John 4:34 Jesus said to them, “My food is to do the will of Him who sent Me, and to finish His work.
Video PhotoReading The Wise Dig a Well before Thirst Arrives.
PhotoReading - find "Start Here" bottom, click p. 2, 3, 4 types of learners
Writing & thinking are inseparable. Not only does thinking help us to write, writing helps us to think.
If you want one year of prosperity, grow seeds. If you want ten years of prosperity, grow trees. If you want a lifetime of prosperity, grow your self-worth. — Chinese proverb
Ask me about the HSC students I've tutored who attained 99.95 & 99.45 UAI, they all have (CAPD) Courage, Action, Perserverance and Determination
"The meeting of two people is like the meeting of two chemical substances. If anything happens, both are changed."- C. G. Jung
When language disintegrates, communication dissolves along with it. Personal experiences can't be shared, knowledge can't be conveyed, emotions can't be verbally expressed. It is through our mastery of language that human beings have been able to transmit the wisdom of one generation to the next, to structure reality and stimulate fantasy. Language is one of the crowning achievements of our species.
It is not the person of great native talent who wins, but she who pushes her talent, however small, to its utmost capacity.
|TIME is your most precious ASSET||Selective/Scholarship Skills, Yrs 2-12, International Baccalaureate||Session|
|Groups 3 - 5 pupils|
|Yrs 9 -10 $70/hr||2hrs|
|Yrs 11 -12 $70/hr||2hrs|
|Creative/Exposition: via email &/or skype||$65 ||20 mins|
|Creative & Argumentative Writing (online)Private/boarders||$65 ||60 mins|
| IELTS ||$75||45 mins|
|Comprehension: Multiple Choice Strategies for Exams||$65||60 mins|
|Business English||$75||45 mins|
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Fees by direct deposit at Australia Post or online secure banking.
Time and Date Converter Courage, Action, Persistance, Determination (CAPD)
Literary reflection 2004 HSC
Discuss ONE way in which this reflection offers a perspective on journeys.
by John Steinbeck (Nobel Prize 1962 "Of Mice and Men").
Once a journey is designed, equipped and put in process, a new factor enters and takes over. A trip, a safari, an expedition, is an entity, different from all other journeys. It has personality, temperament, individuality, uniqueness. A journey is a person in itself, no two are alike. And all plans, safeguards, policing and coercion are fruitless. We find after years of struggle that we do not take a trip; a trip takes us. Tour masters, schedules, reservations, brass-bound and inevitable, dash themselves to wreckage on the personality of the trip. Only when this is recognised can the traveller relax and go along with it. Only then do the frustrations fall away. In this a journey is like a marriage; the certain way to be wrong is to think you control it. I feel better now, having said this although only those who have experienced it will understand it.
Journey is like marriage (you, the student, have never been married, or hope to know what it's like when viewed from the outside). Consider journey/marriage like learning to ride a tandem bike, then you may understand marriage from Steinbeck's view. www.sheldonbrown.com/tandem.html
Most people can adapt their styles according to different situations. Certain people are able to considerably adapt their personal styles to suit different situations. The advantages of being adaptable are consistent with the powerful '1st Law Of Cybernetics', which states that: "The unit (which can be a person) within the system (which can be a situation or an organisation) which has the most behavioural responses available to it controls the system".
The ability to adapt or bring into play different personal styles in response to different situations is arguably the most powerful capability that anyone can possess. Understanding personality models such as the Four Temperaments is therefore of direct help in achieving such personal awareness and adaptability. Understanding personality helps you recognise behaviour and type in others - and yourself. Recognising behaviour is an obvious pre-requisite for adapting behaviour - in yourself, and in helping others to adapt too.
