Posada Amazonas

Problem: The commoners appear to suffer disproportionately from problems related to alcohol abuse (such as absenteeism, drunkenness, and theft). This hinders the Posada Amazonas’ smooth operation and its ability to improve service quality and occupancy. In fact, in any given year, turnover can easily reach 50%, with as many as six people leaving. Solutions: (1) Design and implement health-related programs to improve the well-being of the commoners. The community’s governing body will enact new rules and policies aimed at reducing alcohol abuse by, for example, passing resolutions prohibiting alcohol use among any employee of Posada Amazonas the day before any employee is scheduled to work. * Train a group of new community leaders to address substance abuse and other health issues facing the community. * Form committees to work on strategic plans addressing alcohol abuse. By form coalitions, the community can work together to solve health issues. (2) Create activities in each of the following primary areas: * Public Awareness/Community-Wide Prevention.Draw on native cultural traditions in the hopes that as people identify more with their heritage, they will be less likely to abuse alcohol or other substances. * Early Identification and Treatment. Create projects that seek to intervene with those at high risk. * Alcoholism Treatment and Aftercare. Focus on providing options for commoners returning from treatment, such as support groups and entering training programs. These programs will be funded by the net profit paid to the Ese'eja community by the Posada Amazonas project.If turnover can be eliminated, Posada Amazonas could create a working team to ensure a smooth operation for the lodge. Problem: Posada Amazonas’ approach to integrating the lodge into the community and how it trains and prepares the commoners for their jobs needs to be reevaluated. Solution: Maintain and increase the commoners’ involvement and stake in the lodge. Th e commoners form an integral part of the community, although their customs and attitudes toward vary somewhat from those of Rainforest Expeditions.This can be accomplished through: * Revised training methods and participation of indigenous community members in all lodge positions that will be more in line with their culture and values. * Community participation in all aspects of project design, management, and operations. * Combining wildlife conservation, management, and research practices to develop local natural attractions. * Monitoring and evaluation of the economic, ecological, and social impacts of tourism on the area and community * Enhancing and preserving indigenous cultural values.

A Journal on Observing a Reading Teacher Essay

I was deployed at the Elementary Department of the New Era University under the mentorship of my cooperating teacher, Prof. Samuel Bayang, Reading coordinator of the division and the adviser of Grade 6 Simon, the department’s upper hetero section which is composed of 33 scholarly pupils. Given the chance by our supervisor, Dr. Corazon Liwayway, Principal of the Elementary Department, to observe the teachers teaching on student teachers’ designated classroom assignments in preparation on our apprenticeship which commenced on the fourth week of July, I conducted my observation on Prof. Bayang’s strategies and methodologies in teaching Reading with his permission. Before I start my observation, I made a list of potential strategies and methodologies that a Reading teacher may use by reading Prof. Bayang’s RAP journals and his books that are concerned on improving and improvising teaching strategies in Reading to facilitate better learning in the class. One of which is Dr. Rizalina R. Santos’s â€Å"Strategies and Methodologies in Teaching Reading†. After buying some time to read his books and RAP journals, which has been a great help not only by finishing this journal observation but also for introducing me on a different level of teaching Reading, I completed a list of probable techniques which I cultured on my readings that might help me on noting and distinguishing informative matters on my observation. Upon accomplishing the list of techniques I made, I turned my attention on familiarizing myself on the conducts of teaching Reading to grade school pupils by painstakingly researching on-line clippings, journals and researches that I compiled and read later on. Some of those on-line materials I had are Asia E-University’s module regarding â€Å"Motivation in the Classroom† which mainly discusses upraising motivation in the classroom through various techniques such as presenting spring boards that serves as an introduction to a particular Reading materials most likely epics, novels, short stories and the like. Also, it discourses the art of questioning that is incorporated with real life situation that happens in the everyday set up of a conventional public schools mostly located on rural parts of Asia-Pacific countries. It also offered a study regarding on demeanors in teaching Reading in both private and public schools which caught my attention. I list down the conducts and citations in the research presented and included it on the list which I made beforehand. An article entitled, â€Å"Using stories – Teaching training† which was copyrighted by The BBC | British Council also helped me on advancing further on completing my observational checklist and for formulating