Brunei and its Anti-LGBT law

Brunei is a country in Asia with an absolute monarchy ruled by the Sultan Hassanal Bolkiah. In this country there is complete intolerance of members of the LGBTQ(lesbian, gay, bisexual, transexual and queer) community. Not only are these people not allowed to express their sexuality by making it be illegal, but in many cases the punishment for it is death.

Image result for brunei                Image result for brunei

This country is islamic and practises the muslim religion. Islam is against LGBT, but in islamic countries people are still able to belong to this community without it being illegal. Unlike this, in Brunei this is extreme. The government itself does not allow these people to be who they are, and if they do not respect these they are killed.

There are many actions the government takes against lgbt people. They can be sentenced to prison for up to 10 years, they can be whipped, and the most dreadful measure; they can be stoned to death. It doesn’t matter if they have consensual and private relationships, the law applies to every case. These laws are regarded as a “special guidance” from Allah. Transexual people are not allowed to change their name neither their sex, not even to dress as the opposite sex.

The objective of the government of Brunei is to impose the Sharia or Islamic law and be pure under the eyes of their religion, under the eyes of their god Allah. Lgbt people are seen as an offense, as people with a psychological issue that must be corrected. Sadly, for Brunei this “correction” implies prison, lashing or death. On the other hand, many international organisms have explicitly expressed their disapproval of this, i.e The United Nations. The Sharia law is a violation of human rights. Several organisms have appealed to Brunei to change this horrific law, but nothing has happened. Moreover, upon finding out about this, many celebrities have also intervened to help on the matter and made donations to lgbt people to be able to leave the country in which they are not accepted.

Life for Lgbt people in Brunei is awful. They cannot live their life as who they are. They are unable to show their true selves due to the governments extremist law. They live their whole lives hiding out in fear of being found and suffering the consequences.  They live unhappy lives. All this happens due to the old-fashioned views of the high-rank people who govern the country. It’s unfair how people aren’t allowed to be themselves in the country which is supposed to be their home. They are oppressed and live a life of suffocation. They are unable to live their lives. They cannot even fight for their rights as besides being illegal, it can be punished with death. People are forced to believe that belonging to the lgbt community is an atrocity and that their god will condemn them. At schools children are taught the same. They live miserable lives and never even get a glimpse of what happiness is like. Being unable to express they sexual orientation, which partly makes them who they are, many attempt suicide as they are forced to live as people they aren’t.

I believe a solution to this should be found as soon as possible, as people are suffering greatly for this, being exposed to physical and psychological pain as well as prison, or even death. In my opinion the solution to this is for some international organism or a nation to take action and force Brunei to banish this unreasonable law. Countries should stop having economic relationships with Brunei in order to make them see the consequences and put an end to people’s suffering.


As a source I choose a testimony from some of Brunei’s lgbt residents who talk about how life is for them in their country. One of them is a transexual man who talk about being unable to show herself as a woman because she will be persecuted by a government for doing so. Instead, she has to act as a man as shown in her id in order to hide and avoid being sentenced to prison or killed. She was even afraid of being killed by her parents. This shows how she felt unsafe even in her own home and how she lived her life not being able to show herself as who she truly felt she was. Then, a gay man talks about while living in Brunei he was in a constant state of fear, never knowing what would happen next and being completely unavailable to trust most people as you could not know who would snitch on you to the government. The fact that he wishes for lgbt people in Brunei to do whatever they can to get out of there shows the severity of the issue and the imminent need for a solution.

“being unable to express my orientation feels like I am suffocating myself. Honestly, if I continue to stay here in Brunei, I will definitely live and die alone. That’s just how it is going to be.”- Brunei gay resident.

