Why I won't be travelling to Indonesia
OPINION: This morning Australia woke to the news Indonesia had killed two men. An artist and a minister. A brother and a son. Friends, lovers, a husband, drug smugglers.
Today, the country is in shock and many people don’t know what to feel. Some are angry, some are sad. Some are calling for a boycott and some believe they got what they deserve.
All I know is that I won’t be going to Indonesia.
As many people held vigils and made videos in the days leading up to their execution, I felt frustration at the outpouring of emotion that ultimately didn’t prevent their deaths.
I wanted to do something, anything, that would hit Indonesia where it hurts and make President Widodo realise the death penalty is not OK
Today as the Prime Minister Tony Abbott and Foreign Minister Julie Bishop announced they would recall Australia’s ambassador to Indonesia, social media is filled with calls to boycott the country and cut the $650 million aid budget — something Ms Bishop said would be left to May to decide.
For me, it’s not about cutting aid. I don’t want people in need to suffer or those who rely on tourism to be forced to close their doors. But I do want people in Australia and Indonesia to realise their actions can force governments to change.
Overnight, Filipina woman Mary Jane Veloso, 30, was spared the death penalty. The single mother of two had been convicted of drug smuggling but maintained her innocence — claiming she was exploited by traffickers en route to a job as a maid in a case that captured the hearts of the Indonesian public.
While her 11th hour reprieve was due to someone coming forward in her case, — which her lawyers argue is a case of human trafficking rather than drug trafficking — who knows how much of an impact the publicity had in encouraging them to speak out?
There’s no doubt governments respond to public pressure. We’ve seen it in Peter Dutton’s indication he would review the Tyrone Sevilla case after a petition with thousands of signatures asking for him to be granted a visa to stay in Australia. We’ve seen it in the US where legislators were forced to change a law after a backlash from major companies and celebrities over fears it could mean businesses would deny service to homosexuals on religious grounds.
In this case, President Widodo has remained deaf to calls from leaders from Australia and other nations. Pleas from family members and an unprecedented call from Ban Ki Moon, the secretary-general of the UN, couldn’t move him. Perhaps next time, he might listen.
Some say Sukumaran and Chan broke the law, knew the penalty and deserve their fate. That drugs hurt families and there’s no doubt they do. But two wrongs don’t make a right.
Killing on top of killing doesn’t mean salvation. It ignores their obvious rehabilitation, the complex elements that make up a person and means they’re forever defined by something they once did.
It’s not something that should happen to anyone. It’s not worth being put to death. And it’s certainly not worth a cheap ticket to Bali.
Rest in peace.
Tuesday, 28 April 2015
Thursday, 23 April 2015
30/2 Practice Article #4: Vanstone 'Choosing is hard, but its still a lifestyle choice.'
Choosing is hard, but it’s
still a lifestyle choice
Amanda
Vanstone
Published: March 16, 2015 - 12:00AM
Published: March 16, 2015 - 12:00AM
Instead
of attacking the Prime Minister over his choice of words, we should tackle the
issue of funding remote communities and how we can best maximise the
opportunities for young Indigenous Australians.
We say we
want to see a more rational and conciliatory political process with less bif
bif and more substance. One example from last week has shown how hard that will
be to achieve.
The Prime
Minister made a statement about no longer funding lifestyle choices in
indigenous communities. The response has been an overwhelming "Let's kick
Tony" rather than "Let's address the issue of funding extremely
small remote communities."
"The priority should be Indigenous children's future." Photo: DAVID GRAY
"The priority should be Indigenous children's future." Photo: DAVID GRAY
So keen are some to attack Abbott that the debate became about the PM rather than the substantive issue. The PM's critics had a choice to attack him or discuss the substantive issue. Their choice speaks volumes about them.
The
attacks on him reveal two fairly common aspects of political debate today.
First, the default position is to attribute the worst intentions to the
speaker. Abbott's use of the words "lifestyle choices" was unwisely
risky. It gave his critics the opportunity to accuse him of thinking
the choices are no more difficult than a whole range of lifestyle choices we
all regularly make: whether to walk to work or not, whether to drink less
coffee or whether to live at the beach and commute to work. Anyone who knows
Abbott's long standing interest and commitment to first Australians knows he
understands the very difficult choices many face in remote areas.
The
second aspect is the now common Australian tendency to take offence whenever
possible. The process is: claim offence has been taken, claim it was either
intended or that a reasonable person would expect offence to be taken, and then
seek some sort of redress. Assuming the position of victim allows you to attack
the speaker as being nasty, evil, out of touch.