questions that I may ask to Prof. Bayang after I conclude my observation. The article taught me how stories can be used in class with primary or lower secondary aged pupils. The ideas can be easily used without access to storybooks or computers; the focus is on the teacher reading aloud a printed story or telling a story orally and designing motivating tasks around this. As of my prime concern in looking for conducts in teaching Reading, it provided a detailed approach on presenting practical ideas on exploiting stories in the classroom while considering the benefits of using stories in both Reading and Language classrooms. It also offers a broad knowledge on conducting active learning through interactive discussions and group works, subject matter generalizations and reflections regarding the stories read by the pupils. July 23, 2012 OBSERVATION After spending enormous time on researching and collecting data that may help me, I printed an approved and improved format of a detailed lesson plan which I made during my demonstration teaching in MSC 5-05 under Dr. Lucila Bondoc then I proceeded on my observation. On the preliminary phase on July 23, 2012 of my observation, I sat at the back of the classroom while Prof. Bayang is teaching his advisory class about Facts and Opinions†. During the discussion, I noticed the systematic flow of events. The class was started by an opening prayer led by Maverick del Mundo at 7:00 a. m. The prayer was followed by the checking of orderliness and cleanliness of the classroom. Because the classroom was used by Prof. Bayang’s college students prior that day, he asked his pupils to check their surroundings for litters and throw those that will be seen on their trash bags. Then checking of attendance was conducted by the class’ President, Patricia Nagales, who is in-charge of monitoring the punctuality of her classmates. She wrote the names of those pupils who are absent and tardy that day. After the prayer was conducted, the checking of the orderliness and cleanliness of the classroom was administered and the checking of the attendance was done, Prof. Bayang reviewed the class about their previous lesson which is all about contextual clues. He made the class defines contextual clues by using their own words. Then, he presented a visual aid containing exercises which he made as an interactive activity by calling pupils randomly to answer each item. He asked those pupils to read the question and choices for the number they are called and then to determine if the pupil’s answer is correct, he asked the class whether if it is correct or not. He also asked the pupils to reason out why their classmates’ answers are correct or wrong enabling to activate their critical thinking skills. As reinforcement, Prof. Bayang gave positive feedbacks like, ‘that’s great,’ ‘well done,’ and ‘nice job’ to those pupils who tried their best to participate in the activity. Before he proceeds to the next activity I browsed the lesson plan I printed beforehand and noticed the synchronization of activities as to Prof. Bayang’s performance. The review of the previous lesson was trailed by a reading drill about words that sound as /ch/ written on a manila paper of 5 columns and 3 rows. Words that are included in the drill are as follow: children, chili, chimney, chin, chip, chuckle, chum, chunk, church, bunch, bleach, each, peach, reach and speech. First, he read the drill by himself emphasizing the /ch/ sound on each word. Afterwards, he asked the class to read the words after him. When the class finished reading the drill, he let the class to read the drill again by them. To accentuate the significance of the drill, he called two readers to stand in front of the class and deliver the drill once more. As follow up, Prof. Bayang gave verbal appraisal to the two readers he called on. Subsequently, he divided the class into two to present the motivation. He gave each group with a puzzle picture and asked them to assemble it for a minute. After a minute, Prof. Bayang collected the pictures and requested for a representative of each group to interpret what was shown in the puzzle. First, he let the first group to discuss their puzzle in the class. The picture they formed is a picture of a counselor and a counselee. The pupil described the picture as a an illustration of an old woman wearing white hospital clothes seating on a chair adjacent on a wooden table with her name on top engraved on a marble tablet indicating that she’s a counselor. In front of her is a guy probably on his mid-twenty’s seeking for advice. After the first group described the picture, Prof. Bayang called the second group’s representative. They formed the same picture just like the first group but it illustrates a different scenario. The pupil described the picture as a photo of two women on a living room. An old woman probably on her sixty’s sitting crossed legged on a mahogany oak wood furnished sofa. Beside her is a sobbing woman who is probably married because of the impression of her clothes and accessories worn. Prof. Bayang acknowledged their interpretations as true and correct. He followed the activity with questions like, what does a counselor do? What is a counselee? Who did you often seek an advice and how frequent it is? What kind of problem do you usually encounter? How do you deal with it? Pupils became very enthusiastic and eager to answer his question because