Striving for Tomorrow

121 million children are out of education worldwide (Global Issues). In Sub- Saharan Africa, 176 million adults are unable to read and write, 21 million adolescents are not in school, and 32 million primary aged children are not in school either (African Library Project). Thandiwe Chama knows all too well the damage lack of education can do to a family and a nation. Thandiwe has had her own experiences that have forced her out of her right to education. She knows the frustration this robbery brings.  With first hand knowledge from her own past struggles, Thandiwe is driven to helping and demanding the right to education in a safe environment for all children.

Education is a necessity that all children have the right to. Thandiwe fights for education in a safe and healthy environment. She is driven to help all in her community, whether they are in the same situation or not. Thandiwe has had her own experiences that were troubling and chaotic, and as a result, she can comprehend the pain that families are going through, and she knows that education is the only way to a better life. “Thandiwe was only 8 years old and her school closed down because of a lack of teachers. But Thandiwe did not accept this and demanded education for her and her 60 schoolmates” (Kid’s Rights). It is amazing that at the age of only eight Thandiwe had the mental ability to go against and not conform with events directed towards her and her peers.Having the mental ability to not conform with events that have happened to Thandiwe at the age of eight is amazing. Her understanding of  the importance of schooling at her age and state is remarkable and is something to share. “Thandiwe believes that education is the key to any child’s future” (Int. Peace Prize). She is determined to do anything and everything she can to help her community excel and develop. Even in the most abysmal conditions the girl excelled.  “Thandiwe Chama lives in one of the poorest neighbourhoods of the capital. Against all odds, Thandiwe is successful at school” (Int. Peace Prize).Thandiwe really shows how much she strives for her individual education and that of her peers. Even though growing up in a poor neighborhood is difficult, Thandiwe realizes the importance of knowledge and the grand effect it can have on one’s future.Thandiwe and everyone around her can use this knowledge to educate others and improve their life. It is through all this effort and learning that Thandiwe succeeded in demanding rights for children’s education. But she did not stop here, she exceeded expectations and currently helps those who are most in need.

Thandiwe Chama not only believes in schooling but also strives for education to those that are ill and too often, neglected. Chama knows how devastating a disease like HIV/Aids can impact a person’s life. She and her community help those in need by providing nutrition and support,  and bringing fresh fruit and books to many in the hospital. “Thandiwe has been fighting for the right to education for all children, including the poor and the ill”(In. Peace Prize). As I mentioned earlier Thandiwe has had first hand experience with living in a poor area. She makes sure that those who need most attention get it, and Thandiwe Chama makes sure that education is distributed fairly to all. Also the sixteen year old and her volunteers encourage families to test for HIV. “At this school I learned about rights. And I knew then that this was something I wanted to fight for” (Kid’s Rights).The teenager realized that she had power to change things for the better, and she used this to help her community even further. Thandiwe had already helped many children get an education out of the hot sun , and many other unacceptable situations. She is  now helping families in the hospital. From the day Thandiwe Chama made a difference, she used this ‘power’ and did all she could to help those in need. What I believe really earned her the peace prize, was not only number of people she has helped but Thandiwe’s determination to help them.

With the willpower and ambition to succeed, Thandiwe connects with children that are living in the same conditions that she once was. She uses this familiarization to help those with lack of education, by giving them hope and a drive to progress. Without strong minds like Thandiwe to improve on education in a whole, many children, not just in Thandiwe’s community but on a global scale, would be stripped of their right to school and any other necessities vital to their accomplishments in life. I believe Thandiwe is more than deserving of the Children’s Peace Prize Award, for all her efforts and achievements and for the better of hundreds of lives.

The Suns on My Back

I’m from blue skies and open spaces,
silent places and comfortably dry air,--
I am from cool wind
and the sound of the breeze in the summer atmosphere--
I am from the mountains and hills and the Sun on my back as we roll down on the grass,

I am from an era that is not my own,
but from my biggest influences,
I am from friends--
from laughing and playing,
bruises and tears along the way,

I am from dancing and signing,
barbie’s and dolls,--
From fumbling over my own legs as I try and keep up,--
I am from my teenage sisters,
from britney spears’ new single,
and ‘justin timberlake is so cute!’
I am from Spongebob and Dexter’s Laboratory,
and from the picture books that took me to dreams every night--

I am from beef, wine and, football,
(because that’s all we’re good for)
I am from colorful bowls of fruit,
and from spices from all over the world,
Asian to Western,

I am from ‘if you don’t finish that you go to your room!’
From ‘what do you want to play today?’
or ‘you wouldn’t even know, because you weren’t even there!’

I am from military stories,
rascals, and the perfect student,
from home video’s,
and thousands of memories that I feel are my own,
I am from adventures in the past,
and adventures towards the future

What are the consequences of ' just accepting the situation in which you find yourself [so] everything will be so much easier'?(Boyne 53)Bruno's father to Bruno.