Does
anyone really suggest that Indigenous Australians in remote areas don't have
any choices? The choices they have for the most part are hard ones, really
hard. For many Aboriginal people the choices are hard. None of the options may
be ideal, but nonetheless, choices have to be made. Choices they are, and
they are often about lifestyle.
One
pathetic attack against Abbott alleged that by querying the need to fund some
very small and remote communities he was showing he did not understand the
strong cultural affiliation Indigenous Australians have with the land. Nobody I
know doubts that affiliation, least of all the PM. To retain that affiliation,
it does not mean they must live in an extremely remote area with very few
people with an expectation that power, water, health and education
services will be readily available. Most indigenous Australians live
in towns and cities. They haven't lost their indigeneity because they are
in urban areas.
A very
small percentage live in remote Australia. The communities are not
generally very large and are dispersed over enormous distances. Where they have
missed out on some educational opportunities and health care, their options are
nowhere near as bright as those available to other Australians. But even then
it is hard to honestly say that the only choice is to live in extremely small
communities. Sometimes groups move out of towns to try and keep kids away from
drugs and alcohol, but doing so may well limit the services and thus
opportunities for young children. It's just one example of hard choices –
where neither is ideal, but a choice has to be made nonetheless.
Some live
in one community for a good part of the year and move to out stations for the
remainder. It is a very expensive lifestyle when power , housing and other
services are needed. Even with generous funding the fact remains that services
in one place mean there can't be services elsewhere. Governments have to give
good value to indigenous Australia, not better value to some and less to
others.
Spare a
thought for those who because of long term displacement from their traditional
lands, are living in remote communities where the traditional owners are from
other clans. If they belong to the clan or family of the traditional
owners life may not be peachy. Which families do you think get first
access to housing, health care and any other benefit the elders control? In
many of these communities there is not the slightest expectation of equality.
Those whose accident of birth and geography gave them advantage, use it.
The
perspective that is most important to me is that of the children. Imagine an
indigenous kid at 15 who has been living in a remote place and travelsto out
stations regularly. In the process she has little education, inadequate
healthcare, and maybe doesn't realise a pair of glasses would make life a lot
easier. Consequently she has fewer opportunities than others.
Can you look her in the eye and happily say that's her lot in life because we
were too weak to insist that she had proper care, education and protection that
should be the birthright of every Australian?
The
reality we all have to face is that we do not have a blank canvas. We must deal
with life as it is, with the hand we have been dealt. Indigenous Australians,
especially in remote areas face hard choices. So do governments.
It is
just a fact of life that schools, health care and other services cannot be
provided everywhere for extremely small numbers. It is equally true that
parents must make education and care of their kids a priority.
Our
priority should be the long-term opportunities for children. Some might
say that we should do everything we can to help small remote communities live as
they do now. I say if you think that's in the best interests of the children,
fair enough, but I just cannot believe you will be able to put forward a
credible argument. The ultimate question is not how would these communities
like to live today, but how can we maximise the opportunities for young
Indigenous Australians?
Amanda
Vanstone was a minister in the Howard Government.
This
story was found at: http://www.theage.com.au/comment/choosing-is-hard-but-it8217s-still-a-lifestyle-choice-20150313-14377x.html
Tuesday, 21 April 2015
29/2 Article Analysis Basics
When Analysing an article within a language analysis you are looking to identify and describe...
What: What is being argued? (Issue, Context, Arguments, Contention)
How: How it is being argued? (PLTs, Tone, Language)
Why: Why is it being argued or presented in this way (The intended effect on the reader)
In a Language Analysis you need to address each of these elements. You must identify the WHAT and the HOW and analyse WHY it is being argued in this way.
Relation to the LANGUAGE ANALYSIS ESSAY structure.
INTRODUCTION: Establish your understanding of the article
I: Issue and Context (What)
T: Text details (What)
A: Audience (What)
C: Contention (What)
T: Tone (What) and its effect on the intended reader (Why)
BODY PARAGRAPHS: Identify the author's arguments and analyse how and why the author presents the argument.
BP1: How the author presents their first argument.
Identify the author's first argument: Refer to the author, relate to the issue.(What)
Identify how the author opens their piece (How) and analyse why the author presents the piece in this way. (Why)
Identify a persuasive technique the author uses (How) the present their first argument and analyse why it is done in this way. (Why)
Identify an example of persuasive language (How) and analyse why it is done in this way. (Why)
BP2: How the author presents their second argument.