everybody was able to relate. Most especially when cited several examples that implies the needs of having guidance and counsel from someone close or dear to us. After he motivated the class, he presented the vocabulary words which later on will be seen on the selection they’ll be reading. He delivered it through contextual clues activity. He posted a visual aid with questions and choices that corresponds each number. By means of using contextual clues, the pupils we’re able to define the meaning of patch, summarize, extract, summon, fines, testify, assurance, complainant, clues, and interrogation. When they already unlocked the meaning of the difficult words in the selection, Prof. Bayang ensued to the reading activity. First, he asked a spring board that is stated on the beginning of the selection they’re about to read then he let the pupils answered his question orally. He followed the spring board by introducing the story to the pupils. He requested the pupils to get their book in Reading, â€Å"Reading Realm 6† by Rizalina R. Santos, Ph. D. and by writing the page numbers on the board, he asked his pupils to turn their books on the pages where the story â€Å"The Farmer and the Wise Judge† is located. When everybody is ensured to have turned their book on the prescribed pages, he asked his pupils to conclude what’s in the picture. The pupils are able to described the picture which illustrate an old Chinese judge wearing a traditional Chinese wardrobe and a peasant farmer seeking for help, After the pupils discussed their interpretation of the picture, Prof. Bayang asked them to give the standards in silent reading. One by one, the pupils gave the standards and then Prof. baying called on readers to read each paragraph. He asked the pupils to silently read what the reader is reading so that everybody will be able to read the selection. After four to five paragraphs read, I noticed that Prof. Bayang interrupt the reading process to explain and ask the pupils what has been read. He incorporated the oral comprehension check-up in the reading activity and extended it until the entire reading activity was done. Supplementary follow-up question was supplied to test the pupils’ comprehension skills. After the pupils were able to answer the additional questions, Prof. baying gave them ten minutes to answer the written comprehension check-up on their books which is consisted of 3 parts. The first part is recalling details, second part is story plotting, and the third part is inferring characters’ moods and feelings. While the pupils are answering their activity, I took the chance to check out the list which I made. Prof. Bayang followed the same format of lesson plan that I did before. The execution of each activities as well as the systematic synchronization flow of discussion is well performed without mannerisms that tend to disturb the pupils’ attention. I also noticed his stance and composure, the way he carried himself is very respectable and well-mannered which is enough for him to be treated with authority and respect by his pupils and co-teachers that enables him to command reverence responsiveness. When it comes to speaking, he has a well-modulated and articulated voice that is audible throughout the whole class. I also observed that his questioning skills stimulate discussion in different ways. He was able to probe learner’s understanding, help pupils articulate their ideas and thinking process, promote risk taking and problem solving, facilitate recall, encourage convergent and divergent thinking, stimulate curiosity and helps pupils to ask questions. After the span of ten minutes roaming around the classroom to see if his pupils are responding in the activities given and if they have queries, he asked the class if they’re done. Some pupils are not yet finish so he gave them an additional 2 minutes to work. For those that are able to finish the activity on time, he gave them verbal appraisal and asked them to review their answer. When the additional allotted time was finished, he asked his pupils to pass their books sideways going to the center aisle at the count of five. Each count, the pupil from the innermost row passes his book on his seatmate. When the final count was given by Prof. Bayang, all books are in the center aisle. â€Å"At the count of six, all books should be at the opposite row. † he said firmly. As he counted, the same process was done by the pupils. After the books are delivered to each respected pupils, Prof. Bayang asked his pupils to put â€Å"corrected by† on the lower right corner of the book they received and affix their name and signature on it. While the pupils are busy following his instruction; he bought some time to post the keywords on the board. After posting the keywords, he asked the pupils to check the book their holding by looking at the keyword posted in front for two minutes. He also instructed them to tally the scores and write the sum on the upper left corner of the book they have. When the pupils are done checking their classmates’ book, he asked them to return the books to its owner by repeating the routine they’ve done before. When the books are already returned to the owners, Prof. Bayang recorded their scores by calling their class numbers. After he recorded the scores, he asked if all names are called. Then, he let the class relaxed their selves and seat up straight and properly. He also let others go out