A STUDY GUIDE by kate raynor.

Transcription

1 A STUDY GUIDE by kate raynor

2 to perform and costing only $US60 per eye but this is in no way to minimise the scale of John s personal achievement. John and his band of surgeons screen over 56,000 patients a year and perform over 1000 operations in the back of his mobile clinic, a former school bus from John s home town of Perth. He converted the bus in 1993 and it became Indonesia s first mobile operating clinic. Richard Todd s powerful 56-minute documentary, God Made Them Blind (2008), introduces us to John Fawcett, a wonderful character who deserves to be a household name. Over three decades, this now elderly Australian ceramicist has forged an enduring relationship with the people of Bali, dedicating his life to the pursuit of improved health care for the many visually impaired people living on this island paradise. Background: The Human Eye Cataracts involve a clouding of the clear lens in the eye, and are the leading cause of blindness in the world. Worldwide, more than 161 million people are visually impaired; among them, 124 million have low vision and 37 million are blind. t is indeed a mammoth task, with the situation rapidly approaching crisis: the film tells us that Indonesia has one of the highest rates of blindness in the world, a staggering four million blind people. As John puts it, if things do not change, By the year 2020, the number of blind will have doubled to eight million. John states that in Indonesia there are between 240,000 and 250,000 people going blind each year, but only 100,000 operations being performed. There are just eight hundred opthalmologists to cover the entire country; conservatively, at least two thousand are needed. A near-death experience in the early 1980s shook John to his foundations and challenged all of his beliefs. Still in pursuit of spiritual truth and with a new insight into human suffering, his life came to focus on reducing the enormous number of cataract blind people in Bali. Since 1991, John has facilitated the restoration of sight to 25,000 Balinese. It is a relatively simple procedure, taking all of twelve minutes God Made Them Blind was shot over four years. This has allowed director Todd and his crew to capture something of John s tenacious approach to his mission. As well as offering an engaging portrait of a quietly heroic man and promoting awareness of a huge health problem on our doorstep, the film is a fascinating account of the tensions between the Hindu beliefs of the Balinese and John s compassionate rationalism. It is a story of healing, as John grapples with some very profound truths about the nature of human existence and the prevalence of suffering and injustice. John is a man transformed by his experiences in Bali; in turn, he salvages the sight of those who have welcomed him into their homes and lives. Curriculum Links God Made Them Blind is an engaging and inspiring story of one man s determination to make a difference. It highlights complex issues concerning the responsibilities of the developed world to those mired in poverty and unable to address basic health issues. It also addresses the need to navigate religious differences in order to work towards greater equity in the world. It could be used in middle to senior secondary school and would fit in curriculum areas such as: Asian Studies; International Studies; Religion; Politics; Personal Development, Health and Physical Education; SOSE (Studies of Society and Environment); and English (Film as Text). In an era when students can all too often respond with cynicism and despondency to the complex and seemingly intractable problems facing us at local, national and global levels, this film is empowering. It shows by example how one caring, committed person can bring about profound change on a great scale. After watching God Made Them Blind, we are left with this miraculous fact: 25,000 blind Balinese can now see because of John Fawcett. Please see page 3 for an overview of Bali. 2