Identify the author's second argument: Refer to the author, relate to the issue.(What)
Identify a persuasive technique the author uses (How) the present their second argument and analyse why it is done in this way. (Why)
Identify an example of persuasive language (How) and analyse why it is done in this way. (Why)
Analyse the image and explain why it has been embedded within the persuasive article.
BP3: How the author presents their third argument.
Identify the author's third argument: Refer to the author, relate to the issue.(What)
Identify a persuasive technique the author uses (HOW) to present their third argument and analyse why it is done in this way. (WHY)
Discuss a shift in the tone of the article. (What) and how this would impact the intended reader. (WHY)
Identify how the author close their piece (What), analyse why the author closes the piece in this way and how it would impact the intended reader (Why)
CONCLUSION
Restate the author's contention, tone and how the reader is left feeling.
What: What is being argued? (Issue, Context, Arguments, Contention)
How: How it is being argued? (PLTs, Tone, Language)
Why: Why is it being argued or presented in this way (The intended effect on the reader)
In a Language Analysis you need to address each of these elements. You must identify the WHAT and the HOW and analyse WHY it is being argued in this way.
Relation to the LANGUAGE ANALYSIS ESSAY structure.
INTRODUCTION: Establish your understanding of the article
I: Issue and Context (What)
T: Text details (What)
A: Audience (What)
C: Contention (What)
T: Tone (What) and its effect on the intended reader (Why)
BODY PARAGRAPHS: Identify the author's arguments and analyse how and why the author presents the argument.
BP1: How the author presents their first argument.
Identify the author's first argument: Refer to the author, relate to the issue.(What)
Identify how the author opens their piece (How) and analyse why the author presents the piece in this way. (Why)
Identify a persuasive technique the author uses (How) the present their first argument and analyse why it is done in this way. (Why)
Identify an example of persuasive language (How) and analyse why it is done in this way. (Why)
BP2: How the author presents their second argument.
Identify the author's second argument: Refer to the author, relate to the issue.(What)
Identify a persuasive technique the author uses (How) the present their second argument and analyse why it is done in this way. (Why)
Identify an example of persuasive language (How) and analyse why it is done in this way. (Why)
Analyse the image and explain why it has been embedded within the persuasive article.
BP3: How the author presents their third argument.
Identify the author's third argument: Refer to the author, relate to the issue.(What)
Identify a persuasive technique the author uses (HOW) to present their third argument and analyse why it is done in this way. (WHY)
Discuss a shift in the tone of the article. (What) and how this would impact the intended reader. (WHY)
Identify how the author close their piece (What), analyse why the author closes the piece in this way and how it would impact the intended reader (Why)
CONCLUSION
Restate the author's contention, tone and how the reader is left feeling.
Monday, 13 April 2015
(28/2) My Argument/His Argument
Making sure we always relate our discussion to the article.
Similar to being explicit with your topic sentences and always relating to the SAQ, when we complete LA essays we need to ensure that we explicitly relate our discussion to the article.
We always want to ensure that we are analysing the language used by the author in order to position readers and make their argument and we want to make this clear when writing our response.
You must identify the author whose argument you are analysing; it is NOT your opinion.
Example:
1. Alcoholic marketing in society is damaging people’s health
2. It could be argued that alcoholic marketing in society is damaging people’s health
3. Sinnerton argues that alcoholic marketing in society is damaging people’s health
In the example above both numbers 1 and 2 do not explicitly relate to the author, both statements appear to be the opinion of the student.. However in number three the student has explicitly said that ‘Sinnerton argues’ making a clear distinction that this is ‘Sinnerton’s’ argument and not the students.
Sunday, 12 April 2015
(27/2) Comprehension Questions #1: Parents stop letting kids drink, please.
Article: Parents Stop Letting Kids Drink, Please.
Completed: 13/4
Instructions: Complete Questions 1-9 in response to the article 'Parents Stop Letting Kids Drink, Please.'
Completed: 13/4
Instructions: Complete Questions 1-9 in response to the article 'Parents Stop Letting Kids Drink, Please.'
1.Who
is the author of the article?
2.What
is the title of the article?
3.Where
was the article published?
4.What
is the issue the article is addressing?
5.Why
is this issue a problem within society?
6.What
is the author’s contention?
7.What
is one reason the author provides for his contention?
8.Who
would you suggest the author is addressing the article at?
9.What
do you think is the authors tone and how does it effect the intended audience?
(26/2) START HERE: Week-by-Week Unit Outline- APA UNIT
Week-by-Week Unit Outline: Analysing and Presenting
an Argument
The Following is a week-by-week breakdown for each
WEEK the Lessons to be covered are listed. Under each LESSON is a
‘learning intention,’ ‘Check your understanding,’ and the corresponding blog
from ‘mrmunners@blogspot.com.au’
WEEK 1
Lesson 1: One Period
Learning Intention:
To understand the purpose of a Language Analysis.