for a water break and to comfort their selves. Once he made sure that everybody is ready and present inside the room, he started presenting to the class their lesson for that day which is â€Å"Facts and Opinions. † He asked the same question as he did before they read the selection, â€Å"How judges’ now-a-days decides on their cases? † Then he called random pupils to answer. This time, pupils aren’t just enthusiastic to answer but they became more dignified and willing to answer Prof. Bayang’s question. He stated that one of the ways on how judges decide on their cases is by inspecting closely what are facts and what are opinions. He posted a visual aid which contains the definition of facts and opinions then he asked someone to read the definition and example of facts. Afterwards, he explained it and gave the determinants to identify what’re facts and otherwise. He supplied the class with different examples and cited situations to stimulate their higher order thinking skills. Later on, he did the same procedure in explaining the idea of opinion in the class. After explaining the concept of the lesson, he asked the class if it’s clear to them and if they can move to the next activity. Everyone agreed that they have no question regarding the lesson so Prof. baying move on the application part. He divided the class into 4 groups. The first group is in charge of â€Å"Gossip Hunter†, it is a game wherein they’re going to spot the facts and opinion in the selection read. The second group is going to perform the â€Å"One Click Act! † activity in which they’re going to choose a scene from the selection and then they’ll present it on the class highlighting the facts and opinions in their dialogues. The third group was tasked to do the â€Å"F and O Talk Show†. They made a talked show about the selection read exposing what are the facts and opinions stated by the characters in the story. The last group did a â€Å"Journal Entry† which is made of facts and opinions in about the story. Each group was given fifteen minutes to do their assigned task and prepare their materials and scoops. After the given allotted time, they are asked to go back to their proper seats and avoid making unnecessary noises so that the group that shall present their work will be able to present it without disturbance. Each group was given three to five minutes to present their work in front of the class. The group that made the best presentation was given verbal appraisal and plus points in their recitation. After the differentiated group work, Prof. Bayang asked his pupils to turn their books to pages 113 and made them answered activities one to two which is all about identifying and locating facts and opinions in a given paragraph and statements. This serves as his evaluation in the discussion made. He gave them five minutes to answer the activities. After five minutes, they checked the activities the way they did in checking the written comprehension activities it was followed by the same recording of scores routine. Knowing the scores of the pupils are outstandingly promising, he didn’t give homework anymore, instead, he congratulated the class for showing an exemplary performance. July 25, 2012 INTERVIEW After observing Prof. Samuel Bayang, I analyzed and evaluated my findings. I was amazed by the amount of the data I was able to collect upon observing him. There are a lot of notable comments I listed down regarding him but the one that really amazed me was the congruence of his discussion between his objectives and subject matter that even without looking for his lesson plan, it was clearly manifested throughout the class. There are also notable congruence between his lesson’s objectives, teaching procedures and formative test. When it comes to his teaching procedures, his used methods and strategies that was suited to the needs and capabilities of his pupils, he was creative enough to adapt his method to the pupils’ capabilities, visual aids and other examples were used to illustrate the lesson, and he also made effective use to the formative test after teaching. I also observed his keen systematic practice in routinizing the class when it comes to the checking of attendance, agreements, practice exercises, and correcting, distributing, and collecting pupil’s outputs. I also noticed the strict, yet pupil-friendly, order and discipline present in classroom while it’s on session. Also, the visual aids that were used by Prof. Bayang were within reach during his teaching which made him easy to assemble his materials during the session. Before I observed him, I thought that it will be just a meager observation but I was mistaken. It left me with several inquiries that challenged me to come up with an interview. So I enumerated my findings and made a narrative report about it which helps me to formulate questions regarding my curiosity towards the way he taught his pupils. Upon completing my questions for my interview, I instigated my plans. I came up to school early on Wednesday of July 25, 2012 where I was schedule to meet Prof. Bayang in preparation of my first on the job training which was due in July 26, 2012. First, he instructed me to make my instructional materials while he was editing my lesson plan. I took the chance to ask him about himself. I learned that he graduated in Philippine Normal University twith Bachelor Degree in Elementary Education major in Reading. He has been in