Monday, May 31, 2010
SCEGGS School (Sydney Church of England Girls Grammar School)
Another brand new experience for me was going to an all girls school; I grew up going to all co-ed schools and enjoyed every minute of these experiences. I believe that going to a school that had both males and females in it allowed for me to learn more about how these two genders interacted with one another. But I liked how the principal stated it that, by having an all girl’s school the girls are more focused on their studies rather than with boy they like in a particular week. This has also helped with the higher test scores and grades from all the grade levels. While watching the girls come into the assembly I noticed that they all had their hair up and were all wearing a similar but different uniform. It then came to my attention in the meeting with the principal that it is a rule for the girls to wear their hair up because it makes it look neater, also the different uniforms represent the different houses that the girls belong to, like in the Harry Potter book series. I felt like a sore thumb because as a group we all stood out compared to the girls of the school, we were all wearing jeans and different tops but also had our hair down, which would be against the rules. It was interesting to see all the different types of education that the students learned at a young age. The school starts its kindergarten students into a foreign language, French, so that they are more diverse later on in life. It was also great to see the primary school students learning multiplication skills/factors from year one and up. One of the teachers made a great comment about why this was; they [the students] are learning how to count, skip count, and count by numbers, so why not start them learning these multiplication skills. I totally agree with her, and felt that I am not as educated at a young age about items that I would be using later on in life. Where I grew up the school you attended was determined by district lines that were drawn out by the city. But this school was quite different, students came from all over the Sydney area to attend and would take any means of transportation to get there. It was also interesting to hear about how the different years get students, from kindergarten to year three has only one classroom for the entire grade, but one the students hit year four and up there are two classrooms per grade and the school takes in double the students from around the city.
Sunday, May 30, 2010
Gawura (St. Andrew's Catholic School) and Ceremony
Gawura (St. Andrew’s Catholic School) and Ceremony
It was a real treat being able to go into a real school in Sydney that had a focus on the aboriginal children. Walking into the school I felt very much under dressed because all the students are wearing uniforms and the faculty members around the school were all wearing suits or dress attire. I also felt as though I did not know how to use the public transportation as well as some of the students walking into the school. Students in Australia are taught at a very young age how to use the public transportation system to get to and from school and other activities. While going up the lift (elevator) it was interesting to see all the information that was presented on televisions in the lift (elevator) showing school events and information. I thought this was a unique and interesting way to have students become more informed and involved in school activities. As we walked out onto the upper level play ground area, it was great to see all the vibrant colors and murals that were painted in the areas that would normally be a dull dark colour. Once we walked into the actual classroom it was great to see all the colours and piece of information that were on the walls and around the room. The classroom was very inviting and welcoming, even though the lights we not working at their full level. Looking around the room I noticed a lot of similarities and differences from schools in the United States that I have been in and that I have observed in. The pictures of landmarks (Sydney Harbour Bridge) and word walls were items I have noticed in a lot of younger age level classrooms to being to show information about the town or area the students are from and familiarize them with different artifacts. It was wonderful to here the aboriginal students welcome us (the visitors) in their native language and talk to us in a way that was warm and welcoming. It was interesting to see each student who talked move to the front of the classroom and stand up. I have never seen this in the United States, but believe it could help many students with different tasks, for example it could make students more comfortable talking in front of a group of students or it could also make students learn the proper ways to talk and communicate while in a group. Being able to have a student read a book to me was a wonderful experience and it was very rewarding to not only hear the students read but to also see where they were on the spectrum with other students in the classroom. The student that was reading to me was skipping over words and pages, while the student in front of me was reading and explaining in more detail the facts about his book. This was interesting to see because all the students were learning and working together but also at different levels. It was great to see that the students were learning how to spell words that are different from those in the United States; for example colour vs. color, organise vs. organize, and snale vs. snail. It made me feel a lot more welcome when I saw this because the students and teachers were willing to take time to learn more about us and our culture.
The Aboriginal & Torres Strait Islanders Veterans was nothing that I expected. Granted I was not really sure what to expect when I read the schedule, but it was great to see it and experience something else from the aboriginals, since we could not participate in Sorry Day. It was unfortunate that we could not hear everything happening at the very beginning of the ceremony, but what I was able to hear touched my heart in a way I was not expecting. Hundreds of thousands of aboriginals fought for Australia in World War I, even if they were not registered to fight; they were willing to die for the country they called their own. A part of the aboriginal culture that I have picked up on is the importance of the Earth and to thank the area and the people for letting them stay at a location for an extended period of time. There was a smoking ceremony that took place that cleansed everyone in attendance and those around the site so that there was only good energy in the area. I was not expecting to see as many distinguished guests in attendance as I did, I think this is because I feel like some “holidays” are celebrated once and once the day has passed so has the holiday. But this was not the case for the Sorry Day events, because I believe that this event was in many ways related to Sorry Day. I liked how over the Sydney Harbour Bridge there was no longer just the Australian National flag flying over the bridge, but there was also an aboriginal flag flying in the wind. This shows me that some people are involved in the events of aboriginals and that some people are not as interested or involved. The young children who performed original tribal dances did a fabulous job of showing the culture of the aboriginal people and what they valued. Again, each colour that the aboriginal dancers was representative of their tribe and their native people who were at one time taken from them.
It was a real treat being able to go into a real school in Sydney that had a focus on the aboriginal children. Walking into the school I felt very much under dressed because all the students are wearing uniforms and the faculty members around the school were all wearing suits or dress attire. I also felt as though I did not know how to use the public transportation as well as some of the students walking into the school. Students in Australia are taught at a very young age how to use the public transportation system to get to and from school and other activities. While going up the lift (elevator) it was interesting to see all the information that was presented on televisions in the lift (elevator) showing school events and information. I thought this was a unique and interesting way to have students become more informed and involved in school activities. As we walked out onto the upper level play ground area, it was great to see all the vibrant colors and murals that were painted in the areas that would normally be a dull dark colour. Once we walked into the actual classroom it was great to see all the colours and piece of information that were on the walls and around the room. The classroom was very inviting and welcoming, even though the lights we not working at their full level. Looking around the room I noticed a lot of similarities and differences from schools in the United States that I have been in and that I have observed in. The pictures of landmarks (Sydney Harbour Bridge) and word walls were items I have noticed in a lot of younger age level classrooms to being to show information about the town or area the students are from and familiarize them with different artifacts. It was wonderful to here the aboriginal students welcome us (the visitors) in their native language and talk to us in a way that was warm and welcoming. It was interesting to see each student who talked move to the front of the classroom and stand up. I have never seen this in the United States, but believe it could help many students with different tasks, for example it could make students more comfortable talking in front of a group of students or it could also make students learn the proper ways to talk and communicate while in a group. Being able to have a student read a book to me was a wonderful experience and it was very rewarding to not only hear the students read but to also see where they were on the spectrum with other students in the classroom. The student that was reading to me was skipping over words and pages, while the student in front of me was reading and explaining in more detail the facts about his book. This was interesting to see because all the students were learning and working together but also at different levels. It was great to see that the students were learning how to spell words that are different from those in the United States; for example colour vs. color, organise vs. organize, and snale vs. snail. It made me feel a lot more welcome when I saw this because the students and teachers were willing to take time to learn more about us and our culture.