Check Your Understanding:
·
Can I explain the purpose of a
LA?
·
Do I understand the idea of a language analysis?
·
Do I understand why we complete LA?
Topics and (related BLOG)
Lesson 2: 1 Period
Learning Intention:
To be able to identify ITACT within an article and
effectively communicate this analysis in full sentences.
Check your understanding
·
I understand how to find ITACT in an article
·
I understand what ITACT stands for and what each of
the words mean.
·
I can explain how finding ITACT assists with your
understanding of the article.
·
I am able to communicate my analysis regarding
ITACT in full sentences.
Topics and (related BLOG)
ITACT: (What on earth is ITACT???)
Identifying Contentions: (Identifying and outlining
an author's contention)
Identifying Issues: (Identifying Issues 101)
What is the Audience: (An Audience NOT an Audience By Any Other Name)
The Tone: (The Tone of it ALL)
Lesson 3: 3 Periods
Romeo and Juliet SAC
WEEK 2
Lesson 4 (2 Periods)
Learning Intention
To learn how to identify an author’s argument
within an article
Check Your Understanding
·
I can identify the reasons an author is providing
to support his POV
·
I can explain the supporting arguments from an
opinion article
·
I can identify and communicate an author’s
supporting argument in an opinion article
Topics and (Blog)
How to identify an author’s argument! ((2/2) A Tale of Three
Arguments: Identification)
Lesson 5 (3 Periods)
Learning Intention
To learn what PLT’s are, how to analyse them and be
able to construct a full sentence that outlines that analysis.
Check Your Understanding
·
I can construct a piece of prose that reflects my
analysis of the PLTs of a particularly article
·
I understand what a PLT is
·
I understand how PLTs are intended to impact on a
reader
·
I can explain why it is important to target
specific readerships in my analysis
·
I can analyse how PLT’s are used to persuade the
reader
·
I can communicate the analysis of PLT’s in full
sentences
Topics and (Blog)
Analysis of PLTs: ((3/2) PLTs: Identification
and Analysis)
Sentence Starters for LA essays: ((25/2) Sentence starters for
the Language Analysis Unit)
WEEK 3: (Distribution of LA CAT: Wednesday 6/5
Lesson 6 (2 Periods)
Learning Intention
To be able to analyse persuasive language and how
it is intended to persuade a reader of their POV.
Check Your Understanding
•
I understand how PLTs are intended to impact on a
reader
•
I can explain why it is important to target
specific readerships in my analysis
•
I can analyse how PLT’s are used to persuade the
reader
•
I can communicate the analysis of PLT’s in full
sentences
Topics and (Blog)
Analysing Language: 12/2 Analysing Language: A
Basic Guide
Identifying PLTs and Language: 19/2 A list of PLTs
Learning Activities
PLT TEST #1
Lesson 7a (3 lessons)
Learning Intention
To learn how to put the skills we have learnt in
the ‘Arguing and Presenting Arguments’ unit into a well-structured essay.
Check Your Understanding:
•
Understand which skills are required for a language
analysis essay.
•
Understand the LA essay structure
•
Be confident in putting the skills learnt into a
cohesive essay
•
Be able to write a LA essay
Topics and (Blog)
LA structure- Putting it all together
Week 4: (CAT Due: 7/5)
Lesson 7b (2 lessons)
Learning Intention
To be able to improve our analysis of persuasive
language, how it is intended to persuade a reader of their POV and be able to
communicate it in a coherent form.
Check Your Understanding
LA: Using the Learning Intention
above how do you think you could check your understanding. What do you need to
have achieved by the end of this lesson
•
Be able to identify a PLT from an article
•
Be able to analyse how PLTs are used to impact a
reader
•
Be able to communicate your analyse in full
sentences
•
Be able to answer why
Topics and (Blog)
Writing complex responses- Answering the Why?
Making sure your analysis relates to the contention
and issue- Avoiding Vague Analysis
Focusing on improving your analysis- Analysis Focusing on Body
Paragraphs
How to write a conclusion- Writing a Kick Arse Conclusion
Learning Activities
Analysing Images
Lesson 8 (2 Lessons)
Learning Intention
To begin annotating and analysing the CAT article
and improve our understanding of the homosexual marriage issue.
Check Your Understanding
•
Annotate the CAT article
•
Identify ITACT for the CAT article
•
Have an understanding of the
homosexual marriage issue.
