Monthly Archives: May 2016

BTN Milk Prices

Here is the link: http://www.abc.net.au/btn/story/s4464750.htm

Blue =  Facts

Green = Questions

Red =  Understandings

Dairy has been the talk of the week after some farmers exclaim how they’re in huge financial trouble. Apparently, milk processors aren’t paying them enough money to cover their cost and blame the cheap supermarket milk for making the prices lower. But the processors say the overseas markets are the problem for making the prices super cheap. Let’s look deeper into this situation.

Did you know that cows had 4 stomachs? Well, did you also know that farmers use cups to milk cows? Well, not the cups you drink out of. These cups look like this:

The suction bits (where the rubber and the metal meet) go onto the cow and the milk then goes through the hose into the cooling system, and after that it goes into the vat. Cows are normally milked 2 times in one day!

So back onto the problem. There’s around 6000 dairy farms around Australia, but that’s only the first step in making milk. Then it goes to the processors who clean and package it (with machines). The processors pay the farmer on how much protein and fat is in their milk.  This is called milk solids.  But the situation is some big companies have announced a drop in how much they’re going to pay. Murray Goulburn used to pay farmers $5.60 per kilogram for their milk. Now they’ll pay between $4.75 and $5 a kilo. Fonterra is now willing to pay farmers from $5.60 to $5. The companies like Murray Goulburn and Fonterra are saying that people overseas (they send a fair bit of our Aussie dairy products overseas) don’t want our dairy products as much as they used to, so now they have to drop their prices.

Which reminds me, most of the milk is actually turned into other dairy things (cheese, butter, milk powder, ice cream and even yogurt)! But when we think of the processors are dropping their prices, everyone normally celebrates. But for farmers, these changes can be devastating for them. Some of them have even said that in some cases, they’ll be losing money on each litre of milk they sell.

So what can we do? Well, some people are calling for the help of the federal government, like a 16 year old girl called Chloe. She’s started an online campaign asking for the government to look at the milk pricing system and set up rules to protect farmers in this industry. Her father is a farmer, which is how she found out what is going on. So far she had more than 120 000 signatures, but all she wants is to see change in supermarkets and the way people see dairy farmers and the industry itself.

Others also want the government to help, but their going at a different approach. Some people have asked the government if they can put a levy on milk that will go straight to the farmer/s that made it. These people say that the big supermarkets aren’t helping the dairy farmers by selling milk at such a cheap price.

But what can we do? Well, farmers are saying that if you check that you grab Aussie dairy milk brands that are not made by the supermarkets, it would be a great help toward them. And they also say that if everyone contributes a little bit, it will make a huge difference to farmer’s rights across the country.

An understanding I have is that being a farmer is actually a very stressful job. Imagine waking up in the morning and you know that you could be losing money today (each litre of milk they sell).

 

2 questions I have are:

  1. How much are processors payed?
  2. What would happen if farmers cleaned and packaged it themselves? Would it impact the problem slightly or a lot?

Report- Semester Goals

My goals for Semester 1:

I would like to improve on thinking about thinking. Ways I could do this is when I walk to school, I’ll stop and look at things and try to think of how it works. I would like to learn how to innovate better. I could do this by every opportunity I can show off my work, I’ll be original when presenting it. Lastly I want to speak slower so people can understand me when I get excited. An easy way to do this is to stop and think and to calm myself down before I start talking.

 

My Reflection on Semester 1 goals:

I feel I have achieved my goals for this semester. I now do thinking about thinking a lot (thanks to my friends always quizzing me). For innovating, my stories now have a simpler and more original plot (which proves I’m improving). And lastly, I now speak more slowly when I get excited (I’ve been practising that one the most, but I could still improve on it a bit). So in total, I believe I have achieved my goals, though there’s always room for improvement.

 

Goals for Semester 2:

In literacy, I want to write different types of pieces more (I’m writing narratives to much). I feel if I explore all the different types of writing, I will improve on all of them and even find some I don’t know. In maths, I still get confused when multiplying 2 decimal numbers that have more than 2 whole digits. If I can improve on that, the maths I’ll see in the future will make more sense, and I’ll be more prepared for high school. Personally, I’d like to be more organised with my work.