3 BACKGROUND Please note: the following background information sections of this study guide are intended to offer a brief, superficial sketch of the film s context and setting, and to suggest possible topics for further research. More detailed information on the key areas covered by this film can be located in the resources listed at the end of this guide. Bali Bali is an Indonesian island, lying between Java 3.2 km to the west and Lombok to the east. It is one of Indonesia s thirty-three provinces, with the provincial capital at Denpasar, towards the south of the island. The province is divided into eight regencies (kabupaten: Badung, Bangli, Buleleng, Gianyar, Jembrana, Karangasem, Klungkung and Tabanan) and one city (kota: Denpasar). The island is surrounded by coral reefs. There are major coastal roads and roads crossing the island mainly north south. Due to the mountainous terrain in the island s centre, the roads tend to follow the crests of the ridges across the mountains. There are no railway lines. Balinese Hinduism Bali is home to the vast majority of Indonesia s small Hindu population. Balinese Hinduism has its roots in Indian Hinduism, but it has evolved into a heterogeneous amalgam in which gods and demigods are worshipped together with Buddhist heroes, the spirits of ancestors, and indigenous deities associated with agriculture and places considered sacred. It embraces not only theology, philosophy, and mythology, but also ancestor worship, animism and magic. Religion pervades every aspect of traditional life, with the belief that gods and goddesses are present in all things. Every element of nature possesses its own power, which reflects the power of the gods. A rock, tree, dagger, or woven cloth is a potential home for spirits whose energy can be directed for good or evil. Balinese Hinduism is deeply interwoven with art and ritual, and is less closely preoccupied with scripture and law than the Muslim faith in Indonesia. The majority of Balinese practice a form of the Hindu religion which they call Agama Hindu Dharma ( Religion of the Hindu Doctrine ). Also called Agama Tirtha ( Religion of the Holy Waters ), it represents a unique amalgamation of foreign Hindu and Buddhist elements that were grafted onto a base of pre-existing, indigenous religious customs. Since independence in 1945, the Balinese have become more self-conscious of their religion and have strengthened their religious organization. Ibis has resulted in the establishment of the Satya Hindu Dharma in 1956, and the Parisada Hindu Dharma Bali in The state philosophy, Pancasila, is also having an impact on Balinese Hinduism as well. Hinduism and Buddhism arrived in Bali partly via Java and partly direct from India, between the 8th and 16th centuries. Elements of the two religions have developed further and merged here. The Indian division into four castes has also been adopted, and religious practices are closely connected with social hierarchy. Balinese society is separated into four main groups: brahmana, satriya, wesya and anak jaba or sudra, which are in turn subdivided into many more. Balinese Hinduism encompasses a vast range of practices and doctrines, dominated by Siwaitic characteristics. Siwa is the main god, manifesting himself as Surya, the Sun. Buddhistic elements in the Balinese Hindu Dharma derive from a Tantric form of Mahayana Buddhism (the Buddhism of the Great Vehicle practiced in China, Tibet, Korea and Japan). Only small groups of Balinese Buddhists exist today, mainly brahmans living in the village of Budakling, in Karangasem. However in Banjar, in northwest Bali, a Buddhist monastery has been founded which is strongly influenced by Theravada Buddhism (practiced today in Sri Lanka, Burma and Thailand). The three basic principles of the Hindu religion are a knowledge of the epics (the Mahabharata, Ramayana and commentaries), a knowledge of philosophy and theology, and ritual worship (puja) connected with devotion (bakti) and offerings (banten). The central questions in Balinese Hindu philosophy are: Where from and where to? Where do we come from, how can we attain release? In which offspring will we reincarnate? What is the origin of the cosmos and how should one behave to guarantee the continuation of cosmic processes? These questions and their answers can be expressed in visual symbols like a mountain with a tree of life, a lotus pond, or a heavenly nymph. The stability of the cosmos is expressed by emphasizing the quadrants of the compass and their colours, and the gods with their mounts and attributes. Oppositions like creation annihilation, good bad, heaven earth, and fire water are visualized in the nadir and the zenith. The swastika, wheel of the sun, is the symbol for the Hindu religion in general. Tourism & The Economy Three decades ago, the Balinese economy was primarily agriculture-based, but now tourism is the largest single industry. Bali is Indonesia s most popular tourist destination