From a seminar presented by Mr. Philip Taylor in The National Teachers Seminar, Ambarawa – Indonesia.
Education in Australia has traditionally been the responsibility of the States and Territories, assisted by the Federal Government with money grants for large-scale projects. In more recent times, the Federal Government has injected larger amounts of money but has, in return, expected a much larger say in educational decisions and future direction.
This has happened over the last 15 years with numeracy and literacy testing in Years 3, 5, 7, and 9. They are now trying to publish lists of school results for these tests. From next year, they will begin the phasing in of ACE (Aust Certificate of Education).
Eek university courses
Australia follows a 3-tier system education
·Primary school 6-7 years
·Secondary school5-6 years
·Tertiary educationincluding university, colleges and TAFEs or Polytechnics
RELIGIOUS STUDIES does not exist as a subject in Australian schools. The only exposure student have is in the subject areas of Social Sciences where religion is studied as part of the culture of a country.
ASSESMENT is done internally by each school until the last year of secondary schooling where subjects are either
·Moderated between schools
·Externally examined in situations where students seek university courses. In this case, the university often requires certain subject and an overall minimum score to gain acceptance into certain courses.
This is the only year where examinations take place and still only counts for 50% of grade, the other 50% being controlled to controlling their own destiny. This has lead to a sharp increase in fees generally and the marketing of themselves to overseas students, offering courses at many times the price paid by local students.
TEACHERS fit broadly in to the middle class of society. When factors of
·Housing and purchase of rent
·Cost of living
·Surplus salary
All teachers in Australia are registered through a Teachers Registration Board. This requires:
·Degree in education or degree plus teaching qualification
·Police check
·1st aid certificate
·Mandatory reporting cerificate
·Attend courses on gender issues, sexual harassment and cultural and racial awareness.
26 Juli 1898, sembilan hari paska menyerah di Santiago, pemerintah Spanyol melakukan negoisasi perdamaian melalui perwakilan Perancis di Washington (WA).
Perjanjian perdamaian antara The United States dan Kerajaan Spantol ditandatangani di Paris, 10 Desember 1898 lalu ratifikasi terakhir pada April 1899, diproklamirkan di Washington.
Berikut adalah pasal terkait dengan Puerto Rico;
Article II
Kepulauan Puerto Rico dan kepulauan lain dibawah kedaulatan Spanyol di Hindia Barat, pulau di wilayah Guam, Marianas, atau Ladrones diserahkan kepada Amerika Serikat.
Article V (Paragraf ke dua)
Atas pertukaran ratifikasi dari perjanjian saat ini, Spanyol akan memproses evakuasi warga Filipina, seperti halnya pulau Guam, pada jangka waktu yang sama seperti yang disetujui oleh para Komisioner, mengatur waktu untuk evakuasi dari Puerto Rico dan kepulauan lain di Hindia Barat dibawah protokol 12 Agustus 1989 yang mana melanjutkan status angkatan bersenjata hingga ketentuan tersebut dilaksanakan.
Article VI
Pemerintah Amerika Serikat akan mengganti rugi kembali kepada Spanyol, dan pemerintah Spanyol akan mengganti rugi kepada Amerika Serikat; Kuba, Puerto Rico, Filipina, menurut situasi masing-masing negara. Narapidana bebas atau terbebaskan oleh masing-masing negara, secara bertanggung jawab dibawah perjanjian ini.
Aricle XI
Orang-orang Spanyol yang sedang tinggal disekitar teritorial (wilayah) dimana Spanyol dalam perjanian penyerahan ini atau pelepasan kedaulatan Spanyol akan menjadi pokok perhatian pemerintah. Sebagaimana kriminal dalam hak hukum peradilan di negara dimana mereka tinggal, menurut hukum pemerintahan yang sama; mereka memiliki hak untuk datang ke persidangan, dan untuk mengikuti kegiatan peradilan yang sama seperti warga negara dimana peradilan dilangsungkan.
Article XII
Tentang hak properti.
Lebih lanjut, baca bukunya. Konten di ambil dari buku berikut dan diterjemahkan oleh Anisa Caesar.
American Historical Document. Ed. Charles W. Eliot. Connecticut: Glorier Enterprises. 1995. Print.
This sheet is designed for those students who have a firm grasp on the basic mechanics of writing but who are looking for ways to fine-tune their papers stylistically. Let’s assume that a paper has a solid, interesting thesis, effective organization, and flawless grammar and punctuation.
The following guidelines are to help you make an already good paper more stylistically mature and, therefore, more enjoyable to read. Remember as you read that all of these sentences could be changed and rearranged in a number of ways; each sentence serves as an example, not the example.
1. Vary Sentence Patterns
The key to interesting writing lies mainly in variety. Obviously, since a paper is comprised of a string of sentences, one of the best ways to lend a paper variety is to use different sentence structures. To do this, break from the normal pattern of subject-verb-object and try coordination and subordination.
