Ethnocentric view causes conflict between cultures

The British ethnocentric views towards the aboriginals caused conflict between the two groups. The British colonizers looked down on the aboriginals because the culture differed greatly, and the aboriginals were uncivilized. For these reasons, the British judged the First Australians as barbarous savages and animals, insulting their culture. As a result, the aboriginals were outraged by the disrespectful actions of the colonizers and decided to fight back, causing violence, death and war between the two cultures.
When the British first arrived in Bennelong's territory, the British claimed that overtaking the land is legal since they considered the aboriginals as animals, and animals couldn't own land. As a solution for wiping-out these "animals", small-pox was released, only affecting the aboriginals since the British were immune to the virus. So far, it is clearly shown how the colonsist will do anything possible for their successful colonization, identifying the aboriginals like animals simply because the aboriginals were different from their culture. Moreover, The British brought new food sources from their homeland, digging out the native's food and replacing it with their crops; just because they wanted food that they liked.
Leaded by a warrior named Pamulwuy, the aboriginal responded to the British, giving a payback by breaking the legs of animals and burning down the crops of the colonists. Although the natives thought that cutting down the food source was a payback, the British became furious and declared war. During this war, the colonist shown no mercy at all, even to woman or kids. In fact, the main goal was to kill all woman or kids possible to put the aboriginal race into extinction.
Meanwhile, the aboriginal leader Bennelong went to England with Governor Phillip. The British thought that the aborignials could change and live a more "civilized life". However, the plans were useless when Bennelong decided to return to Australia due to depression and loneliness. The English newspaper described Bennelong as a "drunk", "barbarian", and no matter what they do it is impossible to change his savageness. Yet again, the British only from their point of view and never thought of the Aboriginals/Bennelong' point of view. This ethnocentricity of the British colonist triggered negative relationships between the two groups and gradually ended in fight war and conflicts.

Solo/Duet Julius Caesar Acting Performance

Julius Caesar: Act 2 Scene 2, Lines 58~107
Duet Acting: CheHoon Jeong (me), Seung Jin Ma (partner)

Context: At Caesar's house, the next daty when Cassius convinced Brutus to join their side to assassinate Caesar, Caesar decides not to go out to the Capitol because his wife, Calpurnia fears something bad might happen to Caesar, but Decius (conspirator) arrives to Caesar's house to fetch him to the Senate, and persuades Caesar to go out.

Significance of Passage: Their are many reasons that our group chose this passage for the duet acting performance. First of all, we chose this part as it played a crucial part in Caesar's death; if Decius (conspirator) hadn't have convinced Caesar to go out to the capitol, then Caesar would not have been killed. Second, there are very interesting literary techniques written inside this passage such as imagery and foreshadowing. For imagery, in the part where Caesar explains Calpurnia's dream, he says that his wife dreamt of his (Ceasar's) statue like a fountain sprayed hundred spouts of blood, and many Romans had come and bathed in it. This foreshadows Caesar's resolution, "Which like a fountain with an hundered spouts did run pure blood" foreshadows Caesar's death by being stabbed by the conspirators. As a result, we thought that this passage is very interesting and important in the story of "Julius Caesar" so we decided to choose this conversation between Decius (Me, Che Hoon Jeong) and Caesar (Seung Jin ma) as our duet acting performance.

DECIUS BRUTUS Caesar, all hail! Good morrow, worthy Caesar.
I come to fetch you to the Senate House.

CAESAR And you are come in very happy time,
To bear my greeting to the senators
And tell them that I will not come today:
Cannot is false; and that I dare not, falser:
I will not come today. tell them so, Decius.

CAESAR Shall Caesar send a lie?
Have I in conquest stretch'd mine arm so far,
To be afraid to tell graybeards the truth?
Decius, go tell them Caesar will not come.

DECIUS BRUTUS Most mighty Caesar, let me know some cause,
Lest I be laugh'd at when I tell them so.