the department for 15 years with her wife, Ma’am Bessie Bayang, Elementary Registrar, and that he has three son who is currently enrolled in the elementary and high school department of the university. I was uncomfortable to ask him about his life because talking about something which doesn’t concern me is not my interest so I went directly to my concern. I asked him if his using a lesson plan in teaching. He said that it’s not necessary anymore to use a lesson plan in his case because his already a professional licensed teacher already. In fact, according to him, the department does not require them to do so because of their heavy loads in teaching though sometimes they most especially when the subject matter is tough or new to him, he make a guide to help him manage his time during his discussion. Using my research made list, I asked him if his familiar with the basal reading approach or the basal type lesson plan. He said that he is fully aware of it. He says that good basal reading programs cover all aspects of reading learning (phonemic awareness, phonics, fluency, vocabulary and comprehension) in a systemic, explicit and comprehensive way. They are intended to teach children to read at or above grade-level expectations and give those all the skills they need to make reading progress. Regarding to its effectiveness, he stated that, it’s very helpful and child friendly approach because basal reading program is a core reading program that is used to teach children to read thoroughly. He also discussed that the term â€Å"basal† comes from the word â€Å"base,† as the program acts as the basis for the lessons that teach children reading skills. Basal reading programs are mainly used by school districts, as they are generally too expensive for most homeschoolers and tutoring centers. This discussion with him opened me the chance to ask him a lot about his approaches in teaching Reading. He specified that there are a lot of approaches in teaching Reading and its affectivity varies according to the learning style and needs of our pupils because no matter how detailed and proven an approach is, it won’t easily suits everyone’s need. â€Å"Teaching is not a one size fits all profession. Further study and researches are needed to cater the needs of your pupils. Hindi tayo focus sa iisang bagay lang, ang target natin, LAHAT. And when we say LAHAT we deal with diversity and there comes the bigger picture. You should know that. † Prof. Bayang boldly said. Having my research as my guideline, I asked him if his accustomed with Marungko approach. He told me one of his seminars he attended in Manila hotel sometime during the year 2011. He also showed me one of his RAP journals about Marungko approach. He conversed it is a technique by which instead of the usual arrangement (or order) of letters, Marungko starts with m, s, a, i, and so forth. The alphabets are rather â€Å"pronounced† than read. Then he cited an example. â€Å"The alphabet â€Å"m† would be pronounced as â€Å"mmm† not the old Pinoy style of reading it as â€Å"ma†. Learning the pronunciation of just a few of the letters would actually help the child read a few more words. † he explained. Then I asked if his aware of the â€Å"Four Pronged Approach†. On his old large file case, he brought out an envelope and gave it to me. I opened it and found out a compact disk entitled â€Å"The Four Pronged Approach† along with it are five samples of four pronged approach lesson plans. He handed another envelope which contains five books and told me that those are the books from where the lesson plan was formed. In a short while after he fixed his files that went topsy-turvy above his glass framed table, he turned his attention to me. He offered a close discussion about the â€Å"Four Pronged Approach† from which at that point I have limited knowledge. He discoursed that the four-pronged approach was first developed by Professor Basilisa Manhit of the College of Education, University of the Philippines, Diliman as stated on the readings and clippings he was holding. He stated that the philosophical foundations of the four-pronged approach are the following: literature-based, holistic, and places emphasis on the process of transfer. He also stressed that the four pronged approach is composed of four parts: genuine love for reading (GLR), which aims to immerse the child in literature and develop a deep and lasting love for reading. Critical reading this offers a story/poetry reading, and then afterwards the children are asked to answer the motive question. A discussion then unfolds the events and beauty of the selection. This discussion should succeed in imparting the message of the story. The children arrive at this on their own pace of realization guided by the questions of the teacher. The children are trained to reflect on the story. They soon become accustomed to critical thinking (CT), the second prong. The third prong follows which is the mastery of the structures of the language now also named Grammar and Oral Language Development (GOLD). He indicated that through this method of sharing literature, vocabulary is developed, attention span is lengthened, listening comprehension is honed and critical thinking, applied daily, becomes a habit. The last prong follows immediately, the transfer stage (TS). This prong is also planned and implemented as systematically as the three prongs. â€Å"This is the prong where reading readiness