.org/erc/Library/fieldsofhope.pdf .





India government point of view

From the time of its independence, India has committed itself to be against child labour. Article 24 of the Indian constitution clearly states that "No child below the age of fourteen years shall be employed to work in any factory or mine or employed in any hazardous employment" (Constitution of India cited in Jain 1985, 218). Article 39 (e) directs State policy such "that the health and strength of workers . . . and the tender age of children are not abused and that citizens are not forced by economic necessity to enter avocations unsuited to their age or strength" (Constitution of India cited in Human Rights Watch 1996, 29). These two articles show that India has always had the goal of taking care of its children and ensuring the safety of workers.

The Bonded Labour System Act of 1976 fulfills the Indian Constitution’s directive of ending forced labour. The Act "frees all bonded laborers, cancels any outstanding debts against them, prohibits the creation of new bondage agreements, and orders the economic rehabilitation of freed bonded laborers by the state" (Human Rights Watch 1996, 30). In regard to child labour, the Indian government implemented the Child Labour Act in 1986. The purpose of this act is to "prohibit the employment of children who have not completed their 14th year in specified hazardous occupations and processes" (Narayan 1988, 146). ILO convention No. 138 suggests that the minimum age for employment should not be less than fifteen years, and thus the Child Labour Act of 1986 does not meet this target (Subrahmanya 1987, 105).

A recent advance in government policy occurred in August of 1994, when then- Prime Minister Narasimha Rao announced his proposal of an Elimination of Child Labour Programme. This program pledges to end child labour for two million children in hazardous industries as defined in the Child Labour Act of 1986, by the year 2000. The program revolves around an incentive for children to quit their work and enter non-formal schooling: a one hundred rupee payment as well as one meal a day for attending school (Human Rights Watch 1996, 119-120). Where the funds for this program will come from is unknown. The government needs eight and a half billion dollars for the program over five years, and yet "about 4 percent of the five-year estimated cost was allocated for child labour elimination programs in 1995-1996" (Human Rights Watch 1996, 120).

All of the policies that the Indian government has in place are in accordance with the Constitution of India, and all support the eradication of Child Labour. The problem of child labour still remains even though all of these policies are existent. Enforcement is the key aspect that is lacking in the government’s efforts. No enforcement data for child labour laws are available: "A glaring sign of neglect of their duties by officials charged with enforcing child labor laws is the failure to collect, maintain, and disseminate accurate statistics regarding enforcement efforts" (Human Rights Watch 1996, 131). Although the lack of data does not mean enforcement is nonexistent, the number of child labourers and their work participation rates show that enforcement, if existent, is ineffective.
Information taken fromhttp://www.karmayog.org/childlabour/childlabour_17897.htm

Term 1 results

Hi again. I am not maintaining my blog recently, because I have a lot homework and project to complete. I am very busy lately, but I am still going to update my blog and publish new post.

Well this week is term 2 week 1. And the result of the term 1 test had been publish on the Internet. But because I was very busy at day, that I only see my results at night. By the time I saw it, my father and mother had already saw it.

My MSG was 2.14. It was very unexpected. I though that my MSG would be 3 or above but I came out quite well and I was very happy with it. I score...

A1 in Infocomm Study
A1 in Maths
A1 in Chinese
B3 in Science
B3 in Humanity
B3 in English
B4 in Malay

As a Malaysian, I was not happy with my Malay results. I will work more harder to improve, especially in Malay and English. I also like to improve in my Science and Humanity.

So my term 2 MSG targets are...

Inforcomm Study A1
Maths A1
Chinese A1
Science A2
Humanity A2
English A2
Malay B3

If my term 2 test results are all of these above, my MSG would be 1.71. I will work very very hard to improve and to reach my targets.