When people find themselves in a difficult situation it is easy to come to a conclusion that accepting the situation is the right choice.

This doesnt necessarily mean that the person is a coward, perhaps they felt that accepting the situation was the braver thing to do for the good of the people they love, which is the case of Bruno's mother, or for oneself. The problem though is that accepting the situacion comes with its consecuences. I feel that the greatest consecuence is that of feeling regret. If you dont stand up for something you believed in at the time I think to some extent you will always regret it for the rest of your life. You will always have the feeling of 'what if'.

Another consecuence is that although it seems at the time that you are not taking a stand for someone you love for their good, in the long run this is not usually the case. In the book "The Boy in the Striped Pyjamas", if the mother, along with all the other people who were against the cause had taken a stand the 'war' against the jews would probably have been over much quicker therefore making life better for the future. Bruno's mother didn't want to take a stand at the time, instead choosing to flee for the protection of her children but in the end, her actions and similar actions of many people around her are actually making it so the future of her children looks drearier. To sum it up, something that might seem like the right choice for the present might not be the best choice for the future.

The Treaty of Versailles

Was the treaty fair?

The treaty was unfair. True, a treaty should have and was rightly made, and Germany should have payed all of their debts for what they had done but, as Mrs. Whiting had said, maybe if the price for their destruction had not been to harsh, Germany may not have felt shamed and had felt the great need to gain dignity back, and gain back a lot what they had to give up.

The Treaty of Versailles was a treaty made after Germany surrendered from the first great war, (World War I) that started in 1917. This treaty was written and made by the allied powers (England, U.S, France, Italy and Japan) to require Germany to pay their debts and other restrictions and promises Germany had to agree to.

President of the United States, Woodrow Wilson, declared that a league of nations should be made, a point made out of his 14, said to create lasting peace. This league, stated that differences would not be settled on a battlefield but around the table, negotiating and debating. This idea also stated that there should be equality between countries, but this rule only seemed to apply to those in Europe. In the end the treaty was made with these points.

80. Germany will respect the independence of Austria.

81. Germany recognizes the complete independence of Czechoslovakia.

87. Germany recognizes the complete independence of Poland.

119. Germany surrenders all her rights and titles over her overseas

countries.

159. The German military forces shall be demobilized and reduced not

to exceed 100,000 men.

181. The German navy must not exceed 6 battleships, 6 light cruisers,

12 destroyers, and 12 torpedo boats. No submarines are to be included.

198. The Armed Forces of Germany must not include any military or

naval air forces.

231. Germany and her Allies accept the responsibility for causing all

the loss and damage to the Allied Powers.

233. Germany will pay for all damages done to the civilian population

and property of the Allied Governments. [The figure was later set at

$33 billion].

428. To guarantee the execution of the Treaty, the German territory

situated to the west of the Rhine River will be occupied by Allied

troops for fifteen years.

431. The occupation forces will be withdrawn as soon as Germany

complies with the Treaty.

Germany then agreed thinking it to be fair in balance of their destruction. But the treaty seemed to go past what it stated, the allied powers pushed the rules, wanting to punish Germany more then settle the agreement. Shaming Germany for their loss and striping them of their dignity. They lost forces, money, land and other important foundations to support a country. Feeling tricked, and embarrassed Germans started to rebel and the media started to tell the nation more about the unfair restrictions and payments. With no stable government and the last chancellor run out of the country because he agreed to Germany's surrender. Germany was desperate for a way to gain back their lost power and more, also for someone other then themselves to blame for their depression and loss. And thus World War II started, with Germany more hungry for total power than ever.

The treaty was unfair. True, a treaty should have and was rightly made, and Germany should have payed all of their debts for what they had done but, as Mrs. Whiting had said, maybe if the price for their destruction had not been to harsh, Germany may not have felt shamed and had felt the great need to gain dignity back, and gain back a lot what they had to give up.

No Man is an Island

How do these texts explore similar themes?

These texts all explore the idea that we, as human beings live in a society amougsnt other people with feelings and a heart. We are therefore not different islands but all apart of countries or cities put together to make continents, (mankind) and thus, the world. (as it says in John Donnes text). Because of this we must learn to take care of each other because ultimately, we depend on each other for survival. This is seen clearly in the short video, giving one of the many examples, homeless people, the type of people we as a society tend to turn our backs to and look away, when really these are the types of people who need our help the most. Like said before, it is important we help each other because we "are in this together". Society will always be better when everyone in it is benefiting in a positive way, " any man's death diminishes me". In Donnes text it also talks about how we must all help each other because one never knows when you will require the help of others so we must treat the needs of others as we would if they were the needs of friends or family, as we would see at others as we see family and friends, the 'same'.