activities are given to the pupils. † Prof. Bayang said. As for my final question, I asked him what approach in teaching Reading he prefers. He took a deep breath eyeing for my buried lesson plan that he was halfway finished on editing throughout our 30 minutes interview. He looked towards the direction of my hand which is swiftly writing the information he shared. At first, I thought he was skeptical or somewhat cynical about his answer then he precipitously said, â€Å"None. † I was stunned. I didn’t expect he would answer such so I smiled back in return and ask, â€Å"why? † He lowered his head and examines my lesson plan. I can see his passion and dedication as his hands swiftly write his comments on my red ink filled lesson plan. â€Å"As I have said a while ago, teaching is not a one size fits all profession. † he said with a truncated voice. â€Å"Pag teacher ka, kailangan lahat nakikita mo. At dapat marunong kang mag-value. And by valuing, there comes the answer to your question. † he’s smiling while he’s talking. There has been a long pause. I wanted to break the silence so I attempted to asked, â€Å"wh-.. † He interrupted my statement so I lay back on the arm chair I was seated. â€Å"There is a lot of things you really need to know. He-he! † He laughed. â€Å"Appreciating someone’s value or purpose might it be good or bad is the perhaps the best job a teacher does that is hidden to the eyes of people. † He said smirking. â€Å"Wala naman talagang best na approach o strategy o method na best o appropriate sa pagtuturo ng Reading, o Language, o Science o ano pa man. Sa trabaho natin, kailangan mo lang maging totoo at maging appreciative sa bata. Kasi ‘yong maging maka-bond mo sila, that enables you to think of a best approach to deal with their personality. At sa pagtuturo, hindi naman talaga learning style of habit ang inaalam natin e.  Kundi ‘yong personality, ‘yong attitude. You need to acquaint yourself on the child’s nature first for you to teach him. Most especially when teaching Reading. Your teaching them kasi not just a simple subject e, your teaching them a way of living, a part of life. † He said seriously. â€Å"Kaya ang sagot ko sa tnong mo ay, WALA. He-he! † He said laughing while handing me over my edited lesson plan. After that, he asked me good bye to attend their devotional prayer at the Elementary Library. That ended my interview to him. July 25, 2012 Just after my interview. ( REFLECTION  Seriously, I was left dumbfounded. I was surprised by how our conversation concluded. It’s just 30 minutes of interview but it changed a portion of me when it comes to the career I chose. I was able to reflect back on. How am I doing in the field? Am I after to the child’s personality? Attitude? Or am I just focus on the theoretical knowledge I learned on my three years study of theories? Am I forgetting something big? This whole observation and journal making thing turned out to me as an unexpected crash course. In taking this class, I would have never expected to be able to write so much at once. In fact, in the past I probably would not have even tried. However, during the course of this class, I guess I began to open my mind to different ideas and styles of writing that have helped me to develop as a writer and as a student in general. My mind was put into critical thinking mode immediately after every class I attended in the Elementary department teaching grade six pupils. I knew from that point that this class would be a lot more than just a crash course on grammar and paper structure because I had to do this portfolio and journal. I had to form an opinion of my own. As assertive as I come off, I always have a hard time, I still have a hard time choosing one side over another because I will sit there and analyze ever side to an issue. This innate habit of mine is both a gift and a curse. It is beneficial to me because I am able to look at things from several perspectives with compassion and understanding. But on the other hand, I always want to write a paper giving both my point of view towards something I personally experienced, instead of theoretical and argumentative statements which most of my subject courses requires me to do so. This has been a challenge for me because we are asked over and over  again to take a stand on an issue regarding what’s happening on our class during the discussions and our relationship with the entire faculty of the department. So many times this semester, I have been caught by writing center tutors, most especially my friends who are grammar Nazzis, telling me that this sentence or this paragraph supports the wrong side. That is me trying to be fair I guess, a habit which I will have to keep learning how to break. I must say that I have enjoyed all of the facts and journals that we got to write about for the reason that I had quite a bit of interest in the subjects. Even my journals and lesson plans which I was dreading to write became my favorite paper I wrote this semester because I was so informed after my research that I had so much to say. It is so much easier and interesting to write about things that affect me or things that I can relate to. For example my journal made me aware of the things that are going on that I seem to overlook in my everyday life. I think that more than anything this class has helped me to become a more analytical and insightful thinker as well as a critical writer and teacher.