Publicado en 4AC2019, Ingles, Literature | Deja un comentario


In our literature class we have been learning about war poetry, which is a literary movement that surfaced in World War I. After investigating on many famous authors belonging to this movement and their work, our teacher asked us to bring something related to what we were studying about war poetry. This could be an article, a poem, an image, a video, etc. The aim of this was to be able to relate things of our daily life or even war-like issues the world is facing nowadays to what we were studying which is set a century ago, henceforth we would further our understanding of the topic. Then, in class, she divided us on groups and within each group each one of us explained what they had chosen and in which way it was related to war poetry. This allowed us to see the different viewpoints of our teammates and learn from them. Not only did we share information and perceptions, but we also interacted by making comments and asking any doubts as regards what brought by the other group members. After that, our teacher gave us some pieces of paper and asked us to think of a word, a phrase and a sentence related to everything we had discussed and learned that day. Then we wrote this down and we all pasted it in a cardboard in our class for everyone to be able to see and read it. Both of these activities encouraged us to see matters from different perceptions and seeing how there is not a single interpretation of things, but there can be many. We all learned from one another.

Personally, what I brought as material for class were two videos (the ones above). Both of them were ted talks, from different parts of the world. Following the type of activities we have been carrying out lately, I wanted to find something that also displayed a different perspective upon an issue; war. Moreover, I also wanted to choose something in which personal experiences were included, as I believe that the people who go through war situations first-hand are the ones who know most about it. The first ted talk I choose was from an american soldier who was sent to Iraq. In his speech he talks about how war teaches you to appreciate everything and everyone you have that you take for granted. He also talks about the significance of brotherhood and how his colleagues were an essential element that helped him to get throughout the dark times. What standed out the most for me about his speech was how he believed that war showed the absolute worst part of humans, but at the same time it showed humanity at its best. Why was that? At war humanity becomes dehumanized due to the lack of mercy and the high levels of violence against its own race. But at the same time, war showed how soldiers would fend for one another and even sacrifice their lives for their “brothers”. While war brought out the worst in people, it also brought out the best in them. He also talks about the painful losses of war and how they taught him major life lessons, primarily to value even the slightest things about life.

The second ted talk I chose was one of a historian that talks about the significance of the individual and of society to stop wars from taking place. He mentions the issues related to war in the 21st century and the solutions fort them. He talks about how many wars have started due to fight over natural resources, such as oil, and how these could be avoided by replacing oil with another natural resource. This makes an emphasis on how we individually and as a society can contribute to stopping war and its implications. Something from his speech that impacted me and allowed me to see a different perception about something was when he talked about the world trade center terrorist attack in 9\11. He points out how the nationality of one of the terrorists was found to be muslim, and how that doomed the muslim population to be associated with terrorism. Many muslims are feared and discriminated for the sake of being muslims. Many muslims suffer the consequences of what a group of muslims did. Through this we can see how there is also an issue that has to do with our minds and the prejudices we have towards people that should also be stopped.

I was able to connect both of this speeches mainly with a recurring theme that is present in many war poetry poems which is brotherhood. One of the poems from the ones we have studied that talks about brotherhood is “Dulce et Decorum est” by Wilfred Owen.  In this poem Owen, who had a first-hand experience of war, talks about the pain of losing a fellow soldier, and to make it even worse, witnessing his death. In the poem the voice tries to warn his fellow soldiers from the poison gas, and through this you can see how soldiers took care of their “brothers”. In the first ted talk, the soldier talks about the exact same thing; how it were his mates who helped him go through his experience at Iraq. This poem contains a lot of visual imagery of the death of the fellow soldier, and this horrors are also described by the soldier in the speech which is another connection between both. The brotherhoods born out of war are deep and strong, as together they underwent the worst experience of their life. This made losing teammates in the battlefield much harder and painful. But it were this relationships which showed that there is some humanity left in humans even at war. I could also relate the soldiers speech to the poem “Futility” written By Wilfred Owen as well. In this poem, a group of soldiers is trying to save their fellow friend who is dying by moving him into the sun. Although brotherhood is not the main theme of this poem, it’s present. In the poem “Anthem for Doomed Youth” there are a lot of auditory images and onomatopoeia related to gunfire and the “stuttering of rifles”. In the speech , the soldier also talks about the deafening and scary sounds of war, which have haunted his mind ever since his return. By last, I could relate the second speech to most of the poems because it provides a solution by the issues which are presented in all the poems. In the poem “Soldier, Rest!” it’s suggested that death is an escape from the horrors of war. However, by each of us making a small contribution society can change and wars can be stopped, as presented by the historian. Therefore, death would not be an escape because there would be no war to escape from. Without war there would be less deaths and aggression, which is why it needs to stop. By contrasting war poetry from world war I and this speech which talks about war issues in the 21st century (a whole century between them) we can see how although the world evolves, there are some things which remain the same, as war and aggression. The fact that war is so powerful and constant in our society makes the neccesity to stop it bigger. 