and one of Indonesia s wealthiest regions. The economy, however, has suffered significantly as a result of the terrorist bombings of 2002 and Although in terms of output, tourism is the economy s largest industry, agriculture is still the island s biggest employer, most notably in rice cultivation. Crops grown in smaller amounts include fruit, vegetables and other cash and subsistence crops. A significant number of Balinese also fish. Artisans also contribute to the economy, producing batik and ikat cloth and clothing, wooden carvings, stone carvings and silverware. The Arts Bali is renowned for its diverse and sophisticated art forms, including dance, sculpture, painting, leather, metalworking, woodcarving, handcrafts and music. Balinese percussion orchestra music, known as gamelan, is highly developed and varied. Balinese dances portray stories from Hindu epics such as the Ramayana, but with heavy Balinese influence. Famous Balinese dances include pendet, legong, baris, topeng, barong, and kecak (the monkey dance). In Brief Capital: Denpasar Governor: Dewa Made Beratha Area: 153 km wide and 112 km north to south, 5, km² Highest Point: Mount Agung, 3,142 m Population: 3,150,000 (2000) Density: /km² Ethnic Groups: Balinese (89%), Javanese (7%), Baliaga (1%), Madurese (1%), Other (2%) Religion: Hindu (93.18%), Muslim (4.79%), Christian (1.38%), Buddhist (0.64%) Languages: Indonesian (official), Balinese Principal Cities: northern port of Singaraja, the former colonial capital of Bali; Denpasar, provincial capital and largest city, near the southern coast; and Ubud (north of Denpasar), with its art market, museums and galleries, arguably the cultural center of Bali. 3

4 Activities & Discussion Points Bali: Island of the Gods Given Bali s popularity with Australian tourists, some students may have visited the island. This knowledge should be utilized, with students encouraged to report on their experiences and impressions. Describe the physical and cultural aspects of Bali as represented in this film. In what ways does Bali differ from Australia? Consider social structures, economic development, religion, cultural forms, values, political systems, relations between the two places, etc. This activity could be conducted in small groups, with an ICT component. Groups could report back on their findings, with presentations displayed for common reference. How does Balinese Hinduism differ from Indian Hinduism? (See Resources at the end of this guide for information.) Why do you think Bali is known as the Island of the Gods? John notes that the human eye features very prominently in Balinese culture. What examples does he give of this? (Consider religion, dance, drama and sculpture.) What does Bali represent for John? What role has it played in his life and his recovery? John s former wife, Sue, says that John is addicted to Bali. What do you think she means by this? She also notes that in the years after his accident, he could function in Bali where he could not function in Australia. Why might this have been the case? In what way could it be said John is turning Balinese? John talks about falling in love with Bali: suddenly some sort of magic happened. He was especially drawn to the tremendous creativity of the place and its people. Write an account of a place you feel a strong connection to. John Fawcett: Passionate Healer If someone says you can t do it, it s impossible, all of a sudden I get interested. John Fawcett What does it mean to be a humanitarian? What can you find out about the John Fawcett Foundation? How does John raise funds for his programs? 4

5 Compile a list of adjectives to describe John Fawcett. (For example, tenacious, compassionate, persistent, resilient, caring, patient, courageous, adventurous, gentle, respectful, committed, generous, heroic.) How does John describe dying? ( I was just really calm. And very cosy. Just a lovely, lovely feeling.) In what ways did John s illness and neardeath experience change his outlook on life? Consider the following: John lost his memory, couldn t coordinate physical movement, couldn t speak, spent nearly three years in hospital, and suffered debilitating bouts of suicidal depression. As he puts it, he was down to the last fibres of my life. Sue says he became a different person. Write a short story about a near-death or out-of-body experience. John suffered amnesia after his accident. What sort of impact do you imagine this might have had on him? Consider issues such as