a little cameo

Life in Colombia and everything that goes with it

Archive for the category “School & Study”

Feliz Dia from my little feminist

A light knock on my bedroom door this morning was followed by D coming in to greet me. He flopped his lanky teen body on the bed and burrowed his head into my side. As I put my arm around him he said “Feliz Dia de La Mujer“.

My earliest memories of International Women’s Day are from after I had started work in the late nineties, where my female colleagues celebrated the day and my workplace observed the day with seminars, morning teas and the colour purple. I don’t recall anything from my school days giving cause to note the 8th of March as any special day, which is a crying shame.

It’s probably given this that I received a nice surprise on the first International Women’s Day I spent in Colombia in 2013. D was then in Grade 4 and he, along with Edwin, wished me, la suegra and Edwin’s brother’s girlfriend a happy women’s day. I hadn’t expected this at all, and truth be told, I probably hadn’t even realised that it was International Women’s Day until that point.

Colombia is still quite a macho country, especially on the Caribbean Coast where my boys are from. Although men have an utmost respect for their mothers, that sadly doesn’t transfer often enough into respect for partners and young girls. So I was extremely pleased to see that International Women’s Day is acknowledged widely in Colombia and instilled in children at school, so much to the point that I’m surprised it hasn’t become a national holiday yet (although really, maxing out with 19 public holidays per year is probably sufficient).

Feliz Dia del La Mujer

A present from D in 2015

After D had left for school, Edwin came into our bedroom bearing pancakes and with another “Feliz Dia de La Mujer“. It gives me a nice cosy feeling to see the wonderful example that Edwin is for D and know that D is growing up in an environment where there is respect for women.

D is exposed to a family environment where there is sharing of household tasks and responsibilities and where a woman is the main source of family income. This should all be part of a definition of normal, and therefore I sincerely hope that these elements of his upbringing will be indiscernible in him as a man, and intrinsic to his future as a feminist.

Back to study nerves

This week I will start studying a Masters degree and I’m nervous.

I had been thinking for awhile that in this country where a Masters is common educational currency to obtain work, and for my future aspirations when one day I am back in Australia, that I should go back to formal study.

It wasn’t an easy personal journey to get to applying for the course and perhaps it’s ironic that my first subject is Economics, as the opportunity cost of further study has been a key consideration player in the decision making process. The opportunity cost of the time I need to allocate, and the financial resources required were the two main obstacles I needed to overcome before enrolling.

The investment of a large sum of borrowed money and taking on the responsibility of paying that off was critical and I think many people, at some stage or other, question whether it is worth it. The commitment of time that I currently allocate to other, pleasurable activities like outings with my family and reading and writing has been another weight on my mind.

However, advancement requires sacrifices. And I always say without risk, there is no reward. So I needed to just dive in.

I spoke about going back to study with a few friends, and one of them who is doing an Executive MBA told me that we study to learn new things, it’s not supposed to be easy.

So I did it. I applied on a Monday, woke up to an offer letter on a Wednesday and enrolled that very same day. I left myself no more time or space to entertain the doubts and analyse again my decision.

I’ve chosen to study an online Master of International Business via Deakin University. The ability to study online, while not my preferred study mode for success, was a deciding factor. I know we will move to Australia in the near future, and if I only study one subject per semester, it will take me four years to complete, so the online course offers me flexibility in where I’m located.

I’m hoping to cast aside the niggling fears and doubts about balancing study with family and work commitments, the terror of studying subjects that I didn’t consider myself good at in my undergraduate course and that I barely passed, and the certainty that I won’t have time to read for pleasure.

Most importantly of all, I just need to have faith in myself and put in the work required.

Do you have any study tips to share for going back to study?


Remembering High School Maths

Maths problem solving and equationsD’s maths teacher sent through ten maths problems for him to solve over the weekend, and helping him with this has taken me back to my maths education at high school.

I never liked maths. I was always a word kind of person, enjoying English the most out of all of my subjects (although I never really liked the required reading texts much). I always struggled with maths and the different concepts presented, possibly helped along in no small part by the belief that I wasn’t a maths person. In Year 7 the problem sheets we were given for homework were always difficult and challenging but being the kind of student I was, I hated getting red crosses for anything so diligently put in the effort to solve them correctly.