The Aboriginal & Torres Strait Islanders Veterans was nothing that I expected. Granted I was not really sure what to expect when I read the schedule, but it was great to see it and experience something else from the aboriginals, since we could not participate in Sorry Day. It was unfortunate that we could not hear everything happening at the very beginning of the ceremony, but what I was able to hear touched my heart in a way I was not expecting. Hundreds of thousands of aboriginals fought for Australia in World War I, even if they were not registered to fight; they were willing to die for the country they called their own. A part of the aboriginal culture that I have picked up on is the importance of the Earth and to thank the area and the people for letting them stay at a location for an extended period of time. There was a smoking ceremony that took place that cleansed everyone in attendance and those around the site so that there was only good energy in the area. I was not expecting to see as many distinguished guests in attendance as I did, I think this is because I feel like some “holidays” are celebrated once and once the day has passed so has the holiday. But this was not the case for the Sorry Day events, because I believe that this event was in many ways related to Sorry Day. I liked how over the Sydney Harbour Bridge there was no longer just the Australian National flag flying over the bridge, but there was also an aboriginal flag flying in the wind. This shows me that some people are involved in the events of aboriginals and that some people are not as interested or involved. The young children who performed original tribal dances did a fabulous job of showing the culture of the aboriginal people and what they valued. Again, each colour that the aboriginal dancers was representative of their tribe and their native people who were at one time taken from them.
Chapter 8
Chapter 8 - Reading
Geography is a large attribute to how a group of people live and act. In the United States there are fifty states that each represent an area and operate differently. Within these states there is a lot of diversity because of the races/ethnicities that populate them. Each state is different when it comes to planning their school systems and how they prepare for different national tests. States are also very diverse with the race/ethnicity of the people that populate each area. Geography plays a large factor in a lot of elements for teachers; some of these factors can include salary, development of teaching (what can be taught within the school, depending on region), and socioeconomic status. Also, what teachers can expose their students to can be another factor depending on the region they reside in and which state they reside. While I was in school I remember going to Chicago every single year for different field trips to the museums and parks in the city. The way schools are set up completely different in different areas of a state. Urban areas and rural areas are also different with the experiences that the students can have a whole class. There can also be different schools types depending on the area; chartered schools, private schools, magnet schools and public schools are all around the United States and are in different cities depending on the demand for the school. The focus of the classroom can/is different in the school depending on the region; some schools might focus more on developing higher order thinking, while another school might focus on learning simple daily skills. Teaching the students will be different in each region, the information that students need could be vastly different for them to learn from one region to another.
Chapter 8 - Questions
1.What are some factors that can affect an area of the world?
2.What are some similarities and differences that different regions of the world have?
3.How can students adjust to moving into a new region or state? What can a school/teacher/classroom do?
Geography is a large attribute to how a group of people live and act. In the United States there are fifty states that each represent an area and operate differently. Within these states there is a lot of diversity because of the races/ethnicities that populate them. Each state is different when it comes to planning their school systems and how they prepare for different national tests. States are also very diverse with the race/ethnicity of the people that populate each area. Geography plays a large factor in a lot of elements for teachers; some of these factors can include salary, development of teaching (what can be taught within the school, depending on region), and socioeconomic status. Also, what teachers can expose their students to can be another factor depending on the region they reside in and which state they reside. While I was in school I remember going to Chicago every single year for different field trips to the museums and parks in the city. The way schools are set up completely different in different areas of a state. Urban areas and rural areas are also different with the experiences that the students can have a whole class. There can also be different schools types depending on the area; chartered schools, private schools, magnet schools and public schools are all around the United States and are in different cities depending on the demand for the school. The focus of the classroom can/is different in the school depending on the region; some schools might focus more on developing higher order thinking, while another school might focus on learning simple daily skills. Teaching the students will be different in each region, the information that students need could be vastly different for them to learn from one region to another.
Chapter 8 - Questions
1.What are some factors that can affect an area of the world?
2.What are some similarities and differences that different regions of the world have?
3.How can students adjust to moving into a new region or state? What can a school/teacher/classroom do?
Chapter 4 and 7
Chapter 4 - Reading
In today’s society it is common to see students who do not come from a “traditional” home; some students come from single parent homes, divorced homes, and same sex parent’s homes. These home life situations were not looked at in the mid-twentieth century as they are looked at now. Back in the mid-twentieth century some looked down upon people who came from broken homes or same sex homes. It was interesting for me to read how culture can have an influence on your gender and how you make relationships with people. I also thought it was interesting to see how boys and girls distinguish what they feel is ‘right’ when it comes to activities and which activities make you more of one gender over the other. For some children and young adults it is hard for them to determine what their gender identity is and how they fit into the mold that their parents want them to be in, even if they want to go in a different direction. Stereotyping of gender roles has been taking place for hundreds of years and continues to be present to this day; but some of these gender roles are becoming more noticeable in the opposite gender then what they might have been years ago. For example, there used to be more male teachers in the early twentieth century and now there are more female teachers. I believe that these gender roles have been changing for many reasons and that it is a good element in life that they are changing. I know that for me when I am doing work around my house my boyfriend will help out with inside the house cleaning, where back in the 1940’s females were the ones cleaning inside the house and the males were the ones cleaning the outside of the house. Some laws and acts have been passed in the effort to bridge the gap that males and females have when it comes to sports, jobs, wages, and government assistance.
Chapter 4 - Questions
1.Should your gender play a role in how much funding you get for different activities in a school? Why/why not?
2.Why do some cultures put more pressure on one gender over the other? Does this happen for cultural influences?
3.What are some stereotypes that genders have? Can these stereotypes affect the development of a person/gender? How did/do stereotypes come up?
Chapter 7 - Reading
Religion can be defined in many different ways and can be interoperated by people in different ways. People are born into a religion, but some people do not follow or practice their religion on a regular basis. There can also be different branches of a religion that are followed to different extents. For example Orthodox Jews have completely different rules that they must follow (not mixing meat and dairy products), while other Jews who are not considered Orthodox follow a different set of rules. Different people have different views about religion and the development of the religion that they want to proceed with. For example, republications are more religious than democrats according to the text book. I believe that education can also play a part in the religious views of people. What types of education you long for can have a lasting effect on the views of what you are willing to learn and how you are willing to learn it. Religion can also play into the diversity effect because people are so different about what they are praising and how they praise to their lord.
Chapter 7 - Questions
1.Should religion be talked about in depth in the classroom/school? Why/why not?
2.How should a teacher respond to a student who cannot participate in activities because of their religious beliefs?