I Got This Hat- Simultaneous Reading

The wind blowed on my face as I sat in the grubby wood of the boat. My mind wandered to another world as my hair stretched out behind me. What would it be like in this new country? Will they welcome us? Immigrants aren’t welcomed that often, especially if it’s a country like Australia. My hands start shaking as I finish my final creation. A green beanie, with dark green strips around it. This beanie will go down generations into my family, and they’ll tell my story. This story. Of how a hat was born on the borders of their 2 countries. Greece, and Australia.

Goal Reflection- Government

What did I learn?

In term 1, our class was learning about government. We learnt things like what was our country’s government, the three levels of government and what they do, what elements are in Australia’s federal parliament (things like equality before the law), how to make or change a law, knowing the roles and responsibilities of leaders in parliament and showing your understanding in school and community activities, and finding out the history of our parliament. That’s not all we learnt, but I just go into depth into those few categories we learnt about.

Our country’s government is a democracy, but also a constitutional monarchy. This means that we have a prime minister guiding the country, but also a king/ queen ruling over us as well. In this case, our queen is Queen Elizabeth II, who rules Australia and England! But she doesn’t live in Australia, which makes it hard for her to rule this country as well as England, that’s why she has a Governor General to represent her in parliament. The Governor General gets chosen by the queen herself, so you’re pretty lucky if you get the job! But more on the Governor General later, let’s talk about the democracy part of our government. Australia is a parliamentary democracy that means we get a say in what’s going on. That also means that the government is based on a system that is supreme! We have a House of Representatives, a Senate and The Queen/Governor General to make and change new laws so that Australia is run properly. As a democracy, we get to vote in who gets to be in parliament, and if you’re eligible, you can try to get in. The time where everyone tries to get into parliament is called an election. So Australia is a monarchy and a democracy, but what about the others ways of government, here they are:

  • Anarchy: Anarchy is where there is no one to rule the country, there’s no government. This means that everyone does their own thing, and there’s no rules. This can happen to a country if a war took place, or another country has invaded and their fighting to take control.

 

  • Communism: This system is how the government owns all business and farms, and then gives out the produced food to everybody equally.

 

  • Dictatorship- If a country was ruled like this, it would mean that a person is ruling the country and was not elected. This could happen by the person using force to become the leader for his/her country.

 

  • Republic- This is a country that is ruled with no monarch. This means that the head of the country is ruled by a prime minister, and they have to be elected in. So there would be no Queen or King, and no Governor General.

 

  • Totalitarian state- This country is ruled by one political party, and the people in the country are forced to do whatever the government says they have to do. This may make people want to leave the country, but the government can (and would) prevent them from leaving.

 

 

In the olden days, King John was England’s King. He was called “The worst king of England”, and there were many reasons why. He was always going to war with France (and losing!) and he kept taxing the rich people to pay for his armies! But one day, the barons (rich people) had enough, and they marched to the fields on Runnymede, London and they made him sign the Magna Carta (click on Magna Carta if you don’t understand what it means). And it worked for a while, but when King Charles the 1st came along, well he locked people up in jail if they didn’t pay their taxes. But one person realised he wasn’t going by the Magna Carta, and this person was Sir Edward Coke, a politician and an important English judge. After the news broke out, this event ended up leading to a war, and Charles the 1st death. Then came the Age of Enlightenment (which happened in the mid 1600’s). New thinkers arrived and the way countries were run started to change. There was one person who influenced everyone, and that was John Locke (1963 to 1704). This man came and argued for the rights of property, liberty and life about the government. People were only going to be governed as long as they still had their rights. Then came 1679, when the parliament of England made the Habeas Corpus. The Habeas Corpus is a contract stating how locking people up unfairly wasn’t going to happen unless their proven guilty in court. Then the parliament passed the English Bill Of Rights (1689), which lays out rules regarding the power of the monarchy and the rights for people. Some things in that bill were that the parliament was responsible for making the laws and setting taxes (not the king/queen), elections will happen on a regular basis and the bill would protect the following things:

  • Freedom of Speech
  • Freedom of Assembly
  • Freedom to petition the government
  • The right to keep and bear arms.