family life and personal identity. John has children but after his accident he forgot them. Imagine you are John s adult daughter. Write a letter introducing yourself to him. John says that his traumatic experience gave him a powerful insight into the suffering of other people. Do you think his life would have followed the path it has taken if he had not had this episode? John is a ceramicist. What connections might this have with his commitment to healing blindness? What is the parallel he draws between making a pot and removing a cataract? HOW YOUR DONATION CAN SUPPORT OUR WORK A$60: 1 adult s cataract operation A$350: 1 child s cataract operation A$2,000: three-day field eye-screening trip to remote village A$400: 1 cleft lip/palate operation Everyone needs a mission in life. Discuss. John featured in The Age s Fifty Australians Who Matter. Find out more about the other people on this list and the sorts of projects they are involved in. See < com.au/articles/2005/01/20/ html>. John has dedicated his life to this one cause. Conduct a class discussion into global issues that students feel passionately about. Sketch out some ways in which students could become more involved in the issues that matter to them. John says that one of the most important things to do is to close doors on the various passageways in your life. The worst thing to do is to stand in the doorway and look back. What does he mean by this? Do you agree with this advice? 5

6 How old is John at the end of the film and what are his plans? (John is seventy-six and is planning to expand into eastern Java, which has an estimated blind population of over 750,000 people.) Visit the John Fawcett Foundation web site at < What is the Foundation s mission statement? What sorts of projects are they involved in? How many people are involved in the various projects? Explore the notion of personal philanthropy. Do you and your family donate to charities or involve yourselves in fundraising causes? Can your class come up with some possible fundraising ventures to help John in his efforts? Consider the following information from the Foundation s web site: such a small amount of money can transform someone s life. How much money would your class need to raise to assist six vision-impaired people? Analyse the graph above (from the Foundation web site) and explore the concept of the multiplier effect. In what ways has John endeavoured to optimize the value of donations? Please see inset, right, for ways The John Fawcett Foundation can be contacted. Window To The Soul: The Human Eye Discuss popular beliefs about the eye (for example, the eye is often referred to as the window to the soul ). Discuss students The John Fawcett Foundation yki@indo.net.id Indonesian Address: Jalan Pengembak 16 Blanjong, Sanur, Bali Indonesia PO Box 3190, Denpasar Bali, Indonesia Tel : Fax : Australian Address: PO Box 71, Darlington Western Australia 6070 Tel/Fax: attitudes to all things ocular. (Consider: spectacles, love at first sight, second sight, blind-folding prisoners before execution, surveillance, photography, visual ID, sensory deprivation as torture.) Make a list of the multitude of things you use your vision for every day. Do you believe that our eyes reveal our inner emotions? How? How do we communicate with our eyes? What do you see when you look into someone s eyes? What does it mean to stare at someone? John says, You can tell so much about a person just by looking in their eyes. Divide the class into pairs and have students stare into each others eyes for thirty seconds. Then write a report on what they saw and how they felt during the exercise. Draw and label a diagram of the human eye. Draw a portrait of a friend or family member highlighting the expressive qualities of their eyes. Blindness: The Lord looseth men out of prison: the Lord giveth sight to the blind Discuss the ways in which blindness is used in literature as a metaphor or symbol. (Consider for example Oedipus, Tiresias and Gloucester.) Have students contribute to a list of figures from popular culture who are blind (or vision impaired Mr Magoo) and discuss the ways in which this tends to be represented. (Some possible films to consider include: A Patch of Blue [Guy Green, 6