3.Why are some religions more accepting of others? Does this affect the way that students might interact with one another?
4.How can a classroom be more accepting of the variety of religions that will be present in the classroom?
In today’s society it is common to see students who do not come from a “traditional” home; some students come from single parent homes, divorced homes, and same sex parent’s homes. These home life situations were not looked at in the mid-twentieth century as they are looked at now. Back in the mid-twentieth century some looked down upon people who came from broken homes or same sex homes. It was interesting for me to read how culture can have an influence on your gender and how you make relationships with people. I also thought it was interesting to see how boys and girls distinguish what they feel is ‘right’ when it comes to activities and which activities make you more of one gender over the other. For some children and young adults it is hard for them to determine what their gender identity is and how they fit into the mold that their parents want them to be in, even if they want to go in a different direction. Stereotyping of gender roles has been taking place for hundreds of years and continues to be present to this day; but some of these gender roles are becoming more noticeable in the opposite gender then what they might have been years ago. For example, there used to be more male teachers in the early twentieth century and now there are more female teachers. I believe that these gender roles have been changing for many reasons and that it is a good element in life that they are changing. I know that for me when I am doing work around my house my boyfriend will help out with inside the house cleaning, where back in the 1940’s females were the ones cleaning inside the house and the males were the ones cleaning the outside of the house. Some laws and acts have been passed in the effort to bridge the gap that males and females have when it comes to sports, jobs, wages, and government assistance.
Chapter 4 - Questions
1.Should your gender play a role in how much funding you get for different activities in a school? Why/why not?
2.Why do some cultures put more pressure on one gender over the other? Does this happen for cultural influences?
3.What are some stereotypes that genders have? Can these stereotypes affect the development of a person/gender? How did/do stereotypes come up?
Chapter 7 - Reading
Religion can be defined in many different ways and can be interoperated by people in different ways. People are born into a religion, but some people do not follow or practice their religion on a regular basis. There can also be different branches of a religion that are followed to different extents. For example Orthodox Jews have completely different rules that they must follow (not mixing meat and dairy products), while other Jews who are not considered Orthodox follow a different set of rules. Different people have different views about religion and the development of the religion that they want to proceed with. For example, republications are more religious than democrats according to the text book. I believe that education can also play a part in the religious views of people. What types of education you long for can have a lasting effect on the views of what you are willing to learn and how you are willing to learn it. Religion can also play into the diversity effect because people are so different about what they are praising and how they praise to their lord.
Chapter 7 - Questions
1.Should religion be talked about in depth in the classroom/school? Why/why not?
2.How should a teacher respond to a student who cannot participate in activities because of their religious beliefs?
3.Why are some religions more accepting of others? Does this affect the way that students might interact with one another?
4.How can a classroom be more accepting of the variety of religions that will be present in the classroom?
Friday, May 28, 2010
Chapter 6
Chapter 6 - Reading
Language, the universal way of communicating with those around you; language can be verbal or non-verbal. This chapter reminded me a lot of English 311 at Bradley, were it talked about all the different dialects and languages people can have and come up with. It is really hard for me to see a Standard English in the United States because so many different languages are being talked at any given time. It is interesting to see how someone’s culture can affect what you say and how it is interoperated by others around you. There are even a lot of different accents or dialects within one region of a state or a country. Some people from Chicago will not sound like the people from the Peoria area because of the different sounds and dialects that are used in the area. Language is able to be used for many different types of communication both verbal and non-verbal. Books and stories are a form of language that is read and that can be passed down from generation to generation. Teachers need to be aware of all the different languages that can be spoken and the different dialects that might be used and be able to emprise them as a positive and not a negative. A lot of what students bring into the classroom can become a lesson and educate not only the teacher but also the students as a whole. It was interesting for me to read about how language has progressed and developed over time; I do not know how I could talk like they did many centuries ago, but without the way of talking in those centuries we would not have some of the words that we use today on a regular or semi-regular basis. I believe that teachers need to be educated in more than one language, at least with some background of the language that could be or is prominent in their classroom. This way the teacher feels comfortable with his/her students and understands some of the struggles that the students could be having.
Chapter 6 - Questions
1.If Standard English is becoming the main language, how can people know what type of English is being spoken?
2.People come from all over the world to live in certain parts of America, how can the dialect they use be seen as good or bad? Why/why not?
3.Language is a universal setting, how can some language be misinterpreted for good or bad reasons?
4.Can your age, culture, and socioeconomic status influence the way you speak and communicate?
Language, the universal way of communicating with those around you; language can be verbal or non-verbal. This chapter reminded me a lot of English 311 at Bradley, were it talked about all the different dialects and languages people can have and come up with. It is really hard for me to see a Standard English in the United States because so many different languages are being talked at any given time. It is interesting to see how someone’s culture can affect what you say and how it is interoperated by others around you. There are even a lot of different accents or dialects within one region of a state or a country. Some people from Chicago will not sound like the people from the Peoria area because of the different sounds and dialects that are used in the area. Language is able to be used for many different types of communication both verbal and non-verbal. Books and stories are a form of language that is read and that can be passed down from generation to generation. Teachers need to be aware of all the different languages that can be spoken and the different dialects that might be used and be able to emprise them as a positive and not a negative. A lot of what students bring into the classroom can become a lesson and educate not only the teacher but also the students as a whole. It was interesting for me to read about how language has progressed and developed over time; I do not know how I could talk like they did many centuries ago, but without the way of talking in those centuries we would not have some of the words that we use today on a regular or semi-regular basis. I believe that teachers need to be educated in more than one language, at least with some background of the language that could be or is prominent in their classroom. This way the teacher feels comfortable with his/her students and understands some of the struggles that the students could be having.
Chapter 6 - Questions
1.If Standard English is becoming the main language, how can people know what type of English is being spoken?
2.People come from all over the world to live in certain parts of America, how can the dialect they use be seen as good or bad? Why/why not?
3.Language is a universal setting, how can some language be misinterpreted for good or bad reasons?
4.Can your age, culture, and socioeconomic status influence the way you speak and communicate?
Taronga Zoo
This was my favorite activity that we have done so far while in Australia. It was great to go and see the different animals that are native to Australia and see how they are shown through the eyes of the zoo. The zoo was not set up like I had anticipated; I was expecting the zoo to be on a flat piece of land, but it was actually on a huge hill that was covered with natural trees and land areas. I have been to the zoo many times in Chicago and was surprised that this zoo was actually larger in size and in the amount of animals that they have. It was great to see a koala in its own habitat, to an extent, and see all the other animals that I have learned about for many years. I know that before I left for Australia I looked at the zoos website and they had print out that teachers could do with a class before the trip would be taken. This way the students are exposed to what they are going to be learning about and seeing at the zoo. When we met with the Taronga Zoo educator, it was great to see him treat us as though we were a young children’s class. He gave us an introduction about animals that I was at first afraid to touch and that I was not going to touch at all. Once we were done looking at the inside animals and reptiles, we walked along the tiled path to the hands on area to see and touch the animals. The Taronga Zoo educator was very friendly and helpful when it came to answering questions that people had about particular educational experiences that have helped the Australian students. It was also great to touch some of the animals that I have only dreamed about holding and interacting with. I liked how the Taronga Zoo educator stated that each school will experience the zoo differently; some schools will let the students run around and explore, while others will walk with the students and help them along with what they feel should be learned. After the whole experience I felt honored that we were able to experience the zoo in a way that some teachers in the United States would never be able to experience. I believe seeing the zoo this way was very eye opening to what teachers can do for their students and how it can be more beneficial to the students.