As all of this was happening, the news of the Magna Carta was going around, and most countries liked that idea. The new (at the time) American colonies wanted some of the ideas in the Magna Carta to be in their laws, and they ended up combining those ideas with some of their own. But in 1765, King George III decided to tax 13 American colonies without their concern. That didn’t end well. The American colonies decided they didn’t like the British rule and wanted to overthrow the authority of Great Britain. This happened, and the United States of America was formed. They also formed their government with three main branches. The Congress, the President and the Courts.

Now, at the start of the 20th century (1901), the 6 colonies in Australia decided that we need a government for the whole country, and that where the federal parliament comes in. Some things the federal parliament established were the right to trial by jury, freedom of religion and the right to vote. But that wasn’t for everyone. Women weren’t allowed to vote (they were allowed to in 1902), immigrants weren’t allowed in Australia so they weren’t counted if they were their (that was fixed in 1947 and the government welcomed immigrates) and the Aboriginal and Torres Strait Islander people were not recognised as Australia citizens and weren’t even counted in population (It changed after 1967 when a public referendum was held)!

In 1945, an international organisation with 51 countries in it (including Australia) was created. They are called the United Nations, and Australia played a big part in creating the Universal Declaration of Human Rights. This declaration of rights includes everyone, so no one in the whole world is left out.

So, here are some the things we have today that we have worked so hard to get. And remember, never take these things for granted. We have:                                                                                                                                 Freedom of speech, equality, right to vote (if you’re 18 or over), right to worship (any religion) and right to a fair trial (court). But there are still rights that aren’t protected for everyone. In some parts of the world, people are treated unfairly for their age, gender, sexuality, race, nationality, having a disability and for even being themselves!

That’s just one thing we have to work on for the future of our society. But for now, that’s all the important things that’s happened in the past that’s got to do with the government, and that sums up what I’ve learnt.

 

Were they good goals?

I believe the goals I gave myself were very good. This is because the other goals I were allowed to choose from I understood, and there’s not point finding out about something if you already know about it. They were also good goals because I cared and it was challenging but achievable. I think each goal I chose were looking at a different point of the government/ parliament, so I ended up looking at a variety of different things that had to do with the government. And that’s really good.

 

Did I achieve my goals?:

I have learnt so many things from term 1 about the government, and I’m sure I can explain my goals in a way to show you that I understand them and have achieved them. For example, my first goal is if I can describe the three levels of government and some of the key functions of each level. The three levels of government are: Federal, State and Local. Local takes care of things like parks, libraries, community services, signs etc. State takes care of things like schools, police, roads, hospitals, etc. While Federal takes care of things like immigration, war, defence, tax etc. Federal is the highest level of government, while Local is the lowest, and State is right in the middle.

The second goal was that I could explain the basic elements of Australia’s federal parliamentary system and key democratic principles and values such as freedom of speech and equality before the law. The basic elements of Australian Federal parliament is (in order from lowest to highest in ranking) 1. The House of Representatives, 2. The Senate, and 3. The Queen or Governor General (you can put the queen and senate together).  Some key principles in parliament are (from the Magna Carta): you can own your own house/land (you couldn’t do that back in 1215) and that no one is above the law (not the president or even the king/queen). There are more, like the bill of rights and fair elections, but I won’t list them all.

 

The last goal is that I can demonstrate understanding of the roles and responsibilities of leaders, and of democratic processes, when engaging in school and community activities. I think I have achieved that well because I know all the roles and in parliament and I know the responsibilities each one has. Also, in class we acted out what goes on in parliament (half the class was labour, half was liberal) and we would get a role to play, as well as having to know the responsibilities that person has in parliament. And if you still don’t believe me, I can name some roles in parliament right now:

House of Representatives:

Government- the team with the majority of ministers.

Greens- A minor party (there is more than the greens) and they get to go on whichever team they like. And they don’t have to vote on what their team believes if they don’t believe it (but they normally do).