• Coordination: the joining of simple sentences to form compound sentences (using coordinating conjunctions like and, but, or, for, nor, yet), or the joining of similar elements of different sentences (e.g., combining the subjects of two sentences if they perform the same action).
good: Mrs. Whitesell teaches College Writing. She also directs the Writing Center.
better: Mrs. Whitesell teaches College Writing, but she also directs the Writing Center.
(two simple sentences combined by but to form a compound sentence)
or: Mrs. Whitesell is not only an English teacher but also is Director of the Writing
Center.
(Two predicate nominatives were combined into one compound predicate
nominative[underlined] and placed in the same sentence.)
• Subordination: the turning of a related sentence into an appositive phrase or dependent clause. Three major types of modifiers are noted here which will help to vary sentences by allowing the writer to place emphasis on different ideas.
good: Brian Miller is a tutor at the Writing Center. He’s a funky guy.
better: Brian Miller, a tutor at the Writing Center, is a funky guy. (The underlined words have been turned into an appositive phrase.)
or: Brian Miller is a funky guy who tutors at the Writing Center. (The underlined words are a relative clause, introduced by a relative pronoun; it is similar in effect to using an appositive phrase.)
or: Because Brian Miller is a tutor at the Writing Center, he’s a funky guy. (The underlined words are a causal clause, introduced by because. Since or as can also be used; these types of clauses are used to emphasize a cause and effect relationship between two sentences.)
or: When Brian Miller tutors at the Writing Center, he’s a funky guy. (The underlined phrase is a temporal clause, indicating a relationship in time between two sentences. Other words which may introduce such a clause are while, during, after, etc.)
2. Vary word order
You can also make sentences interesting by examining the pattern of words within each
sentence. Try to rearrange the usual order of noun-verb modifier to spice things up a bit.
good: Steve Goldstein ran reckless and screaming from the tutoring room.
better: Reckless and screaming, Steve Goldstein ran from the tutoring room. (The underlined adjectives have been moved to the front of the sentence to emphasize the manner in which Steve fled the room.)
3. Vary diction
Diction is a fancy word (and therefore interesting!) for word choice. Use language that is
varied, interesting, vivid, and fresh. In short, avoid writing tired words.
• Use interesting vocabulary, but be careful not to sound strained. A good rule of thumb is that if you’ve already forgotten what the word from the thesaurus means by the time you reread your paper, don't use it! For example, the words correspondence or compositions are fine to replace writing; but the word graphorrhea is a little much. (And yes, it really is a word!)
• Use active verbs: Prefer strong verbs to drab ones; look especially to replace forms of the verb “to be.”
good: Professor Jennings is in the English department at F&M.
better: Professor Jennings teaches in the English department at F&M. (In this sentence, the verb does the work and makes the sentence more active.)
4. Vary punctuation
Varying punctuation patterns can work wonders in a paper. Try straying from the repeated use of periods and semicolons to combine related independent clauses. Try using colons to combine sentences of equivalent meaning, or use dashes to emphasize or subordinate a phrase.
good: Shaheen tutors in the evening. However, her club meets every other Thursday after dinner, so she was forced to compromise.
better: Shaheen was forced to compromise when her club meetings — every other Thursday evening — conflicted with her work schedule.
or: For Shaheen, a compromise was necessary: she could not go to work and attend the meeting at the same time.
We’ve covered our materials until the Jewish American so far. I understand that we are facing some difficulties and distortion in understanding material during the class. Many students shown their best effort in catching the idea and I wrote this note in order to help those people, unless you were too lazy. I would like to add some information to complete this note and I will honor to welcome your critics and additional info.
African American
~1862/1863 the emancipation of proclamation stated by Abraham Lincoln to free slaves in US particularly the south society. This frees nobody anyway.
~Jim Crow Laws established the idea in limiting certain groups’ rights to vote, participate in government, and even travel post-Civil War.
~1855 Plessey vs. Ferguson established the idea of separate but equal. The problem is: not really equal.
~1919-1932 the Harlem Renaissance slowly African American developed the new African American movement that refers to the flowering of African American intellectual life. (ps: it pronounced ‘renasans’)
~1933 the great depression in US, it simply ended the Harlem renaissance.
~1959 Brown vs. Board Education, finally defined that separate is not equal.
~1964 Civil Rights Act, defined that public discrimination is illegal. This also supports other ethnic group and other minority groups.
Native American
~1861 Indian Reservation established
~1830 the Indian Removal Act, prior to this time European argued that Indian do not have sovereignty. This effectively did away with all treaties and contracts signed between the United States and the Native American.
~Trail Of tears, the US government decided to move Indians from Mississippi areas to Oklahoma on forced march, many people died.