7 1965], The Scent of A Woman [Martin Brest, 1992], Butterflies Are Free [Milton Katselas, 1972], The Miracle Worker [Arthur Penn, 1962], Blind Fury [Phillip Noyce, 1990], and Wait Until Dark [Terence Young, 1967].) Divide the class into pairs and have one member of each pair blindfolded for a set period of time. Have the pairs report on their experiences. Make a list of the things you would miss if you were to become blind. Choose an environment to audit in terms of accessibility for vision-impaired people (for example, school, shopping centre). What support is available for vision impaired people in Australia? What are the major causes of blindness in Australia? How accessible is treatment for conditions such as glaucoma and cataracts here? Using the internet, compile statistics on the number of cataract operations performed annually in your state. Cataracts are caused by the six D s: dad and mum (genetics); daylight (exposure to UV); diet; diabetes; dehydration; and damage (trauma). Using resources in your library and sites listed at the end of this guide, find out more about each of these six factors. Design a poster to promote awareness of the major causes of blindness. Why is cataract blindness so common in Indonesia? How many Balinese people are in need of cataract operations at the beginning of this film? (32,000) How long has John been trying to persuade Ketut s father to let him operate? (thirteen years) Why does Ketut s father refuse to allow his twelve blind children to have the simple procedure that will restore their sight? Why might someone choose not to have their cataracts removed? Would a father living in Australia be legally allowed to deny his adult children medical assistance? What differences does this suggest about the two cultures? Imagine you are Ketut. Write an account of your new vision after the surgical procedure to remove your cataracts. How has Ketut s life been transformed by the surgery? How has Nyoman s life been transformed by her false eye? How does John describe Putri s attitude to her condition? (He says she is resigned to blindness.) How does Putri get around? (She is lead around like a dog on a lead.) What can you find out about the Australian-Bali Memorial Eye Centre? Was John involved in this? Where did the funds come from? Is it operational yet? Another Australian figure who has had a profound impact on those suffering visual impairment is Fred Hollows. Using the internet, conduct some research into this heroic Australian. 7

8 The Black Cat On My Path: Superstition Even if you have the operation it wouldn t help. This is how it is. Whatever we do during our lifetime, whatever we have done, we have to accept the consequences. Balinese spirit healer Compile a class list of superstitions. Explore with the students their own personal beliefs about luck, fate, destiny, omens, lucky charms, black magic, curses. How have these beliefs evolved? Do students consider themselves superstitious? Have they ever felt cursed? Putri s mother believes she must have done something wrong to be cursed in this manner. Why does Putri think she is blind? (She believes she is being punished by the gods for massaging her husband!) Why does Nyoman believe she is blind? (Her family think her mother was cursed, kesambet, and the curse has passed on to Nyoman.) What do you think about the Hindu notion of karma? Is there a Christian equivalent to this concept? The Balinese believe in karma pala : that their afflictions are punishments from another life. Describe a moment in your life in which the principle of karma (either good or bad) appears to have been operating. Why do Balinese men not want to marry women with white eye? List some of the other superstitions we learn about in this film. Can you account for any of them? How might these beliefs, which may seem odd to us, have arisen? (For example, apparently it is bad luck to visit the doctor in groups of three.) Modes of Belief: The Western Rationalist Healing in the Heart of Hinduism Modern Western medicine and Balinese Hinduism are fundamentally opposed: they can never be brought into harmony. Discuss. John says, I had this absolutely erroneous idea that once you started giving away cataract operations free, you d have an endless and continuous queue. He adds whimsically, I m in an almost constant state of being perplexed. It is a credit to his commitment to this worthy cause that he persists in the face of such huge religious and cultural obstacles. What are some of the fundamental beliefs of the Balinese that John has difficulty comprehending? How do these beliefs stand between John and his mission? 8