Independents- They get to vote for whatever feels right for them. They have no pressure in a decision they have to make.

The Opposition- against the Government, has lost the election.

Right now, the government is Liberal, and Labour is the opposition. Liberal is a coalition and Labour is a minority.

 

There was more evidence to if I know the roles and responsibilities of parliament, but if you still don’t think I know it that well, I can tell you how the roles and responsibilities in parliament for passing a bill! Here they are:

 

The House of Representatives:

  1. The Cabinet- The prime minister and other important ministers get ideas for a new law.
  2. 1st Reading- The clerk reads out the bill for the first time.
  3. Ministers Speech- The minister states the reasoning’s he believes for the bill.
  4. Adjournment- Parties get time to think whether they will vote for the bill, or against it.
  5. Committee- Experts from the public gather information on the bill, and see what everyone is thinking of it in the media (this only happens if they don’t have that much evidence from the community’s).
  6. 2nd Reading Debate- The government, opposition, minor parties and independents state their opinion on the bill (including whether they vote for or against) and they vote whether the bill goes on to the 2nd
  7. 2nd Reading- The clerk reads out the bill for the second time.
  8. Consideration in detail- Members of parliament see whether they can improve the bill or give it any amendments.
  9. 3rd Reading- The clerk reads out the improved bill for the 1st
  10. Transfer to Senate- the Sergeant at Arms takes the bill to the senate.

 

Senate:

  1. 1st Reading- The clerk reads out the bill for first time in the senate.
  2. Committee- Experts from the public gather information on the bill, and see what everyone is thinking of it in the media (it’s pretty much how the committee goes in the House of Representatives).
  3. 2nd Reading Debate- Ministers argue over the bill and vote whether it should go onto the 2nd
  4. 2nd Reading- The clerk reads out the bill for the 2nd
  5. Community of Whole- the House of Representatives and the Senate gather evidence to see whether the bill is in good enough state or the Governor General.
  6. 3rd Reading- The clerk reads out the bill for the last time.
  7. Governor General- He/she chooses whether to make it an act of parliament or not. If they do, the act of parliament later becomes a law (They almost always say yes to it).

 

 

So I believe that I have achieved this goal very well, and I have given my evidence to satisfy you.

100wc As the flame flickered and then went out,

As the flame flickered and then went out, I was terrified. All at once, my emotions took over. Fear, anxiety, stress, that was all I could think of. How can I be such an idiot to take this test? A stupid test on whether you could conquer your fear. And it’s proven that I can’t, and will never, get over my fear of the dark.

The lights turn on as I stumble out of the locked room. I turn towards my cousins and sister, my glare filled with spite. Over the sounds of laughter I managed to say

“I’m NEVER doing that again”!

 

`

BTN Learning Yawuru

Blue = Facts

Red = Understandings

Green = Questions

Here’s the BTN video  (prompt): http://www.abc.net.au/btn/story/s4460256.htm

The town Broome is aiming to become the first bilingual town in Australia! Their planning to do this by teaching all of the kids to speak Yawuru, the local indigenous language. This local language has been here for over tens of thousands of years, and this aboriginal language has been spoken by the Broome traditional owners. They’ve already started, and they’ve even changed the street signs (now they’re both English and Yawuru)! Cable Beach Primary School is a school who is in this event, and here’s some facts on how they’re going.

 

At this school, every lesson these kids get about Yawuru, the actual lesson is in Yawuru! Yeah that’s right, most of the entire lesson’s in a whole different language! In these lessons, the kids have so far learnt about things (in Yawuru) like the seasons, fruit, families (including their own), fishing, how to count, plants (yaminyarri, birlawal, lirringgin, gunggara, ngaliwany, judugany) and even the animals! But for some, these lessons aren’t new to them, they already speak Yawuru at home! But the kids who don’t know this language need to learn it, because it’s dying out. Their very important for this role, and people are hoping that when these kids grow older, they can teach their kids this language as well.