Wednesday, May 26, 2010
Art Museum
An unexpected but necessary stop from the downpour of rain, art museums have always interested me in some way. Every art museum is unique and different from country to country. This Australian art museum was not any different from the above statement. Aboriginal art was very unique and interesting to see for the first time in person. These pieces of artwork were very different from other artwork I have seen. Aboriginal art is very much a family centered and tells a story in the painting. There are many images with hands and animals to represent their connection with them. Many of the pieces are made on bark which was what they had during their time. Natural colours were used on each piece. Dark colours were the main source with borders to show a painting type format. Each painting would show the individualism of each member, but not show too much because a member of the group was one with the whole group. Many of the paintings done by the aboriginal people reminded me of piece of Native American art I have seen at different art museums in Chicago. But I never related the two races/ethnicities together before. Many of the other paintings at the museum were done by males, but depicted females. Some of the paintings also feature nature in different lights: helpful, beautiful, and useful with what it can give us. More of the modern art had brighter colours and are more abstract with the thought of what is being expressed. Different shades of colours also prompt the thought of accidents that helped change the views on different items.
Paddy's Market
Plans can be changed at an instance without any question or concern. This happened today, which was to be Sorry Day, but plans were changed at the last minute and as a teacher you need to be able to accommodate the changes and go on. Instead of doing the events of Sorry Day our class decided to go to the National Maritime Museum, but as we were walking there our last minute change of plans landed us at Paddy’s Market a large market of many different objects and shops. Walking through the lower level of the market, I noticed there were a lot of vendors that had the same items of Sydney souvenirs at really cheap prices compared to the souvenir shops on Pitt and George Street. Many of the vendors working were very approachable and willing to get your business by looking you in the eye and talking to you. But the ones who were doing this wanted to give a massage, no thank you. Some of the other vendors would be reading a book if there were no customers but once someone’s eye caught their table they shot up like a bullet to watch them closely. This made me feel a little uneasy, that the vendors did not trust those walking around looking at their items or that they were so bored they wanted to try and make a quick sale. Some of the vendors’ items reminded me of kiosks that I see in the mall; for example the mobile phone (cell phone) accessories that were being sold throughout the market. I was not aware that other people throughout the world liked to “bling out” or “add pizzazz” to their phones, this is something that I do not do at all so to see all the different options was interesting.
The part of the market that really struck me was the fruit and vegetable stands. The stands reminded me of a farmer’s market back home, where you take your reusable bag and fill it with all fresh and sometimes organic fruits and vegetables. All of the fruits that were being sold at the market today were interesting to see because they are all autumn fruits that are not being sold fresh in the United States at the present moment. It was also interesting to hear all the vendor workers shouting to have customers try the food before they purchase it. This would make it easier for me to see which produce I might want to purchase over another stand, because all of the prices throughout were the same or around the same. Some of the foods that were being sold I had never heard of like the sweet peppers they were selling were called capsicum (this is what I think it was called). The different vendors who were selling tomatoes, but when it came to grape tomatoes and cherry tomatoes they were already prepackaged. This was quite interesting to me because I do not see how much harder it would be for a vendor to grow some tomatoes at a smaller size. I also found it interesting to see the labels of what food was shown in more than one language.
The part of the market that really struck me was the fruit and vegetable stands. The stands reminded me of a farmer’s market back home, where you take your reusable bag and fill it with all fresh and sometimes organic fruits and vegetables. All of the fruits that were being sold at the market today were interesting to see because they are all autumn fruits that are not being sold fresh in the United States at the present moment. It was also interesting to hear all the vendor workers shouting to have customers try the food before they purchase it. This would make it easier for me to see which produce I might want to purchase over another stand, because all of the prices throughout were the same or around the same. Some of the foods that were being sold I had never heard of like the sweet peppers they were selling were called capsicum (this is what I think it was called). The different vendors who were selling tomatoes, but when it came to grape tomatoes and cherry tomatoes they were already prepackaged. This was quite interesting to me because I do not see how much harder it would be for a vendor to grow some tomatoes at a smaller size. I also found it interesting to see the labels of what food was shown in more than one language.
Guest Speaker
It was such a treat to have Ms. Ruth come and talk with us for our first view days in Australia. She was able to provide more information about certain areas of Sydney. It was great to see someone from Australia still asking questions when it came to public transportation and getting directions. This made me feel a little better about what was happening to me in this new location. Ms. Ruth was also able to provide a lot of information about the education programs and types of Australia, not only in her area of Victoria but also some input on New South Wales. I was happy to hear of some books that have been created by different Australians, because I always try and purchase a few books from different countries that are unique to that particular location. It was also very interesting to hear all the different tidbits of information that she would tell anyone within ear's lengh about anything that we were walking past. It was great to hear about these different items because I was not aware of what some of them were and what they had to do with the country of Australia.
Tuesday, May 25, 2010
Chapters 5 & 9
Chapter 5 - Reading
This chapter reminded me a lot of the ETE 330 class at Bradley. It talked a lot about about the different labels that students with exceptionalites and disabilities are given. I really liked how it went into some detail about gifted students and how they also have a special need. I feel that some people do not considered students who are gifted to have this need, but infact they do and it is important for people to see that and help them in a different way then students with other special needs. The chapter also went on to talk about different court cases that have helped the progression of education for all. Brown vs. the Board of Education is a great example of how times have changed for the better for different groups of people. Many laws were also passed to benefit all children throughout the United States who might not have been able to go to school for any type of reason (disability, poverty, etc.).
Chapter 5 - Questions
1. How are IEP's helpful to every student? Do some students fall through the cracks with what they need?
2. When students are taken out of the general classroom and placed in an inclusion, what are the benefits and negatives about this?
3. Students who are considered gifted have a special need, should this special need be looked at the same as other special needs, why/why not?
Chapter 9 - Reading
Age is an intereseting topic to talk about when it comes to schooling and the items that students can be influenced by while in school. Age and culture can go together in some respects when it comes to when someone can be considered an adult. While on the Bondi Beach tour, the guide told us that young girls around the age of 10 would have part of their pinky cut off to be considered an adult in the tribe. The chapter went on to talk about when children learn different skills and knowledge and at what age different tasks can be learned. Abuse was another topic that was talked about in this chapter; I was not totally aware of all the different types of abuse and how they could be broken down into different categories. I am not sure how some children or adults take this abuse and how they can recover from it. I believe that teachers need to be shown the signs of abuse and how a child can change emotionally and physically from day to day. Teachers need to be aware of this to report any type of change that could be harmful. What students learn at different ages is also interesting. Some children learn different motor skills and knowledge at different ages. Each year in school children need to be able to add to what they have learned and keep building on that knowledge over time.