CAESAR The cause is in my will: I will not come;
That is enough to satisfy the Senate.
But for your private satisfaction,
Because I love you, I will let you know:
Calpurnia here, my wife, stays me at home:
She dreamt tonight she saw my statue,
Which like a fountain with an hundred spouts,
Did run pure blood; and many lusty Romans
Came smiling, and did bathe their hands in it:
And these does she apply for warnings and portents,
And evils imminent; and on her knee
Hath begg'd that I will stay at home today.

DECIUS BRUTUS This dream is all amiss interpreted;
It was a vision fair and fortunate:
Your statue spouting blood in many pipes,
In which so many smiling Romans bathed,
Signifies that from you great Rome shall suck
Reviving blood, and that great men shall press
For tinctures, stains, relics and cognizance.
This by Calpurnia's dream is signified.

CAESAR And this way have you well expounded it.

DECIUS BRUTUS I have, when you have heard what I can say:
And know it now. The Senate have concluded
To give this day a crown to mighty Caesar.
If you shall send them word you will not come,
Their minds may change. Besides, it were a mock
Apt to be render'd, for some one to say,
'Break up the senate till another time,
When Caesar's wife shall meet with better dreams.'
If Caesar hide himself, shall they not whisper
'Lo, Caesar is afraid'?
Pardon me, Caesar; for my dear dear love
To our proceeding bids me tell you this;
And reason to my love is liable.

CAESAR How foolish do your fears seem now, Calpurnia!
I am ashamed I did yield to them.
Give me my robe, for I will go.

Learning Profile

A year ago in health class, we tested our learning profile. At that time, I thought that the learning profile won't influence my academic grades or my performance in learning. However, by testing the learning profile once more, I realized how much it could influence my life. Doing test/experiments, understanding my learning styles or techniques was crucial for how much and effective my learning can become: not only showing what type of learning profile I have, it gave me helpful tips that I could improve as a person and learner(student).

I am a logical thinker with an "B" learning profile. According to what "The Dominance Factor" (book, handout that contains information about learning profiles) had stated, I learn best by focusing on the visual details, and processes by analysizing, verbalization and writing. I prefer structured learning, and orderly sequencing of information. Most importantly, needs to see, speak and/or write in order to learn. Also I think before moving, and can have difficulty with new learning when my dominant ear (left) is limited during stress.

After reading what "The Dominance Factor" had written, I experienced many moments where the learning profile influenced my life. First of all, academically, I realized that I could learn more effectively when my left ear is facing the teacher, but at the same time where I could see the whiteboard and visually observe what the teacher is doing. For example, in media literacy class, I usually sat in a seat where my right ear was facing the teacher, and where it is hard to see the whiteboard. My academic performance were poor until I changed seats where my left ear faced the teacher. Due to this simple movement, I was able to keep focus and boost up my grades. Just like media literacy, I became more comfortable in humanities when I changed seats/position from my assigned table. Second, in a daily basis, I am more successful when things are planned specifically or in a step-by-step format: when building something for a project (step-by-step insturctions), listing things to buy in the market, planning for the day etc.

As a result, my strategy is to sit where my left ear faces the teacher, and at the same time where I could see what the teacher is doing (writing, facial expression, body language etc.). Aditionally, I would like the teachers to know that I learn best by doing active group activities that requires some physical movements, such as experiments or simple exercises like constructing objects, or making a poster. But my lack of participation can be an obstacle, therefore it will be extremely helpful if the teacher can encourage me in class discussions, activities. It will be even more helpful if the teachers can assign my seat where they could see me easily (so that they could encourage me easier), but at the same time where I could face my left ear towards the teacher.
Personally, I also want the teachers to know that, I have immigrated to different countries and different types of schools inculding Australian School (International School of Ho Chi Minh City) in Vietnam, Korean school, American school etc. I have experienced many different cultures previously, so it is okay to teach me in their style/way.
Finally, although some teachers suspects students if they sit with their friends, I learn better by sitting next to someone I'm fond of. Because, I cannot easily participate on group activities if I sit with someone completely new (my personality). It will be lot easier for me and the teacher, because the peers will help me participate more rather than the teachers having to frequently getting me to be involved.