P.S. Please post comments on my blog, in the chat box

Online Lesson Task (Visual)

The similarities and differences of Lamb to the Slaughter and The Way up to Heaven

Hi everyone. Today I am going to tell you about the similarities and differences of Lamb to the Slaughter and The Way up to Heaven. Before I start, I have read a lot of blogs and I have found out that they have already published "The similarities and differences of Lamb to the Slaughter and The Way up to Heaven" that our LA teacher, Mrs Anu ordered us to post to get ACE points. I am way behind time, I must publish it quickly...

Let me tell you the similarities first. The similarities of the two stories are that in the end both husbands died and the theme of the stories are the same " lying and deception ". In Lamb to the Slaughter, the story begins by showing that Mrs Maloney is a prefect wife and she loves her husband very much. When her husband told her that he was going to leave her, she could not take the truth and was very angry. She took the leg of the lamb in her hand and smash it on his head. After that, Mrs Maloney was emotionless. She pretended to be innocent and at the same time she was making the officers eat the evidence, the leg of the lamb that was used to kill her husband. The officers fell for Mrs Maloney act. They felt pity on her and at the same time, eating the evidence. This act shows that Mrs Maloney was a very evil woman, a dangerous woman.

For The Way up to Heaven, The story is about Mrs Foster, a person who does not love to be late, letting her husband died in the lift that was located in their house. Mr Foster likes to irritate Mrs Foster by trying to delay her from going to somewhere as much as possible and by keeping her waiting. All in Mrs Foster life, his husband has been irritating her a lot. Then one day, Mrs Foster was going to France to visit her daughter and grand children. Mr Foster took his sweet time to do everything and tried to use all sorts of methods to delay Mrs Foster. When they were in the car, Mr Foster suddenly said that he could not find a present for his daughter and went into the house again to find it. Suddenly, Mrs Foster then notices the present was tucked down the side of the car seat.

She quickly went into the house to inform Mr Foster. But when she reached there, she found out that her husband was trapped in the lift. When she heard that, she closed the door and took a taxi to the airport. After having fun with her daughter and grand children, she went back to her house. When she stepped into the house a nasty smell was all over the house. Knowing that her husband had already died, Mrs Foster phoned the repair man to repair the lift.

Then two stories show a same theme, "Lying and Deception". Now for the differences. I think the differences between the story are how the husband were killed and how did the husband treated the wife. In Lamb to the Slaughter, Mrs Maloney killed her husband by using a leg of a lamb. Her way of killing was a non-pain kill , whiile in The Way up to Heaven, Mrs Foster killed her husband in a cruel way. She killed her husband little by little and Mr Foster had a very painful time.

The other difference is that in Lamb to the Slaughter, Mr Maloney only gave Mary a bad time for a few minutes, while in The Way up to Heaven, Mr Foster always irritates her wife.

These are the similarities and differences of Lamb to the Slaughter and The Way up to Heaven.

Opinion on LA Lessons

Hi everyone. Today, I am going to tell you about my opinions on LA lessons. Almost everyday I have LA lesson. I have LA lesson on Mondays, Tuesdays and Wednesdays and have LA tuition on Thursdays.

Every lesson of LA is very interesting, because I am not good in the subject and I hope to learn more. I also hope to pass my LA test, but for the first test, I got E8 for my comprehension and I was not quite happy with the result. So, from that day, I promised to work harder to improve in my studies. I also stopped comparing with others, because comparing with others, make me more stressful and I kept worrying about my tests.

I took my father's opinion and stopped comparing with others. I will work more harder to catch up with the standard here in Singapore. But, sometimes when I read comprehension. I can fall asleep. I takes me quite a long time to read the comprehension and I must read a few times as a cannot understand the comprehension easily. How can I improve in understanding the comprehension?

I also think that the lessons are quite fun. There was once at the LA tuition, Mrs Anu gave us card and we are supposed to join them back together. It was really fun. I hope Mrs Anu will give us more of these fun activities, but the activities must have the ability to improve me in the subject LA, because I think if we have just fun without learning anything, it is a waste of time.

These are some of my opinions on LA lessons. I hope I can do well in the examination.