Chapter 9 - Questions
1. Children who are abused learn many things at a young age, but can the cycle of child abuse be stopped? Why/why not?
2. Life expecstancy ages have chagne from males to females in every race/ethnicity, why does obesity play a large role in this? How can the obesity issue be changed, can it be changed?
3. What are some different ways teachers can help students of all ages who might be more mature or less mature in the classroom?
This chapter reminded me a lot of the ETE 330 class at Bradley. It talked a lot about about the different labels that students with exceptionalites and disabilities are given. I really liked how it went into some detail about gifted students and how they also have a special need. I feel that some people do not considered students who are gifted to have this need, but infact they do and it is important for people to see that and help them in a different way then students with other special needs. The chapter also went on to talk about different court cases that have helped the progression of education for all. Brown vs. the Board of Education is a great example of how times have changed for the better for different groups of people. Many laws were also passed to benefit all children throughout the United States who might not have been able to go to school for any type of reason (disability, poverty, etc.).
Chapter 5 - Questions
1. How are IEP's helpful to every student? Do some students fall through the cracks with what they need?
2. When students are taken out of the general classroom and placed in an inclusion, what are the benefits and negatives about this?
3. Students who are considered gifted have a special need, should this special need be looked at the same as other special needs, why/why not?
Chapter 9 - Reading
Age is an intereseting topic to talk about when it comes to schooling and the items that students can be influenced by while in school. Age and culture can go together in some respects when it comes to when someone can be considered an adult. While on the Bondi Beach tour, the guide told us that young girls around the age of 10 would have part of their pinky cut off to be considered an adult in the tribe. The chapter went on to talk about when children learn different skills and knowledge and at what age different tasks can be learned. Abuse was another topic that was talked about in this chapter; I was not totally aware of all the different types of abuse and how they could be broken down into different categories. I am not sure how some children or adults take this abuse and how they can recover from it. I believe that teachers need to be shown the signs of abuse and how a child can change emotionally and physically from day to day. Teachers need to be aware of this to report any type of change that could be harmful. What students learn at different ages is also interesting. Some children learn different motor skills and knowledge at different ages. Each year in school children need to be able to add to what they have learned and keep building on that knowledge over time.
Chapter 9 - Questions
1. Children who are abused learn many things at a young age, but can the cycle of child abuse be stopped? Why/why not?
2. Life expecstancy ages have chagne from males to females in every race/ethnicity, why does obesity play a large role in this? How can the obesity issue be changed, can it be changed?
3. What are some different ways teachers can help students of all ages who might be more mature or less mature in the classroom?
Tribal Warrior Boat Ride
Today was the first whole class that involved each of the four classes. This was a brand new experience for me do to the fact we have only had with our 7, and this involved all 32 students with different views on text. Each teacher gave their views about the Indiginous people and how they were treated and compared to the rest of the Australian population today. I was astounded to see all the number of comparisons and see exactly how the Indiginous people do not compare well with the rest of Australia. Dr. Hogan was able to show me in a new light how different this race still is today. Dr. Brown provided a lot of interesting comparisons of the Indiginous people to the movie Avatar, which after he stated the movie I was floored at how great the comparison was. All the blue people in Avatar wanted to do was care for and be one with the land and their families, just as the Indiginous people did. But as for both the white people or sky people came and took everything sacred away. The white people came and took away everthing the Indiginous people valued and wanted to train them to be white.
After a bite to eat, we all headed back to the harbour at Cirrcular Quay to get on the boat. The boat was not exactly what I had invisioned, but it worked to set the mood of the trip. I sat on the top deck and viewed the Port Jackson Harbour from a new perspective. Allen and Les, the two speakers, provided a tod of information just on the way to Clark Island a true aboriginal landmark. As we made our way to the island on the boat Les began explaining what buildings were and how they would be said in his aboriginal languages. This truely impressed me becasue I can speak one main language, English, and small parts of other languages. Les stated that there were 600 different aboriginal languages, but about 800 different dialects in these languages. As the boat approached and landed on the island, Allen took us aroudn and explained what differetn views and areas meant. But to me the most interesting and benefical part was coming back around and seeing Les dressed in his aboriginal white paint and dress. I was not expecting to see anything like this. As I walked in closer he began talking about what the paint was made of and what each colour represented. White represented the water, yellow the sun/sky, and read was the earth. I was touched when he began singing and dancing from his aboriginal ancesters; he explained in English what was happening in the song, whiched helped to understand the songs better.
After a bite to eat, we all headed back to the harbour at Cirrcular Quay to get on the boat. The boat was not exactly what I had invisioned, but it worked to set the mood of the trip. I sat on the top deck and viewed the Port Jackson Harbour from a new perspective. Allen and Les, the two speakers, provided a tod of information just on the way to Clark Island a true aboriginal landmark. As we made our way to the island on the boat Les began explaining what buildings were and how they would be said in his aboriginal languages. This truely impressed me becasue I can speak one main language, English, and small parts of other languages. Les stated that there were 600 different aboriginal languages, but about 800 different dialects in these languages. As the boat approached and landed on the island, Allen took us aroudn and explained what differetn views and areas meant. But to me the most interesting and benefical part was coming back around and seeing Les dressed in his aboriginal white paint and dress. I was not expecting to see anything like this. As I walked in closer he began talking about what the paint was made of and what each colour represented. White represented the water, yellow the sun/sky, and read was the earth. I was touched when he began singing and dancing from his aboriginal ancesters; he explained in English what was happening in the song, whiched helped to understand the songs better.
PowerHouse Museum
While looking at the brochure for this museum it looked as though every section of the museum was interactive for students of any age. But as we walked throughout only certain sections were interactive. Watching the different schools that entered the museum and walked the museum was interesting to see. The young boys group had complete respect for their male teachers/group leaders and the man conducting the introduction and questions. But the female group leaders could not control teh boys in any way as I was walking around the museum. This is diversilly different from what I have seen in teh United States, where studetns need to try and respect every group leader regardless of gender. The young boys group also wore school unifroms that seemed to consist of many different parts; they were not just slacks and a polo shirt. When we went back to the classroom Ms. Ruth stated that some school unifroms can cost hundreds of dollars and can consist of multiple parts depending on teh season. As a whole class we developed a list of pros and cons with having school uniforms. School unifroms do not allow students to express themselves individually through their clothing, but they allow for easy visual contact of students. Back at the museum, we walked through the many exhibits and I became greatful for many Australians and the inventions they created. For example the tabs on soda cans, the glow-in-the-dark golf ball, and a hand powered washing machine were all created by Australians. These inventions have changed teh work in a powerful way that I do not know how I could live without. As we got an introduction on the education programs that the museum has to offer and hwo they are developed and created. Four teachers from around New South Wales work together at the museum over a week to develop activities that will work for students of any age group. Teachers are used in this process to ensure that the programs are worked to the best for teh students. I have not seen this methods used in thet United States at different museums in Chicago, but could see it being more benefical for students. Also many, if not all, of the museums throughout Sydney are free to everyone and the only charges that may apply are for speical or temporaty exhibits. The aboriginal section of the museum was interesting to see; a new perspective on teh family line of many aboriginal people. One part of the exhibits that I found interesting were the wooden logs and steel posts. These objects were found at an site of aboriginal family by white people, but it was also the site where the white people were found guilty of the crime they committed. This must have been a turning point for some aboriginal people who might have felt relieved to know that some justice was given to them for the crime.