 

There are heaps of schools around Australia that teach an aboriginal language, but the difference with Broome is that every school there is teaching kids the same, indigenous language. It’s the big push to make Broome the 1st bilingual town in Australia, meaning everyone will be speaking 2 languages. But, it hasn’t always been this way for the language of Yawuru and the people as well. These poor people who had the background of Yawuru weren’t treated very well back in the 60’s. At that time, things were looked at differently, especially when it came to indigenous population. These people were evaluated and if they were from Yawuru, they weren’t allowed to speak their own language! And this wasn’t just for people who were the nationality of Yawuru, this was for everyone who was Aboriginal! So, by the year 2006, the language was almost lost forever. But, a group of elderly people weren’t going to let that happen. They set up the Yawuru cultural center, and as soon as that, the language was being spoken in public!

 

So now the Yawuru language is everywhere! It’s in parks, on sign streets and there’s over 1000 kids learning this language! Thankfully, this language will be sticking around for a long more time.

 

One understanding I have is how enthusiastic the kids are! I though at least some would not want to do it because it’s very hard to learn a whole different language, but the BTN video clearly showed that each kid was very excited!

 

2 questions I have are:

  1. Which schools are doing this program (list of names)?
  2. Who first raise awareness to get teachers to teach an aboriginal language to their class?

 

100wc Swam, Thunder, Orange, Silence, Pajamas

I swam into the heart of the sea, the waves crashing like thunder. The orange sunset was drowning from existence, and I still hadn’t made it. I hadn’t made it, yet.  My head collided with a wave, the silence overtaking everything. The silence almost killing me. The water overlapped as I pushed out from underneath. But when I came up, I immediately wanted to drown. Because in the distance, I saw something that made my heart stop. I saw a pair of pajamas, my brother’s pair. My brother who I lost in the storm. My brother, who I now know, is dead.

 

This week my personal learning goal is to use the right tense. I have a big problem remembering which tense to use, and to use it throughout the whole piece. So this week I’ve decided to make that my personal goal, and I think I have achieved it well.

 

Here is the prompt: https://100wc.net/blog/2016/05/15/week-18-2/?pagenum=1

Prepared Speech- What would happen if we didn’t have water in our body

Cue card 1:

Today I’m going to be talking to you about water and what would happen if there wasn’t any in our body.

  • Water is a transparent liquid that creates seas, lakes, rivers and rain. It also is our base liquid that we drink, and without it we can’t survive. It’s everywhere, and it’s even inside our body!

 

  • An average human has around 55 to 60 % water in their body. This is depending on things like the location they live in, your gender, your fat index and how old you are.

 

  • Some parts of your body that are made up of water are your human bones (31%), your heart and liver (an adults ¾ ‘s full of water) and your lungs (83%).

 

 

Cue Card 2:

 

  • The water in our body needs to be there, without it we’d fall apart. Literally, the water in our body helps cushions our joints, so they work together to move. If there wasn’t any water there, we wouldn’t be able to move any of our joints and we wouldn’t be able to do anything at all. Which means we can’t get any food or water. We can last without food for 3 weeks, but we can only live without water for 3 days. So, if we didn’t have water in our joints, we wouldn’t be able to stand up, or even move for that matter.

 

  • The water in our body also helps our temperature, which relates to how much we need to drink. We lose approximately 2 to 3 litres of water a day from our sweat, urine and even breathing! So, to survive we need to re-drink the water we’ve lost, and more. But we also have to keep it balanced, so we don’t dehydrate, or over-hydrate

 

  • The last thing water does for our body is nourishes the brain and spinal cord. This is the main reason why we have to be so careful with drinking too much. If we don’t drink enough water, the brain has a harder time accomplishing things as well as a fully functioning one, which makes the brain temporarily shrink (because of its lack of water). If we have too much water in a short period of time (which is called hyponatremia), it makes your cells swell up and in extreme cases, your liver can’t keep up with the producing liquid. This can produce a headache, some vomiting, a siege and, in extreme cases, even death.