9 John was raised as a strict Christian but has always felt himself to be searching for spiritual truth. He refers vaguely to an incident from his childhood which destroyed his faith in the Christian Church; and he says that his consciousness of the many terrible injustices in the world makes him doubt the existence of God. What are some of the ways in which people of faith reconcile their belief in God with their awareness of the harsh and cruel nature of life for many people? Even after his near-death experience, John continues to maintain that there is no existence after death. How does his life in Bali help him reconcile himself to the ultimate transience of all human life? (Consider his statement: One of the nice things about Balinese society is that all the beautiful things here are destroyed by time and by the elements. Beautiful sculptures are soft stone and are worn away. And nobody carves something here to last a thousand years. He comes to believe that we must do what we can in the time we re given, and that we don t need perpetuity: Here [in Bali], art is a living and a dying thing at the same time. That s us: that s what we do.) Describe the scenes with the spirit healers. Shining A Light: The Film Itself Why might the filmmakers have been motivated to spend four years making this film? What advantages accrue from such a lengthy shoot? What possible difficulties might arise? Design a poster to promote God Made Them Blind. Annotate your work, explaining your choices. In May 1981, John fell down a flight of concrete steps and cracked a vertebra. This accident transformed his life and his sense of purpose. The filmmakers tell this incident with Balinese puppets. Why might they have chosen this stylized representation? What effect does it have? Who is the target audience for the film? Write a one-line synopsis of the film. Would you recommend the film to your peers? How do you feel about John s accomplishments? Compile a class list detailing positive and negative aspects of the film. Encourage students to support their opinions with evidence from the film. Imagine you are the film s director. Write a statement outlining your intentions and your feelings about the finished film. Write a review of the film to be published in a daily newspaper. Make a list of three other possible titles for the film. Director Richard Todd writes that his objective as a filmmaker is to produce provocative factual programming, specializing in character driven, social issues or natural history documentaries that have a positive impact on people and the environment. How would you assess God Made Them Blind in terms of these objectives? Choose one of the film production roles listed in the credits (in the column to the right) and outline what their responsibilities would be on a film such as this. Credits God Made Them Blind Duration: 56 minutes Producer and Director: Richard Todd Cinematographers: Richard Todd & Ian Pugsley Sound Recordists: Glenn Martin, Steve Trowbridge, Kane Snyder & Endong Consultant Producer/ Director: Janine Hosking Editor: Richard Todd Composer: Ash Gibson Greig Puppet Master: I Made Sidia Online Editor/Colourist: Ingo Helbig Sound Post-Engineer: Kim Lord Graphic Artist: Kym Cohen Music Licensing: Kim Green Script Editor: Sarah Rossetti Production Managers: Sharon Bruce & Hiromi Yano Production Supervisor: Sharon Ashworth AFC Project Manager: Megan Simpson Huberman Translators/Interpreters: AA Gde Putra Rangki, I Nyoman Darma Putra, Gede Bingin & Drs Wayan Sukajaya Production Accountant: Carol Seeley Lawyer: Joan Peters Insurers: Film Insurance Underwriting Agency, McKenzie Ross Insurance Brokers Additional Footage: ABC Archives & ITN Source/ Reuters Thanks to: Dr Wayan Gede Dharyata, Dr Peter Graham, Dr Michael Quinlan, Dr Jean-Louis de Dousa, Sister Domatilla, Stephen Hopes, Liz Sward, Harry Bardwell, Tania Chambers, Peter Kaufman, Claire Jager, Janice Dunlop, Hiromi Yano, Nic Dunlop, Ian Bates, Plaza Cameras, Rucina Ballinger, Carlos Goyeneche, Scott Bevan, Made Regug, The Lions Eye Institute, Margaret River Hospital, The John Fawcett Foundation & The Fawcett Family. Special thanks to: Ketut, Nyoman, Putri, Agustini and their families, John Fawcett, Penny Lane & John s Balinese Family. Produced in association with the Australian Film Commission & the Australian Broadcasting Corporation Developed and produced with the assistance of Screenwest and Lotterywest Commissioning Editor: David Jowsey Australian Film Commission, Screenwest and Aquarius Productions Copyright