This Area of Study requires students to explore the ways in which the concept of belonging is represented in and through texts. Perceptions and ideas of belonging, or of not belonging, vary. These perceptions are shaped within personal, cultural, historical and social contexts. A sense of belonging can emerge from the connections made with people, places, groups, communities and the larger world. Within this Area of Study, students may consider aspects of belonging in terms of experiences and notions of identity, relationships, acceptance and understanding. Texts explore many aspects of belonging, including the potential of the individual to enrich or challenge a community or group. They may reflect the way attitudes to belonging are modified over time. Texts may also represent choices not to belong, or barriers which prevent belonging. Perceptions and ideas of belonging in texts can be constructed through a variety of language modes, forms, features and structures. In engaging with the text, a responder may experience and understand the possibilities presented by a sense of belonging to, or exclusion from, the text and the world it represents. This engagement may be influenced by the different ways perspectives are given voice in or are absent from a text. Kate Eliza O'Connor from St Scholastica's College (Schols).
Every word in the English language supposedly has an average of five different meanings, and the concept of “belonging” can be ambiguous. Belonging may relate to the notion of being an appendage: a sign of possession or a word denoting ownership. It could be a sense of place inspace – a feeling of belonging to the land, being enmeshed in an environment, a social class, a cultural context or a particular era. Belonging can mean the assignation of an identity, an act involving being pigeonholed, stereotyped, placed within a certain group as the result of societal assumptions. Belonging may also relate to the construction of a self through socialisation and the desire to belong. It can result in a sense of identification, a means of locating oneself within discourses and ideologies. Or it could lead to the downfall and deconstruction of individuality.
Essentially, as has been noted in external forums and discussions, belonging can be simplified (or 'reduced') to the basic premises of:
2) Cultural / Geographical connection (rooted in our personal histories).
3) 'Stereotypes' or categorisation of normative and deviant groups.
4) Subjectivity and self (at this point i would consider Freudian and Kristevan theories, particularly for the stronger students).
5) The tension between construction of identity and destabilisation of individuality.
Process driven: belonging is dynamic, ongoing and changing. One journeys towards the state of belonging.
Alienation: when one does not belong to an entity i.e. feelings of isolation, loneliness and social awkwardness.
Similarity: the features in common with the members of a group.
Stereotyping: an irrational stock image of a particular group e.g. people with a very low-income occupation are socially inferior.
Dominant culture: mainstream society and its strong effect of one's belonging status e.g. the media (advertisements).
Associations: our interconnectedness with others, who we share our belonging experiences with.
Relationships: the often personal connections with others, belonging to a relationship.
Identity: one's identity, individuality and uniqueness often dictates where/what group they belong to.
Comparative: belonging makes it easier to differentiate people on the basis of a range of factors e.g. what group they belong to.
Exclusivity: belonging can divide humanity, leaving certain people out of the group/entity e.g. the Great Schism split Eastern and Western Catholics.
Prejudices: the irrational, learned and virtually subconscious ideologies made about certain groups e.g. racism, homophobia.
Active/passive: active is a group where one is aware that they belong to it e.g. family, friends, school, work, clubs, teams while passive is where someone belongs to a group but is usually not consciously aware of it e.g. the human race, gender.
Unity: belonging brings people together and unites people in commonality.
Longing: belonging is a basic human need; a constant desire throughout our lives; we long, we search, we wish for the right group/entity to belong to.
Perceptions and ideas of belonging, or of not belonging, vary. These perceptions are shaped within personal, cultural, historical and social contexts. A sense of belonging can emerge from the connections made with people, places, groups, communities and the larger world. Within this Area of Study, students may consider aspects of belonging in terms of experiences and notions of identity, relationships, acceptance and understanding.
Texts explore many aspects of belonging, including the potential of the individual to enrich or challenge a community or group. They may reflect the way attitudes to belonging are modified over time. Texts may also represent choices not to belong, or barriers which prevent belonging.
Perceptions and ideas of belonging in texts can be constructed through a variety of language modes, forms, features and structures. In engaging with the text, a responder may experience and understand the possibilities presented by a sense of belonging to, or exclusion from, the text and the world it represents. This engagement may be influenced by the different ways perspectives are given voice in or are absent from a text.
Kate Eliza O'Connor from St Scholastica's College (Schols).