One of my teammates, Sol Santayana, brought material that was very interesting and informative. She brought an article that talked about children in war in different ways. She talked about how many children are witnesses to the horrors that are actually taking place in Siria and their situation as refugees that makes them suffer terribly. Many are orphans who lost their parents in raids and witnessed it with their own eyes. The article talked about how these children live in appropriate conditions, barely eating enough food and unable to have any kind of education. The article also talked about how in many countries children even participate in war or in terrorist attacks, sometimes willingly. This can be also seen in the poem “Dulce et Decorum est”, which criticises the belief of dying for one’s country being proper and honourable. The poem talks about how children believe in this “old lie” and are blinded by it. The article shows how this continues to take place nowadays, with children dying for their countries believing it’s the right thing to do when it’s actually not. Children should be able to have proper childhood, supported by their parents, having access to spaces to develop their creativity and receiving a good education. They should enjoy life at that age, rather than suffering as a result of war.

All in all these activities we did in class were really helpful and allowed us to learn in a different and more interactive way, in which everyone participated and learned from each other. Being able to share different perspectives really broadens your mind. It allows us not only to further our knowledge, but also to be able to understand and validate someone else’s viewpoint, which is essential to be able to coexist in a society. Moreover, studying the horrors of war encourage us, or at least me, to try to find a solution to them. The youth is the future, and that is why education is essential, as through teaching young people the right values, society can improve in the future.

Publicado en 4AC2019, DHsecundaria, Ingles, Literature | Etiquetado , , , , , , , , | 1 comentario

War poetry and its greatest authors

In our literature class, we have been learning about war poetry, which was a literary movement that surfaced durig world war I. After making research on the topic, our teacher asked us to divide in groups and each investigate on one poem belonging to this literary movement and analyse it. We had to look for information about the author, the context of the poem, the literary devices present, the connections to real life, the themes and tones, important quotations, the title and finally our personal opinion as regards it. By doing this, we could learn in depth about different poems and authors. Not only did we learn from our classmates from engaging presentations, but we were also able to teach them about our poem. I worked with Abril Teran Frias, Lucia Caviglione and Valentina Re. Here is our presenation as well as the presentation from the other groups.

Publicado en 4AC2019, Ingles, Literature | Etiquetado , , , , , , , , | Deja un comentario

Our very own e-portfolio

In our literature class our teacher Pato has introduced us to a new way of both learning and recording our learning process called e-portfolio, which I will develop later on. After wathcing some videos and reading some texts, as well as examples of the subject, our teacher asked us to write a summary about what e-portfolios are and to write a reflection of three e-portfolios we liked most from the students of the previous year. This is a great and innovative way of both academic and personal growth that we will keep up with during thw whole year! Here is the first task she assigned us to do. Unlike the future posts we will be making, in this one our teacher gave us an assignment to get to know the topic. After this we will be making posts each in our own way.

Image result for e-portfolioImage result for e-portfolio

Task 1: Make connections between the video and the text. Write the summary.

An e-portfolio is a collection of work recorded in an electronic format that showcases learning over time. Not only are they a way of recording your learning and progress, but also they are a way through which you can learn. It allows students to reflect upon their work and assess it, therefore learning from their mistakes and getting to know how and what to improve. Moreover, e-portfolios are a way through which you can relate all of your classes. Things that you have learnt in one subject may then come in handy for another subject. What’s more you can make connections between your work and your daily life. E-portfolios are a space for creativity as you can record your work as you wish, hence developing your imagination and encouraging expression. Independence is a way of motivation, as you can make choices that fit you best. The method of learning that e-portfolios implicate is called constructivism, and it suggests that people can learn by constructing knowledge on their own. The knowledge they acquire is then shared, introducing it into a social context which also helps the students to learn through peer assessment and dialogue. E-portfolios also make visible what no one pays attention to, which is the learning progress; not only do they show the results of learning, but also the process, which should be as equally important as the result. It is through assessment of the learning stages that you can see where it is that you made mistakes or where you can see new aspects of something that you did not notice before. This ultimately leads to improvement and deeper self-analysis, not only academically but also personally.  Through e-portfolios teachers can grade your work not only based on tests, but also on your creativity.