Sunday, May 23, 2010
Bondi Beach and Aboriginal Walk
What an amazing place to visit, the views and the walk to an actual place that aboriginal Australians lived. I was very impressed by the tourguide and all the information and knowledge that she provided us with. From the movies and articles I have read I never knew as much she told us from her view. The aboriginal people use everthing the earth has to offer and respect the earth in the best of ways. They were very resourceful when it came to making everyday tools like a paintbrush or comb.
Totums are an aboriginal way of keeping a family tree. I was facinated by the way that these had to be a land or water animal and needed to tell a story. Without the story it was useless to have a totum. The totums were a way of keeping track of differnt events and tasks that were happening. I found it terrible that people were destroying the land and the signs that are posted to protect the aboriginal site. Some people just don't care about the culture that is in a country. The tea trees would help to show when to harvest any crops that were planted. But they also showed when to stop harvesting when a flower from the tree landed on the ground.
As a future teacher I would want my students to be informed about something in the best way possible and I think that reaching out to the aboriginal people would be a good concept. I felt the pain in the tourguides voice at times when she was talking about being taken away and not being able to be with her family. I could not imagine being taken away like that. The piece of diversity is the best there was to see so far, becasue I was able to see first hand how this group of people lived and trained their young. I feel horrible about what happened to this large group of people, and I feel that it took way to long for something to happen about it. I did not realize that this was still taking place until the 1960's and later. I had thought it ended or was discreate until the 1900's. I am happy for the aboriginal people who still act and participate in different activities associated with their culture.
Totums are an aboriginal way of keeping a family tree. I was facinated by the way that these had to be a land or water animal and needed to tell a story. Without the story it was useless to have a totum. The totums were a way of keeping track of differnt events and tasks that were happening. I found it terrible that people were destroying the land and the signs that are posted to protect the aboriginal site. Some people just don't care about the culture that is in a country. The tea trees would help to show when to harvest any crops that were planted. But they also showed when to stop harvesting when a flower from the tree landed on the ground.
As a future teacher I would want my students to be informed about something in the best way possible and I think that reaching out to the aboriginal people would be a good concept. I felt the pain in the tourguides voice at times when she was talking about being taken away and not being able to be with her family. I could not imagine being taken away like that. The piece of diversity is the best there was to see so far, becasue I was able to see first hand how this group of people lived and trained their young. I feel horrible about what happened to this large group of people, and I feel that it took way to long for something to happen about it. I did not realize that this was still taking place until the 1960's and later. I had thought it ended or was discreate until the 1900's. I am happy for the aboriginal people who still act and participate in different activities associated with their culture.
Chapter 3
Chapter 3 Reading:
Every person in teh world has a status, bot for class and socioeconomic. These stateuese sometimes reflect what you can or cannot do in your life. I personally believe that children who hurt or are privledged in many ways depending on teh statuses their parents or families have. Students look at one another in a way that they view what they have and do not have. I believe that teachers need to be aware that these issues are taking place and that they should be treated. This chapter also talked about how wealth and income can play a part in a student. I find this to be very true, all students look up to one another for guidence and help. As a future teacher, I will make sure I know what students have and do not have so that they are not looked at in a different way by those around them.
Chapter 3 Questions:
1. What factors can account for family background taking up a large part of education and occupational attainment?
2. People can view the textbooks diffinition of wealth (89) differently, which definition is better? Why?
3. How can family values and morals affect educational and occupational attainment?
4. In what ways are people viewed if they have climbed up a status?
Every person in teh world has a status, bot for class and socioeconomic. These stateuese sometimes reflect what you can or cannot do in your life. I personally believe that children who hurt or are privledged in many ways depending on teh statuses their parents or families have. Students look at one another in a way that they view what they have and do not have. I believe that teachers need to be aware that these issues are taking place and that they should be treated. This chapter also talked about how wealth and income can play a part in a student. I find this to be very true, all students look up to one another for guidence and help. As a future teacher, I will make sure I know what students have and do not have so that they are not looked at in a different way by those around them.
Chapter 3 Questions:
1. What factors can account for family background taking up a large part of education and occupational attainment?
2. People can view the textbooks diffinition of wealth (89) differently, which definition is better? Why?
3. How can family values and morals affect educational and occupational attainment?
4. In what ways are people viewed if they have climbed up a status?
Chapters 1 and 2
Chapter One Questions:
1. How should educators expand on the different cultures in the classroom? But not focus too much or too little on another culture?
2. What are some ways that education professionals can help expand (or develop) critical thinking amoung children? Does critical thinking govern different reace/culture groups differently?
3. Government and teh Bill of Rights states that people are individuals and have freedom, but children are not always taught these concepts. How can students feel like they are free no matter what they look like?
4. Some people are set in their ways with how they think and how they act, how can young people not be threatened when they are threated wrongly, but have done nothing wrong?
5. What forms of education work best for certain culture groups?
6. How do social justice and discrimination differ from one another?
Chapter Two Reading:
While reading this chapter I never realized how many different groups immigrated to different countries. This chapter was a little difficult for me because I grew up in an area that was highly populated with one main race of whites and not very many other groups. A lot of the groups think positively or negatively about one another and I do not believe that either of the groups is wrong. But they are trying to get their points across. Clildren learn race/gender biases at a very young age and these biases stay with the children for the rest of their lives. The government treies to do a lot of work with the differnet groups, but I think it has hurt these groups more than it has helped them. No Child Left Behind seems like a good concept at its time, but some states/cities/school districts/schools can not achieve what is expected of them. Schools are more often put further behind because of this system.
Chapter Two Questions:
1. Why do you think immigration was at a high from 1991-2000 in a lof of different countries?
2. How do immigrants and refugees differ from one another?
3. With the expansion of immigration in many countries how has landscaping been changed or altered?
4. Do you think that children who are immigrants or their parents who are immigrants are at a lower level acaemically/physically/mentally/emotionally then other students who are not immigrants?