Topics and (Blog)
Annotating the CAT article
Peer assessment: introductions
Introduction and Analysing the image
Lesson 9 (1 Lesson)
Learning Intention
To begin/continue writing and planning the LA CAT
and learn how to analyse images/cartoons
Check Your Understanding
•
To have written an intro and received feedback
•
To have annotated the article
•
To have identified several arguments
•
To have substantially planned the essay
Topics and (Blog)
Peer assessment for INTRO
How to Write a Kick Arse Intro: LA Edition
WEEK 5
Lesson 10 (2 Lessons)
Learning Intention
To reflect explicitly on the CAT and identify how
we can improve our LA writing
Check Your Understanding
·
I understand what I need to improve for my CAT
·
I am aware of how I am going to improve
·
I have written an action plan to improve my writing
Topics and (Blog)
CAT Reflection worksheet and action
plan
Lesson 11 (2 Lessons)
Learning Intention
Lesson 1: To use the LA CAT reflection to improve
our understanding LA writing and to improve individual skills and the quality
of our LA writing.
Lesson 2: To practice specific skills, based on the
reflections on the CAT in completing 2 of 3 mini tasks.
Check Your Understanding
·
I can identify and describe the contention
·
I can identify, describe and analyse the tone of an
article
·
I can accurately identify the issue from an article
·
I can identify how the intended audience is
specific based on the contention and issue.
·
I can write an effective conclusion
·
I can effectively structure a body paragraph
Topics and (Blog)
Workshops to improve student understanding
Identifying Contentions: (Identifying and outlining
an author's contention)
The Tone: (The Tone of it ALL)
Identifying Issues: (Identifying Issues 101)
What is the Audience: (An Audience NOT an Audience By Any Other Name)
How to write a Conclusion:
Lesson 12 (1 Lessons)
Learning Intention
To develop a process of annotation and essay
planning for the LA unit
Check Your Understanding
·
I can employ a repetitive process to annotate and
plan an LA essay
·
I understand how to follow the flow planning chart
·
I can use the flow planning chart to improve my
essay writing
Topics and (Blog)
The LA Planning Flow Chart
Week 6
Lesson 13 (1 Lesson)
Learning Intention
To be able to annotate a LA article and identify
arguments, language and techniques in preparation for writing a language
analysis essay
Check Your Understanding
•
I can analyse language
•
I can annotate an article in 10 mins
•
I know what to look for when annotating
•
I can annotate and plan a language analysis essay
sufficiently in preparation for the SAC and end of semester exam.
Topics and (Blog)
How to Annotate an your article
Learning Activities:
1. Quick
Annotate: Andrew Charles article
2. Class
Annotate: Devine article
3. Team Essay:
Series of articles
Lesson 14 (1 Lesson)
Learning Intention
To mark and provide feedback for a series of sample
essays and identify at least 3 techniques to be applied to our own writing
Check Your Understanding
•
I can annotate an article in 5 mins
•
I know what to look for when annotating
•
I can focus on and analyse a specific word
•
I can analyse language in an organised and coherent
form (LA Structure)
•
I can complete a language analysis essay to a
satisfactory standard
Topics and (Blog)
How to annotate an article
Practice essays
Lesson 15 (1 Lesson)
Learning Intention
To revisit the language analysis structure and
consolidate our ability to analyse persuasive devices
Check Your Understanding
Topics and (Blog)
Practice essay writing
Practice Articles on blog
Learning Activities
PLT TEST #2
Lesson 16 (1 Lesson)
Learning Intention
To improve our ability and the complexity of our
analysis
Check your understanding:
•
I can focus on and analyse a specific word
•
I know which words to focus on and why they are
important
•
I can analyse language
•
I can annotate an article in 5 mins
•
I know what to look for when annotating
•
I can construct complex analysis
Topics and (Blog)
Practice essay writing
Learning Activities
1. Quick Annotate: Sue Davis article
2. PLT TEST #3
3. Community Circle Analysis activity (Building
Blocks)
Lesson 17 (1 Lesson)
Learning Intention
To use teacher and peer feedback to practice
writing a Language analysis essay in preparation for the SAC/Exam
Check Your Understanding
Students to identify 3 skill areas they feel they
could improve upon and phrase them as check your understanding
· I can write a LA essay
Topics and (Blog)
Practice essay writing
Learning Activities
1. Quick Annotate: Gorging the Innocent
2. PLT TEST #1
Week 7 (SAC: Tuesday, Wednesday, Thursday)
Lesson 18 (3
Lessons)
Language Analysis SAC: Tuesday, Wednesday,
Thursday.
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