Despite not liking maths and not considering myself good at it, I got excellent grades until Year 11 when we were able to choose our subjects. At Year 11 level there were two levels of maths, Further Maths, which was dubbed veggie maths, and Maths Methods, which was far more technical and demanding. My friends were all science-maths types and they convinced me in joining them in Maths Methods. From the very beginning that was a bad idea. I was in a class with all the kids who went on to become engineers and scientists, people for whom complex mathematical equations would be part of their university degrees. I had no such ambitions and really should have taken veggie maths along with the other students who were aiming for business degrees.

My Year 11 Maths Methods class became hell and I the demon who terrorised it. I mostly copied the work from my friends, still not understanding anything or how it was applicable in the real world. I spent great chunks of time distracting other students, which for my goody-two-shoes student persona was a huge departure from my reputation at school and I developed a bad attitude. In one particular class, a fellow student complained to the teacher that my wandering around the classroom and loud voice was distracting so the teacher gave me an ultimatum, to sit down and focus or leave the classroom. So I defiantly packed up my books and chose to leave the class, surprising everyone including the teacher who still considered me a responsible student.

I do not know how I managed to pass the year, but as it came to selecting subjects for the final year of school, I was not swayed by my friends’ encouragement to continue with Maths Methods, that I would make it through. So I dropped down to Further Maths at Year 12 level and discovered an interest in maths I never knew I had. Maybe it was the wonderful teacher, maybe it was being back in an environment where I understood the mathematical concepts or maybe it was because I could apply percentages and probability and the like to real life needs for problem solving. I aced the class and ended up with the best Further Maths score from my school, 49 out of 50, which equated to getting a couple of questions wrong on the end of year exam and was way higher than any of my other preferred subjects. Only years later when I organised an event of the Premier’s VCE Awards for my state celebrating excellence by giving awards to the students who received study scores of 50 out of 50 did I realise just how well I had done.

Nowadays I rely on Excel formulas for most of my maths problems, but that interest in percentages, probability and statistics remains. So helping D with his homework on fractions is interesting and something that I get. Unfortunately, though, he doesn’t get it.

I had printed out the sheet of problems from the teacher and left it for him to work on yesterday morning while attending an Escuela de Padres (Parents’ School) on values at his school. I was in a bit of a bad mood about this, as I usually am regarding Escuelas de Padres, and especially since they set it for a long weekend and with mandatory attendance, although there weren’t many parents there.

I came home to find that D hadn’t done the maths homework because he didn’t understand what to do. So this morning we sat down to the first three problems.

“If Juan, Antonio and Carlos each received 12, 36 and 48 respectively on the test out of a maximum 96, what fraction did they each receive.”

Cool! I thought. We had discussed fractions expressed as percentages yesterday while cooking lunch when I asked him to fill the saucepan 3/4 full and I checked to see that he had understood.

Unfortunately he still couldn’t work it out as I explained the problem and what he needed to do. I wrote the equations he needed to do with long division (something I never ever understood and cannot help him with, but D seems to be good at long division). He eventually solved the problem and I said how he could learn little shortcuts to help, things like how 96 is close to 100 and 48 close to 50, so 48 should be about half of 96 and that you can figure this out at a glance if you use these kinds of logic tricks.

We moved onto the second question about needing 1/8 of a gallon of paint diluted in 1/16 of thinner to paint 1 door, and therefore how much is needed to paint 3 doors. This also escaped him and we spent a good 15 minutes on it with diagrams of bottles broken into eighths and sixteenths to colour in the levels.

The third question was much more difficult, but structured in a way of being able to check your answer doing a few additional equations, yet my patience evaporated as no amount of explanation seemed to help him. I guess the additional check equations confused him rather than helped and he then couldn’t go back and put his finger on which one was the answer to the question.

So while he copies out the answers to the first three questions on a fresh sheet, trying to remember exactly which scratchings on the scrap paper are the relevant ones, I sit here typing in my blog about the time I hated maths, hoping to soothe my impatience because we still have another seven questions to go.



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