5. Is being accepted into your ethnic group a priority to everyone? Why do some value it more than others?
1. How should educators expand on the different cultures in the classroom? But not focus too much or too little on another culture?
2. What are some ways that education professionals can help expand (or develop) critical thinking amoung children? Does critical thinking govern different reace/culture groups differently?
3. Government and teh Bill of Rights states that people are individuals and have freedom, but children are not always taught these concepts. How can students feel like they are free no matter what they look like?
4. Some people are set in their ways with how they think and how they act, how can young people not be threatened when they are threated wrongly, but have done nothing wrong?
5. What forms of education work best for certain culture groups?
6. How do social justice and discrimination differ from one another?
Chapter Two Reading:
While reading this chapter I never realized how many different groups immigrated to different countries. This chapter was a little difficult for me because I grew up in an area that was highly populated with one main race of whites and not very many other groups. A lot of the groups think positively or negatively about one another and I do not believe that either of the groups is wrong. But they are trying to get their points across. Clildren learn race/gender biases at a very young age and these biases stay with the children for the rest of their lives. The government treies to do a lot of work with the differnet groups, but I think it has hurt these groups more than it has helped them. No Child Left Behind seems like a good concept at its time, but some states/cities/school districts/schools can not achieve what is expected of them. Schools are more often put further behind because of this system.
Chapter Two Questions:
1. Why do you think immigration was at a high from 1991-2000 in a lof of different countries?
2. How do immigrants and refugees differ from one another?
3. With the expansion of immigration in many countries how has landscaping been changed or altered?
4. Do you think that children who are immigrants or their parents who are immigrants are at a lower level acaemically/physically/mentally/emotionally then other students who are not immigrants?
5. Is being accepted into your ethnic group a priority to everyone? Why do some value it more than others?
Botanic Gardens Reflection
The Botanic Gardens is a huge piece of land on the waterfront that has hundreds of different plants. Walking through the garden I felt small in comparision to the large trees that cover the space. It was quite interesting the way that Ms. Ruth shared about the leaves on many of the Australian trees; the leaves face down or at an angle so they do not get sunburn, whereas an Oak tree the leaves get very sunburn because they are in direct sunlight. Each plant type in the garden had a specific purpose and was documented by people who work at the garden. The aboriginal section provided a large amount of information for me, not only from the signs posted but also from Ms. Ruth. I never realized how much went into planting and production of these plants. These plants reminded me of a small community where everyone needs to work together to help out the community as a whole. Each plant has a specific purpose and provides in some way for the soil and other plants. The aboriginal flag deminstrates this quite well with how the colors sit and what each different color means.
The gardens influenced me in a new light, I was able to see how all the different plants worked together as one unit to create the beautifulness of the garden. Many of the plants I saw in teh garden I would not see back home in Chicago because they would not be able to last through the rough winters and hot summers. But I found it extremely interesting that all these different plants are able to sit and live together as one.
Not only are the plants and important factor in the Botanic Gardens, but so are the animlas that live here. Birds would be a typical factor fo a very tree infested area to have; but I was not expecting to see an animal I mainly associate with Halloween. A bat. A large winged bat, which I was able to see amazingly well at night, hanging in groups on all different trees.
The gardens influenced me in a new light, I was able to see how all the different plants worked together as one unit to create the beautifulness of the garden. Many of the plants I saw in teh garden I would not see back home in Chicago because they would not be able to last through the rough winters and hot summers. But I found it extremely interesting that all these different plants are able to sit and live together as one.
Not only are the plants and important factor in the Botanic Gardens, but so are the animlas that live here. Birds would be a typical factor fo a very tree infested area to have; but I was not expecting to see an animal I mainly associate with Halloween. A bat. A large winged bat, which I was able to see amazingly well at night, hanging in groups on all different trees.
Wednesday, May 19, 2010
Expectation of Studying Abroad
There are so many different locations that I want to see and visit while in Australia. Australia is a completely different country compared to the United States and has so much to offer that might not be in the United States. While in Australia I would like to see…
1.Sydney Opera House – In all my years of schooling, any time Australia was mentioned, the Sydney Opera House was talked about and shown. I am so happy that I will be seeing this figure first hand and be able to experience a huge piece of the Australian culture. The Sydney Opera House has so much history and education that I am interested in seeing and learning as much as I can about it.
2.Sydney Harbour Bridge – I love going to new heights and seeing new challenges and climbing a top the Sydney Harbour Bridge is going to be one of these challenges. I have climbed Tower Bridge in England, gone up in the Arch in St. Louis, gone up and climbed lighthouses throughout Michigan, and gone up into tall skyscrapers of buildings in Chicago, but there are not many places in the Chicago land area that allow you to see great views of the city like this will and I am so pleased that I will be able to see Sydney from a new height and in a new light. I am also interested in learning the history of the bridge and how it came to be in the Australian area.
3.Sydney Aquarium – I love water animals and ocean creatures and am excited to see and learn more about these animals that are common and popular to the Australian culture. I am interested to know how the Australian community feels about specific animals and how they feel about the workings of these animals.
4.Zoo (any type) – Zoos are a great way to see and experience so much about a culture and the animals of a specific culture. I have seen some Australian animals at the Brookfield Zoo in Chicago, but I am looking forward to the great zoos that Australia has to offer. Seeing specific Australian animals in their native habits will be great and to learn about them from a native Australian will be better then learning about a different culture from someone who is not from that culture to begin with.
5.Food – Food is a universal way of connecting with people. I am quite interested to see what types of food are original to the Australia culture and what types of food are not offered in the United States. I am interested in seeing how food is prepared and offered to people in at restaurants.
6.Great Barrier Reef – This was another piece of Australia that I have learned about since I was in grade school. I am excited to go here and experience something I have never seen before or experience before. Seeing this underwater creation of creatures and coral will be great and educational for me to see and experience.
7.Education system (schooling) – Schools are completely different from state to state and country to country. I am greatly looking forward to visiting some schools throughout Australia and see how they differ and how they are similar to that of the United States. I personally went to all co-ed schools my entire life and am interested in seeing how schools work when they are a specific gender.
8.Capital of the Country – I already know that we will be visiting the Capital of Australia, Canberra and I am thrilled to see a new type of government system that is different from what is used in the United States. I know that they are ruled by the Royal family in England and have a Prime Minister who helps with many of the daily government issues that a country might have that do not need the direct attention of the head of state.
I expect to gain a lot more knowledge on the culture of Australia and how they function as a country and as a population. I am expecting to gain this knowledge through class instruction and exploring on my own and seeing the many different elements and levels that are throughout Australia. I am looking forward to all the trips and extrusions that are planned and am hoping to hold a true Australian animal at the zoo. But I know that no matter what happens I will take everything I do and learn in Australia with me for the rest of my life.
1.Sydney Opera House – In all my years of schooling, any time Australia was mentioned, the Sydney Opera House was talked about and shown. I am so happy that I will be seeing this figure first hand and be able to experience a huge piece of the Australian culture. The Sydney Opera House has so much history and education that I am interested in seeing and learning as much as I can about it.