Rwanda Genocide Who Is to Blame - 1488 Words

The Genocide in Rwanda: Who is to Blame? By Maria Chiara Billones Lucatello February 3, 2010 International Relations Mr. Conzemius â€Å"A small boy of 11 years, was curled up in a ball of fresh flesh and blood, in his eyes was a glance of lost hope, abandonment, and defeat. He was without vision; A little girl at nine years of age, was pinned up against a tree†¦her legs apart, and she was covered in things even hell can’t imagine; excrement, urine and blood . . . in her mouth was cold fresh meat, cut with a machete, that of her father†¦ near in a ditch with putrid water were four bodies, cut up in pieces, stacked up-their parents and older brothers.† When most people think of Rwanda today, the first thing that comes to mind is the 1994†¦show more content†¦Nevertheless, they failed to prevent this ridiculous genocide because of their lack of attempt and lack of effort to stop it. On the fourteenth-anniversary of the genocide, the UN’s thoughts go out to the victims who have been traumatized, hurt, or dead during Rwanda’s Genocide. Quote UN secretary-General Ban Ki-Moon’s message â€Å"It is often those who most need their rights protected, who also need to be informed that the Declaration exists -- and that it exists for them.†- This message was a little too late after hundreds of thousands of people have been brutally massacred in the genocide in Rwanda. Though the UN seemed to have convinced the people in Rwanda that they were doing their best to stop this, nevertheless, the UN is respectively responsible for their inability to keep peace among the ethnic tribes (Hutus and Tutsis). (M2PressW IRE, 2008) The final reason why the United Nations is to blame for Rwanda’s Genocide is because of the fact that they ignored evidence of planned genocide and abandoned Rwandans in need of protection. The United Nations failed trying. The independent report, commissioned by UN Secretary-General Kofi Annan ( who was in charge at the time of the Rwandan Genocide), says the UN peacekeeping operation in Rwanda was hopeless from the start by an poor consent and destroyed by the Security Councils unwillingness to strengthen it once the slaughters, murders and rape began. UN officials, together with Annan and then-Secretary-GeneralShow MoreRelatedRwandan Genocide : Behind The Media s Eyes1088 Words   |  5 PagesRwandan Genocide: Behind the Media’s Eyes Could the Rwandan Genocide have been prevented? Absolutely. If Rwanda hadn’t been under Belgian rule, and if western countries would have sent troops in to help, the genocide could ve been avoided. There was no light shed on the genocide by the western media. The media twisted and contorted the reality of the genocide. While Western media claimed that Tutsis were victims of genocide, they failed to identify the true victim of the genocide. 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Throughout this country’s history there have been many cases of civil unrest and violence. Perhaps the most recognized event in Rwanda was the genocide of 1994. The issues leading up to the killings, the genocide itself, and the changes made after are all important to Rwanda’s future and its ability to reform. Rwanda’s Civil War began on October 2, 1990 andRead MoreEssay on Genocide: Examples of Rowanda and Germany885 Words   |  4 Pagesdefinition, genocide is the deliberate killing of a large group of people, especially those of a particular ethnic group or nation. The Rwandan Genocide was the 1994 mass killing of hundreds of thousands of Rwandas Tutsis and Hutu political moderates by the Hutu dominated government under the Hutu Power ideals. Hutus believed the Tutsi were taking their jobs, and that they were foreigners who had worn out their welcome (Genocide-Rwanda). In comparison to Germany, the largest genocide in history,Read MoreGenocide is a mass killing of a group of people. One genocide that is very well known is the800 Words   |  4 Pages Genocide is a mass killing of a group of people. One genocide that is very well known is the Holocaust. The Jewish civilization was involved with this genocide; they were the victims. They were targeted, treated terribly ( beaten, tortured, and killed in a number of ways), and this event has affected them since then and will always have an impact on their lives. One of many genocides to occur happened in Rwanda. It is located in east-central Africa with a population of seven million. ThereRead MoreThe World Reacted Towards The Act Of Genocide Essay1081 Words   |  5 PagesMerriam-Webster dictionary defines genocide as â€Å"the deliberate and systematic destruction of a racial, political, or cultural group† . Killing groups of people based on their religious preference, sexual orientation, and even just for punishment. You might be thinking, what actually causes a person (or leader) to commit genocide? How has the world reacted towards the act of genocide? Finally, what groups have been affected by genocide? Many reasons as to why genocide occurs, it is because a leaderRead MoreDr. Morris s Hotel Rwanda1067 Words   |  5 PagesMorris Video Review Paper Hotel Rwanda The Rwandan genocide occurred in 1994 between the two prevalent ethnic groups in Rwanda, the Hutu and the Tutsi. Hotel Rwanda documents the plight of Paul Rusesabagina, a hotel manager, who opens his hotel as a shelter for the Tutsi people during the Rwandan genocide, saving thousands of lives in the processes. Through bribes Rusesabagina was able to keep thousands of Tutsi people from death. Like many other African states, Rwanda was colonized by a European superpower

Censorship in Ray Bradburys Fahrenheit 451 - 777 Words