 

Cue card 3:

So, if we didn’t have water in our body our life would be pretty different, and pretty short.  What would happen is:

  1. Our joints wouldn’t work and we couldn’t move anywhere.
  2. Our temperature would rise and we couldn’t re-drink the water we lose every day.
  3. Our brain would shrink or our cells would swell up. Also our lungs might not be able to cope with all the water rushing in.

 

So, it’s pretty important that we have water in our body and we drink the right amount of water each day. Thank you for listening to my speech.

 

 

Bibliography:

http://ed.ted.com/lessons/what-would-happen-if-you-didn-t-drink-water-mia-nacamulli

https://www.youtube.com/watch?v=9iMGFqMmUFs

https://en.wikipedia.org/wiki/Body_water

My parents also helped me with information and checking the facts I’ve put in.

 

 

 

Reflection:

 

Some difficulties I faced while preparing this speech was double checking my facts and using other recourses. I had found a great website with loads of facts, but when it came to double checking them, there wasn’t any other websites with approximately the same answer. For example, some facts I found have an average answer (the human body has approximately 55 to 60% water inside it). Also, there was a fantastic site with all the information in it (http://ed.ted.com/lessons/what-would-happen-if-you-didn-t-drink-water-mia-nacamulli), but the rest of the sites I looked at didn’t have facts I needed. They basically restated most of the facts I’d already had, so they were more or less more useful to me when I used them for double checking. And they also had facts on there that were irrelevant (body composition) so I didn’t need those websites to help me find my information. So in conclusion, double checking my work and finding other recourses was a difficulty I faced when preparing my speech.

 

 

Some strong points in my speech were how much I had practised. I had practiced very hard and I think it payed off, because I was less nervous than I would off been (if I didn’t practice), and I was more confident when executing the speech. Which brings me to how well I think my eye contact was when I presented my presentation. I knew cue card 1 and cue card 3 off by heart, and I only looked at my 2nd cue card a few times. I have been working on this technique for a long time and I think I’m starting to get the hang of it. The last thing I believe I did well in my speech was presenting my facts. I didn’t have a prop (maybe I could have one if I did another prepared speech) but I feel that the structure of my speech made my facts clearer to comprehend (easier to understand). This is also another strategy I have been working on (since there’s no point in saying a speech that no one understands/ learns from).  If I looked back on my speech, I believe the best things I did in my speech were how much I‘d practiced, how much I’d used eye contact and the structure of my speech (in the way of showing my facts).

 

 

Some work habits I could change to achieve higher results for next time are using more relatable examples. Last year I had more examples that people could relate to, as this year I focused on other things. I believe if I had used some more relatable examples, the students in my class would have been more interested/engaged. Which brings me to my next work habit being making my speech more engaging. Another thing I looked at last year was using props, as this year I didn’t believe (in the research I had looked at) that there was anything that needed to have a prop/s to be understood. But if I’d used more techniques like using more emphasis and stopping and pausing at the important parts, the speech would have been better. The last work habit I could improve on for next time is trying to fit information that could make a difference. For example, there was a fact on how much water is in a baby (75%) but I couldn’t fit it into the speech. So, some work habits I’d work on are using more relatable examples, making my speech more engaging and trying to fit in more information that could make a difference.

 

Some other subjects I could use the skills of speaking and listening in are:

  • Debates (debating is all about speaking but also about listening to others points)

 

  • Speeches (were doing some impromptu later this year so I can practice using these skills then)

 

  • Projects (presentations)

 

  • Creating a science experiment (speaking/collaborating with your partner and listening to what they have to say)

 

And there is also little things to help you use these skills more often like sharing your knowledge about a topic in front of the class.

 

5 Things I/the class did well were we had great eye contact, we all had clear voices, our speeches were clear to understand/easy to understand the message being said, everyone spoke loudly/had emphasis and lastly, people researched their topic really well. Most of the kids in my class knew a bit of their speech off by heart and they didn’t read off their cue cards a lot (which is really impressive). Nearly all of the kids in my class had a very clear voice, and you could understand the facts better than the other speeches that didn’t have a clear voice. Which brings me to how a lot of people made their speeches clear to understand and easy to identify the message being said. I think a lot of people remembered to do this because your speech has to have a message, and if the message isn’t clear, then there’s no point (luckily everyone who focused on this did a great job). Everyone spoke loudly and used emphasis at the right times, which made the speeches even better. And lastly, everyone had researched their topic really well, and everyone was really passionate (which was awesome to see).