How do the texts provide insights into prejudice and "otherness"?

The author of all the texts are clearly trying to portray a message out to the world, saying that mankind as a whole, needs to cooperate with each other and live peacefully. Opposed to living in a world where people misjudge others for the wrong reasons. (Color, appearence, language, beliefs, gender, race etc.) The book the island uses a single vulnerable and fragile man as a metaphor for all the people in our world that are left aside from society due to prejudices. And the villagers, big, bold, strong, and in a group, represent those who shut away all the ways that people could join hands and connect despite differences. Throughout the book many themes are shown behind the literal. For example when the man is forced to live in a goat pen, he is automatically de-humanized, and seen as an animal, put away and sacrified for the benefit of the group. All villagers look down upon him in disgust, disgusted by his difference all except for one man whose voice is not strong enough to save the stranger from this segregation and the mob's ignorance. All these concepts and more relate to real day problems in mankind and I feel the island is a great way to illustrate these complications.

Why do people make distinctions between "us" and "them"?

People make distinctions between "us" and "them" because it is much easier to judge someone and keep them away than to help them and try to understand their dissimilarity and accept it. What these people are failing to see is that helping others that are 'different' would benefit them, especially knowing that one day you might need their help in return. But instead people looking away not wanting to see, shutting their eyes away from a relationship that could be great and instead name 'them' and 'us'

The Boy in the Striped Pyjamas

What allows some individuals to take a stand against prejudice while others choose to participate in it? Consider Bruno’s grandmother, Kotler’s father, Bruno’s father, mother and sister?

All around the world, people react to situations differently because of the different circumstances they are in, thus making them see things with a different perspective and state of mind depending on how they have lived their lives and how they have been raised. In this book, Brunos father participates in the prejudice going on because it benefits him well under his circumstances. By doing so, he is given power and a higher position in the German army therefore socially as well, gaining respect from supporters of the Nazi party.

On the other hand, Kotler's father and Bruno's grandmother are in disagreement with the prejudice though their fight for this cause is looked down upon and hidden from others. Although we do not know much about them through the book, we can suspect their fight agaisnt the war is because of the way they were brought up and the knowledge they've gained from years of experience.

Bruno's mother does not really participate in the bias movement but she also does not take much of a stand other than her reaction to Bruno's father when she discovers the truth behind the concentration camps. Because of her position as the commandants wife it would not benefit her to speak out of line because all she really worries about is her childrens safety, to raise them in a good environment and good education.

Finally, Bruno's sister participates in the prejudice because of the things she says to Bruno when explaining to him whats going on. She does this because shes young and that is the only thing she has been taught, she is still not old enough to make up her mind for herself, especially since she has been brainwashed from all the propaganda.

My Learning Profiles kk/cc

This year my learning style has changed from 'L' I have now become both Profiles CC and KK. I have two because I feel that I use both sides of my brain left and right equally in and out of school. I think this year my learning profiles seem to suit me better as I feel I can relate more to the descriptions.

According to my learning profiles I learn best through movemnt, which I think is true, I like to be hands on and be interactive. My learning profile also states that I learn best by analyzing details and finding out what is emotionally relevant to me. And when learning I feel that I completely agree that I like to be taught in a very structual mannar, and I take in more when appropriate sequencing of the information is given to me. And even though I am a gestalt learner, my logical side allows me too easily follow step by step instructions even though I love to start imagining the finished project and doing tasks in the order I think is best.

My profile tells me I need to plan my 'movements' although I am usually spontanious and fluid, when under stress I need to take a step back and proceed with caution. Also my left eye scands from right to left, which seems a bit odd, since all the reading I've ever done has been left to right, I am not sure what this means but with it I can sometimes have difficulty concentrating on learning languages and I may reverse and jumble up all the letters in my head. I am not sure I totally agree with this, since I have never really expirienced it, but it sounds like something i might do under a great deal of stress.

Helping me with these challenges I have would be to do simple excersizes, for example Lazy Eights, Thinking Caps, This brain exercise increases blood flow to the brain. The extra blood flow, the extra water, switches the brain on. And to always keep me balanced I need to make sure I do both art based acitivities, and more logic based ones. For example, I few math excersizes, and a few minutes of free dance could be an easy routine to fit into my day.

I think my teachers should know I am the biggest procrastinator I know. It is extremely hard for me to stay concentrated on my work for long periods of time and especially when there is great amounts of work, I feel I get very stressed and I can't do it all. And more specifically on computers. I get side tracked with other websites and activities and it always takes me twice as long to get work done than it should. Finally the most important thing I want my teachers to understand is that I am very capable of using both my right and left side of my brain, and that I don't think I have a problem of reading languages, as the one I am taking now, French I enjoy very much and I have no serious problems with. I think i am well rounded with both sides of my brain I just need to keep it that way by balancing my activities on both sides.