10 RESOURCES Tradition: A Philosophical Approach, Balinese Hinduism: A Life of Ritual and BOOKS: Bali Jonathan Copeland and Ni Wayan Murni, Allied Pub, A.L. Dallapiccola, Hindu Visions of the Sacred, British Museum, London, Sir Charles Eliot, Hinduism and Buddhism: An Historical Sketch, vol. I (reprint ed.), Devotion html HTML/ html Secrets of Bali: Fresh Light on the Munshiram Manoharlal, Morning of the World, Gateway Books Gavin Flood (ed.), Blackwell Companion International, Jakarta, to Hinduism, Blackwell Publishing, hinduism.htm Miguel Covarrubias, Island of Bali, SAlfred London, A. Knopf, ingapore, 1946, Klaus K. Klostermaier, A Survey of Hindu- hinduism/ Fred B. Eiseman Jnr, Bali Sekala and ism, SUNY Press, Niskala: Volume 1 Essays on Religion, Klaus K. Klostermaier, Hinduism: A Short religion/hinduism/hinduism.html Ritual, and Art, Periplus Editions, Indo- History, Oneworld, Oxford, nesia, Julius Lipner, Hindus: Their Religious Beliefs Fred B. Eiseman Jnr, Bali Sekala and and Practices, Routledge, New York, Niskala: Volume 2 Essays on Society, Tradition and Craft, Periplus Editions, Indonesia, Gaia Grant, A Patch of Paradise: A Woman s Search for a Real Life on Bali, Bantam Books, Sydney, Rio Helmi and Barbara Walker, Bali Style, Times Editions, London, Angela Hobart, The Peoples of Bali, Blackwell, Oxford, Cambridge, Mass., J. Stephen Lansing, Perfect Order: Recognizing Complexity in Bali (Princeton Studies in Complexity), Princeton University Press, Princeton, NJ, J. Stephen Lansing, The Three Worlds of Bali, Praeger Publishers, New York, Colin McPhee, A House in Bali, Periplus Editions, Singapore, 2000 (first published in 1947 by Victor Gollancz Ltd., London). Raechelle Rubinstein and Linda H. Connor (eds), Staying Local in the Global Village: Bali in the Twentieth Century, A. Michaels, Hinduism: Past and Present (5th ed.), Princeton University Press, Princeton, N.J., Kenneth W. Morgan (ed.), The Religion of the Hindus, Motilal Banarsidas, Delhi, Louis Renou, The Nature of Hinduism, Walker, London, R. Rinehart (ed.), Contemporary Hinduism: Ritual, Culture, and Practice, ABC-Clio, Deepak Sarma (ed.), Hinduism: A Reader, Blackwell Pub, Malden, MA, Cybelle Shattuck, Hinduism, Routledge, London, Alistair Shearer, The Hindu Vision: Forms of the Formless, Thames and Hudson, London, David Smith, Hinduism and Modernity, Blackwell Pub, Malden, MA, Oxford, Veronica Voiels, Hinduism: A New Approach, Hodder Murray, London, Blindness Guide to Eye Cataracts conditions/cataracts.htm US National Eye Institute cataract_facts.asp Cataracts Fact Sheet aspx?page=610 Health First: Cataracts view/578/42 Understanding Cataracts public/documents/publicwebsite/ public_rnib hcsp World Health Organization, includes ten facts about blindness and vision impairment en/ Vision Australia University of Hawai i Press, Honolulu, David Shavit, Bali and the Tourist Industry: A History, , Jefferson, McFarland & Co, Adrian Vickers, Travelling to Bali: Four Hundred Years of Journeys, Oxford University Press, London, T. Whitten, R.E. Soeriaatmadja and A.A. Suraya, The Ecology of Java and Bali, Periplus Editions Ltd, Hong Kong, M. Wijaya, Architecture of Bali: A Source Book of Traditional and Modern Forms, Archipelago Press, Singapore, Hinduism Swami Bhaskarananda, The Essentials of Hinduism: A Comprehensive Overview of the World s Oldest Religion, Viveka Press, Seattle, Pratima Bowes, The Hindu Religious Blindness Strategies for the Prevention of Blindness in National Programmes: A Primary Health Care Approach, World Health Organization, Geneva, WEB SITES: Indonesia CIA World Fact Book: Indonesia publications/the-world-factbook/geos/ id.html Indonesia: History, Geography & Culture A html Hinduism balinese_hindu.htm Australian Government, links to articles on blindness Blindness National Federation of the Blind The John Fawcett Foundation indonesia.org The Australian-Bali Memorial Eye Centre < -memorial-eye-centre/> < topic.cfm?id=8305_9850_1589_7117_ 2726> The Fred Hollows Foundation 10

11 This study guide was produced by ATOM ( ATOM) editor@atom.org.au For more information on Screen Education magazine, or to download other free study guides, visit < For hundreds of articles on Film as Text, Screen Literacy, Multiliteracy and Media Studies, visit < Notice: An educational institution may make copies of all or part of this study guide, provided that it only makes and uses copies as reasonably required for its own educational, non-commercial, classroom purposes and does not sell or lend such copies. 11