 

3 things to avoid when public speaking are swaying side to side, mumbling up your words and making the end of your sentences go up higher to make it sound like you’re asking a question. These three things I find are the most common public speaking difficulties that kids have (besides rushing your speech). If you find that your swaying side to side, something you could do is plant yourself firmly onto the ground before you start. When you feel as if you’re stable and won’t start wobbling, then start your speech. If you’ve noticed about yourself that when you do public speaking you mumble some of your words, find the part that’s tripping you up and practice that part so then it starts to transition. And lastly, if you know that you have a habit when it comes to making the end of your sentences go up higher to make it sound like a question, then the cure is to be confident in your answer. If you’ve got a fact in your speech that was well researched and you know is right, then don’t think that it’s wrong. If you haven’t double check your facts, do that first before saying it in your speech confidently.

3 personal goals for when I next present are:

  1. To use more expression, emphasis and tone when presenting a speech.
  2. To make sure (when presenting the speech) to pronounce words fully before going into the next sentence.
  3. When I get my topic, read it carefully and look into all the perspectives it has (and explain them).

 

BTN Dragon-boating

Blue = Facts

Red = Understanding

Green = Questions

Dragon-boating is a fun, cooperative team sport that’s a lot like a rowing regatta, except just a bit different. In dragon-boating, you paddle through the water to get to the finish line first, like rowing regatta.  But when you paddle in dragon-boating, you’re lifting your paddle up and then diving down in front of you, instead of pulling backwards and paddling sideways (like original paddling).

 

There can be up to 20 paddlers in a team, so it’s pretty hard to stay in time. That’s why in this sport, there a drummer. A drummer is a person who hits a drum on their boat in sync, and the paddlers keep time to that beat. There’s also a sweep, and that’s a pretty important job to. The sweep controls the boat and signals when the paddlers need to speed up. They stand at the back and yell out the orders to speed it up or slow it down.

 

Dragon-boating is originally for China, but now it’s became a worldwide competitive sport. The teams and races allowed kids from 12 to adults in their 60’s to compete, and that means a lot of families are involved in this sport.

 

There are heaps of teams around the world and all of them are meeting in Adelaide to compete in the Club Crew World Championships! And last year, these championships were in China! So you may have a lot of traveling to do if you do this sport. Also, you can go to even higher levels after that (since there’s not that many people in it). And, as a bonus, you get to get a medal!

 

As I said earlier, this sport has a lot to do with collaboration. You meet a lot of new people and make a lot of good friends. Also, you get to be in a club, and that’s a great opportunity in itself. Which reminds me, each club gets to make up their own chant, and they sing it when their marshalling! And the best part is, it’s not for intimidation! They sign it for group spirit, and for fun!

 

What I understand about this article is that some sports that aren’t really popular are now becoming more known. For example, I didn’t know what dragon-boating was, but I know now that a lot of people do this sport, and a lot more will (because it’s becoming more known).

2 question I have are:

  1. When did dragon-boating originally start?
  2. Did China make up the sport, or were they the first to introduce it?

 

Here is the link to this BTN:

http://www.abc.net.au/btn/story/s4452898.htm

100wc My Place

My eyes widen as I gape at the wonder before me. Where I stare into the soul of the world of imagination, the steps leading to a place where no demon has ever been. A place where your dreams come true and your fantasy’s awaken. A place where you can be yourself.

Some people don’t know this place. They don’t get to explore themselves, for others don’t let them. I’m one of these people, one who could never express myself. If you’re like me, forget about the others and be yourself. Because this is your place, this is where you belong.

 

This is this week’s prompt:

100

 

My personal learning goal for this week is to make my whole piece a message. I want anyone who reads this piece to go away with something that will influence them. For example, this week I wrote about being yourself (in a metaphor) and I hope that whoever read this post takes away with them that you don’t have to hide whoever you are.