~1890 Battle of Wounded Knee, the Indian massacre. Indian hunting that killed almost man, woman, and children oh Indian. The US soldier systematically moved to kill Indian.
~1979 The American Indian Religious Freedom Act, It was the first time the US government through Supreme Court of freedom to practice Native American religion.
Hispanic American
~1941 the Fair Employment Practices Act, argued that discrimination was not allowed in the workplace.
~1954 Hernandez vs. Texas, a supreme court case that Hispanic are not black, but they have equal determination to black people. Dealing with this issue also work together with the 14th amendment of equal protection under the law. This also stated that Hispanics were included in the Fair Employment Practices Act.
~1950 Initial Civil Rights, the farm workers lead by Ceasar Chavez organized people together to demonstrate the government asking for the Hispanic worker rights.
~1954-1958 Operation Wetback, deported 3,8 million Hispanics, Immigration Naturalization Resource send them back to their origin.
~1980’s The Sanctuary City, the federal government decided who can be the legal citizen. Depending on there are 39 states in USA. They working similarity mind with the Hispanic Chamber of commerce I guess. This also develops barrio as the cultural center. Here, illegal immigrants are usually not deported from these even if they are arrested for other crimes.
~The proposition 227, did not allows bilingual education in public school of California. Prior to that time, the legal obstruction would mostly impact Hispanic families with children on America’s west coast.
Puerto Rican American
Mr. Moore concerned this subject to a movie (The west side story 1961), just watch it anyway.
~1917 The Jones Act, enabling migration for Puerto Rican free from all immigration barriers to US. Puerto Rican is US citizens.
Chinese American
~1854 People vs. Hall, this states that Chinese immigrants could not testify in American Courts.
~1862 Police Tax, during the gold rush, Chinese workers in California essentially asked to pay US$ 2.50 per month.
~1875 Page Act, banned the immigration by undesirables such as women and criminals to US.
~1882 Chinese Exclusion Act required that this ethic group to reapply for citizenship and made it much more difficult for new members of the group to enter the US.
~ San Francisco China Town Quarantined
~McCarran Walter Immigration and Nationality Act
~US vs. Wong Kim
Jewish American
~May Laws The major cause of emigration from Tzarist Russia (which included modern day Lithuania) in the late 1880s. Jews were forbidden to settle outside the towns and shtetls (townlets); Deeds of sale and lease of real estate in the name of Jews outside the towns and shtetls were canceled; and Jews were prohibited from trading on Sundays and Christian holidays.
~1981 Nuremberg Laws unofficial and particular measures taken against Jews up to 1935. The Nazi leaders made a point of stressing the consistency of this legislation with the Party program which demanded that Jews should be deprived of their rights as citizens.
~1948 Israel Establish the nation of state
~1983 Jewish Faith open law
~Blue Laws usually referred to as Sunday closing laws, prohibit certain types of commercial activity on Sundays.
A Thematic Film Paper Response in E.T. The Extra Terrestrial
As a deeply moving story of the special friendship that develops between Elliott, a very accepting and open-minded lonely young boy living in a suburban California community, and a wise visitor from another planet who becomes lost on Earth makes E.T. The Extra-Terrestrial is an everlasting movie that Hollywood and the world ever had. The story between Elliot and ET contains archetypes of the major characters in the film that would be explained in limits below.
The first overview that delivers the extra terrestrial's character introduction happens slowly through out the first few scenes of the movie. In the first scene, ET has been stranded in a new world, knowing no one. In his first contact with the human species, ET was chased, frightened, and scared into hiding. These are some reasons why I categorized ET as the foreigner in archetypal character. Not also as a foreigner, but later on after met Elliot ET became the noble savage as the new creature. Even though he has seen lack in (earth) culture but ET has goodness and willingness to exist, in addition he also learns easily.
That Elliot and ET feel, do and think the same thing after their first contact, I saw the complexity character in Elliot in his connection with the extraterrestrial. Elliot was a boy who has lost his father due to a parental separation gains a great relationship with an extraterrestrial. Kids develop a sense of empathy as they grow and this story shows how Elliot does. It concludes that Elliot fits into the child character in his wisdom and not superficial, but as I dig deeper, I found that he is more than just the child. When the authorities kill the alien, it is clear that the boy is dying, too. So, the story manages to show the giving up of one’s life for another and the giving of a loving spirit rather than just to be a reluctant hero in Elliot’s attempts to help his extra-terrestrial companion contact his home planet so that he might be rescued.
Finally, after ET went with his spaceship, the final moment in the story comes in the form of a rainbow, a promise that things will be all right. Through his contact with the extraterrestrial, Elliot will grow up with greater compassion, wisdom, and capacity for emotion in his life. Besides the main characters archetypal, I am sure that there are many things that the scholars can dig and develop through this great film.