Task 2: Visit some blogs from the students who are in Senior 5 now. Check out their last year portfolios. Choose 3 students and say:

-what you like about their portfolio

-what is missing according to what you have read


What I liked most about her e-portfolio is how dedicated and engaged she was with it. She went beyond academics and related her work to real life. The post which called my attention most and the one I prefer is the one she wrote in an assessment of “Ode of melancholy” which dealt with jealousy, her poem was very touching as it seemed truly felt and personal. In her posts, she really tried to to fully understand the topics by relating them to things that were close to her personally in order to have a deeper understanding of it. I believe that what her e-portfolio is missing is peer assessment, as learning from someone else may show you a point of view you did not consider before.


What distinguishes this e-portfolio from others is that she included loads of graphics. I liked that she made a lot of collages and added a lot of pictures that give the e-portfolio a lot of colour, which makes it visually attractive. She also included many videos that are very informative, particularly a trailer which was great. All in all, I liked that her portfolio was very creative and attractive. As well as the previous e-portfolio, I believe it lacked assessment and interaction with other people, as in an e-portfolio you can learn from other as well as by yourself.


What I liked most about her e-portfolio is that she made it very personal. In one of her posts which dealt with a poem about home she included pictures of all of the houses she lived in and her experience in each of them. This shows how e-portfolios are not only an academic reflexion but also a personal one. I also liked how she tried to engage others by creating a wordsearch puzzle, therefore creating an interaction which is an important part of e-portfolios. She also included many pictures. I believe her e-portfolio was great and complete as she included many different things such as personal reflections, interactions and graphics.


Publicado en 4AC2019, e-portfolio, Ingles, Literature | Etiquetado , , , | Deja un comentario

Ensayo «Casa Tomada».

En las clase de lengua estamos estudiando la literatura argentina y sus caracteristicas. Como parte de esto leimos una histria de Julio Cortazar llamada «Casa tomada» y también leimos una charla que dio en la universidad de Berkeley. También leimos un poco acerca de su biografía. Despues, se nos asigno escribir un ensayo con dos opciones; uno acerca de «Casa tomada»o acerca de su charla en Berkeley. Yo opte por el ensayo acerca de «Casa tomada»

“Casa tomada”, cuento escrito por Julio Cortázar, es un texto que participa de la literatura argentina.

         Julio Cortázar es un escritor de gran prestigio cuya literatura es un tema controversial en cuanto a su proveniencia. En este ensayo, se aportarán argumentos a favor de porque uno de sus textos, “Casa Tomada”, es perteneciente a la literatura argentina. No sólo se considerará la nacionalidad del autor, sino también el contexto histórico y cultura reflejada en el texto.

       Cortázar es conocido por ser un fiel partidario de la literatura comprometida.  Es por esto que se puede ver el contexto histórico del país reflejado en su texto, de manera indirecta, así agregando un poco de estética. Durante la época en la que esta situada la historia, el peronismo estaba en el poder. Se puede interpretar que Cortázar estaba en contra de este partido político, y de cierta manera, este texto es una crítica al mismo.  “Casa Tomada”, trata acerca de dos hermanos que viven en un casa la cual de a poco comienza a ser tomada, obligándolos a irse. Los ocupas pueden ser considerados como los peronistas, quienes no permitían la libertad de expresión, y la situación es una metáfora a como Cortázar se sentía cada vez más sofocado al no poder expresarse, lo que concluyó con su partida a Francia. “Se puede vivir sin pensar”, es una de las frases de Cortázar más impactantes de su texto, en la que expresa que no podía manifestar sus pensamientos durante esa etapa política. Esto puede hacer referencia a como inicialmente el pensaba que iba a poder vivir sin tener que recurrir a la libertad de expresión, pero finalmente se ve obligado a irse. Al haber incidencia del contexto político de Argentina en la historia, puedo decir que este texto pertenece a dicha literatura.