2.Sydney Harbour Bridge – I love going to new heights and seeing new challenges and climbing a top the Sydney Harbour Bridge is going to be one of these challenges. I have climbed Tower Bridge in England, gone up in the Arch in St. Louis, gone up and climbed lighthouses throughout Michigan, and gone up into tall skyscrapers of buildings in Chicago, but there are not many places in the Chicago land area that allow you to see great views of the city like this will and I am so pleased that I will be able to see Sydney from a new height and in a new light. I am also interested in learning the history of the bridge and how it came to be in the Australian area.
3.Sydney Aquarium – I love water animals and ocean creatures and am excited to see and learn more about these animals that are common and popular to the Australian culture. I am interested to know how the Australian community feels about specific animals and how they feel about the workings of these animals.
4.Zoo (any type) – Zoos are a great way to see and experience so much about a culture and the animals of a specific culture. I have seen some Australian animals at the Brookfield Zoo in Chicago, but I am looking forward to the great zoos that Australia has to offer. Seeing specific Australian animals in their native habits will be great and to learn about them from a native Australian will be better then learning about a different culture from someone who is not from that culture to begin with.
5.Food – Food is a universal way of connecting with people. I am quite interested to see what types of food are original to the Australia culture and what types of food are not offered in the United States. I am interested in seeing how food is prepared and offered to people in at restaurants.
6.Great Barrier Reef – This was another piece of Australia that I have learned about since I was in grade school. I am excited to go here and experience something I have never seen before or experience before. Seeing this underwater creation of creatures and coral will be great and educational for me to see and experience.
7.Education system (schooling) – Schools are completely different from state to state and country to country. I am greatly looking forward to visiting some schools throughout Australia and see how they differ and how they are similar to that of the United States. I personally went to all co-ed schools my entire life and am interested in seeing how schools work when they are a specific gender.
8.Capital of the Country – I already know that we will be visiting the Capital of Australia, Canberra and I am thrilled to see a new type of government system that is different from what is used in the United States. I know that they are ruled by the Royal family in England and have a Prime Minister who helps with many of the daily government issues that a country might have that do not need the direct attention of the head of state.
I expect to gain a lot more knowledge on the culture of Australia and how they function as a country and as a population. I am expecting to gain this knowledge through class instruction and exploring on my own and seeing the many different elements and levels that are throughout Australia. I am looking forward to all the trips and extrusions that are planned and am hoping to hold a true Australian animal at the zoo. But I know that no matter what happens I will take everything I do and learn in Australia with me for the rest of my life.
The Dish
Moving ahead in the world in a way that I had not seen before, the space movement. While watching this movie, I noticed that the Australian people were at times unhappy with the way that the American that came in to help treated them. Both groups of people (Australians and Americans) were working towards the same goal, but the way they were looking at getting to this goal was different.
This movie helped to show the relationships that two countries must have to accomplish a common goal. Many movies that are made show the two countries fighting for what they feel is true and powerful, but this movie helped show the way countries should communicate to make the world better as a whole. Without the dish in the southern hemisphere in Australia, the video of the first ever moon walk would have never been documented and the information about that moon walk would have been lost. Having a dish in the southern hemisphere also helped to provided valuable information while the space ship was not visible for the United States.
Diversity is shown throughout this movie with all the different characters and situations taking place. An Australian satellite dish that will be used to show the world the great outskirts of the universe. But to make it all possible, the Australian people must work with Americans who have a different way of thinking and working out problems that might come up. Something that is a universal language/study, space and the NASA program, was viewed completely different from these two different cultures.
This movie helped to show the relationships that two countries must have to accomplish a common goal. Many movies that are made show the two countries fighting for what they feel is true and powerful, but this movie helped show the way countries should communicate to make the world better as a whole. Without the dish in the southern hemisphere in Australia, the video of the first ever moon walk would have never been documented and the information about that moon walk would have been lost. Having a dish in the southern hemisphere also helped to provided valuable information while the space ship was not visible for the United States.
Diversity is shown throughout this movie with all the different characters and situations taking place. An Australian satellite dish that will be used to show the world the great outskirts of the universe. But to make it all possible, the Australian people must work with Americans who have a different way of thinking and working out problems that might come up. Something that is a universal language/study, space and the NASA program, was viewed completely different from these two different cultures.
Rabbit Proof Fence
Young aboriginal children being taken away from their families to live in camps hundreds of thousands of miles away. These camps were run by the Chief Protector of Aboriginals who was in charge of protecting all the aboriginal people. His way of protecting the aboriginal people was by forcibly taking them from their families and home. He felt as though he could do anything he wanted and no one could do nothing about it. Three aboriginal girls, Molly, Daisy, and Gracie (all of whom are related) are taken to these camps against their will because they are considered "halfcaste", meaning the girls have one aboriginal parent and one white parent.
The main issue I found to be discussed in the movie is the issue of white surpremicy. All people who were completely white had the power and control and believed that the aboriginal people were savages who needed help from the white. But the aboriginal people had been and were fine without the help of the white, they were able to provide and educate their children in different ways that the white people did not feel was correct. The movie showed a lot of material and information I was not aware of about the aboriginal people. I believe that this movie is showing the way aboriginal people were treated during this time period. The children taken, the children of the stolen generation, were taken without warning and if they tried to run away would be captured again. I believe society looked down at these aboriginal people because they were different and not like everyone else. I also think that the white citizens were in fear of what the aboriginal people would/could do at any point in time.
This movie looks at diversity in the way that people are all different. Not everyone is the same when it comes to race and the way they look. Everyone is different and the way they are treated is different as well. The diversity issue in this movie runs deeper then the way the aboriginal people were treated. They were also taken from their homes and families, taken against their will because of how they looked and who their parents were. But these children had no control of who their parents were, yet they were the ones getting punished for something that should not be punished.
The main issue I found to be discussed in the movie is the issue of white surpremicy. All people who were completely white had the power and control and believed that the aboriginal people were savages who needed help from the white. But the aboriginal people had been and were fine without the help of the white, they were able to provide and educate their children in different ways that the white people did not feel was correct. The movie showed a lot of material and information I was not aware of about the aboriginal people. I believe that this movie is showing the way aboriginal people were treated during this time period. The children taken, the children of the stolen generation, were taken without warning and if they tried to run away would be captured again. I believe society looked down at these aboriginal people because they were different and not like everyone else. I also think that the white citizens were in fear of what the aboriginal people would/could do at any point in time.
This movie looks at diversity in the way that people are all different. Not everyone is the same when it comes to race and the way they look. Everyone is different and the way they are treated is different as well. The diversity issue in this movie runs deeper then the way the aboriginal people were treated. They were also taken from their homes and families, taken against their will because of how they looked and who their parents were. But these children had no control of who their parents were, yet they were the ones getting punished for something that should not be punished.
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