       A lo largo de la historia, se puede ver como hay pequeños rasgos de la cultura Argentina. Un elemento muy importante de la cultura de nuestro país es el mate. El protagonista de la historia, cuyo nombre es desconocido, toma mate en muchas ocasiones de la historia. Además, también es mencionado el Peso, moneda propia Argentina. Por otro lado, la historia también esta situada en Argentina, en la calle Rodríguez Peña, en pleno Buenos Aires. Otra cosa relevante es el hecho de que el ingreso de los protagonistas proviene de campos. El campo es algo muy característico de este país.

      La nacionalidad del autor también incide en la clasificación de la literatura como propia de un país. Julio Cortázar nació en Ixelles, Bélgica, a padres Argentinos, mientras cumplían funciones diplomáticas allí. Al cumplir 4 años, y después de vivir en dos países más, finalmente regresó a Argentina y se fue a vivir a Banfield. Él se formó como profesor en letras y fue maestro en muchas escuelas. Tiempo después comenzó a escribir obras y escribir para revistas. Todo esto en Argentina. Por esto se puede considerar que su formación como humano la realizó en Argentina. En 1951, a los 37 años de edad se fue a vivir a París, ya que estaba disconforme con el peronismo. Allí adquirió la nacionalidad Francesa, pero aun así, muchos consideran que lo hizo como una postura política más que como un sentimiento de pertenencia. Años después el mismo dice que se considera Argentino. Por esto se puede decir que sus obras, “Casa tomada” siendo una de ellas, son parte de la literatura argentina. En una de sus clases en la Universidad de Berkeley, California el dice que se identifica como un típico escritor latinoamericano.

      En conclusión, se puede decir que el texto “Casa tomada” de Julio Cortázar pertenece a la literatura Argentina debido a varios factores. Además de la nacionalidad del autor, el empleo del contexto histórico y la cultura, así como el idioma en el que esta escrito hacen que la historia sea propia de la literatura Argentina.

Publicado en 4AC2019, Castellano, Lengua | Etiquetado , , , , , | Deja un comentario

Booktube «The Innocent» by Ian McEwan.

Publicado en 3AC2018, Ingles, Language, Writing and Oral | Etiquetado , , , | Deja un comentario

Annual review literature.

This year has ver a great one both academically and socially. I have learnt many things and have had fun while doing so. It has been a quite positive year and one I will certainly never forget. While working on literature I have learnt many things which helped me to do my best in the international exams. I have learnt how to analyse poems on my own, as well as to write complete and complex essays. I have discovered how there are millions of ways in which you can analyse or understand a poem as long as you justify them. Reading the analysis of many people from across the world has opened my mind to new ideas. Moreover, my skills at essay writing and understanding of texts has fairly improved during this year, as well as my performance under pressure. During this year I could also prove the point that two minds work better than one, as working with my peers has shown me different perspectives on many things. The most challenging moments of the year were the term tests and specially the IGCSE, as we had to write essays in short periods of time under the pressure of the significance they have. I have learnt a lot from these exams, as learning to manage my time or going straight to the point. I am very proud of my performance in the subject and in the exams, as I have made my greatest effort despite what marks I may get when the results arrive. I am proud because I know I have done my best. During the year I have also tried to do my best in the assignments, and I am very happy with the results. I believe I have met all of my objectives, although I still await the results of the IGCSE. My schoolmates were crucial in this as they helped and explained me when I needed it, in the same way I helped them when they needed it. Our teacher Pato was also essential in all this as she always did her best to teach us content in a fun way, and always granted us with tools to help us understand everything. Her classes were always dynamic and enjoyable. I think I would be able to explain everything I have learnt to someone else as I have understood all the texts we have read after the full analysis we have made of all of them. There are some matters I still have to work with personally such as working in groups and making sure everyone understands what we are working on and participates. Everything I have learnt this year will certainly help me in my life both to write texts and analyse things.

Publicado en 3AC2018, Ingles, Literature | Etiquetado , , | 1 comentario