Fahrenheit 451 accurately portrays Censorship as it has been throughout history. Ray Bradbury was probably influenced by world events during his time, such as the cold war and other diplomatic leaders who have censored their citizens to avoid the truth from getting out. From politicians right now and their attempts to censor the media, to censorship from the history of other foreign countries the actions of the â€Å"Firemen† in Bradbury’s novel Fahrenheit 451 are similar in method and meaning. The action of the book burnings by the â€Å"Firemen† to destroy self-thinking and self-awareness has been shown in a never ending cycle within the book and throughout history. Disposing of offending literature, violence or potential harm to the authors of books and writings are just some of the method in which people use to ban literature. The main character, Guy Montag, one of those â€Å"Firemen†, questioned why he had to burn the books on order from the governme nt instead of letting people read them freely and what was so dangerous about the books that the government was willing to harm people in order to hide the contents of such writings. In the novel Montag takes a sick day, and stays home in the very same house that he has books hidden within, the Chief Captain Beatty came to visit him and explained that society had self-censored the books in order to achieve happiness and ease of mind, and how the government had taken advantage of that. â€Å"Obviously, The danger is not in the actual act ofShow MoreRelatedCensorship In Ray Bradburys Fahrenheit 451 And Harrison Bergeron1172 Words   |  5 Pagesdegraded to one.† In Ray Bradbury’s Fahrenheit 451 and Kurt Vonnegut’s Harrison Bergeron the government uses censorship to make everyone equal. Censorship cause utopian societies to become dystopian due to a false perception of happiness, untruthful statements and strong outliers. A false perception of happiness due to censorship causes the society to become unhappy with their lives and to become emotionally numb. The society questions their lives and purpose. In Fahrenheit 451: Montag was not happyRead MoreCensorship in Dystopia in Ray Bradburys Fahrenheit 451 Essay1125 Words   |  5 PagesRay Bradbury comments the censorship in the future, even though this novel was written in the early 1950s by showing these same ideas in a dystopian novel called Fahrenheit 451. He shows the readers how terrible censorship really is by writing about it in his novel. In Fahrenheit 451, Bradbury uses technological controls, such as television and seashells, to show the reader about how controlled the public is by the government and how their minds are being controlled by these certain technologiesRead MoreRay Bradbury Once Said, â€Å"Collecting Facts Is Important.1517 Words   |  7 PagesRay Bradbury once said, â€Å"Collecting facts is important. Knowledge is important. But if you don t have an imagination to use the knowledge, civilization is nowhere† (www.brainyquote.com). This powerful quote said by the author of the novel, â€Å"Fahrenheit 451,† pr ovides insight to the overlying problems found in the futuristic utopian society. Ray Bradbury is well known for his masterful use of words to fill his novels with theme. Do we, as readers, pick up on the many universal ideas, or themes, authorsRead MoreFahrenheit 451 By Ray Bradbury1200 Words   |  5 Pagesto their observations and views on society and its functions. In the book Fahrenheit 451, Ray Bradbury incorporated the corruption of the society in which he lived in into the dystopian society created in his book. Fahrenheit 451, a fictional book about a protagonist’s attempt to overcome a dystopian society’s corruption, was written by Ray Bradbury while living in 1950’s America. The book focuses on themes of censorship, and illustrates the effects of when a society is controlled and limited. TheRead MoreRay Bradbury s Fahrenheit 4511360 Words   |  6 Pages Ray Bradbury and his Fahrenheit 451 Future Technology has had many great contributions, but is it destroying America as author Ray Bradbury foreseen back in the 1950’s. The intent of this paper is to explain how Fahrenheit 451, which was written over 65 years ago, has begun to come true in some aspects of American society today. The intended audience for this paper is fellow students who have not read this novel, and the professor. Ray Bradbury’s role in Fahrenheit 451 is to help readers understandRead MoreAnnotated Bibliography : Ray Bradbury1077 Words   |  5 PagesFahrenheit 451: Ray Bradbury An Annotated Bibliography Johnston, Amy E. Boyle. â€Å"Ray Bradbury: Fahrenheit 451 Misinterpreted.† L.A. Weekly, 4 Apr. 2016, Http://Www.laweekly.com/News/Ray-Bradbury-Fahrenheit-451-Misinterpreted-2149125. This article is about the author having an interview with Ray Bradbury about how people are mistreated because they was been kept uninformed and ignorant about censorship when its really about technology destroying the use ofRead MoreEssay on Censoring the Pages of Knowledge1688 Words   |  7 Pagesthemes in Ray Bradburys novel Fahrenheit 451 is the idea of censorship. In Bradburys fictional world, owning books is illegal. A firemans job is not putting out fires like one may assume. In Fahrenheit 451, a fireman has the job of starting fires. Firefighters start fires in homes containing books. If this were reality, there would be no homes to live in. Books have become an integral part of American life. However, the theme of censorship is still relevant in American life. Censorship is enforcedRead MoreRay Bradbury s Fahrenheit 4512532 Words   |  11 PagesRay Bradbury’s Fahrenheit 451 is a magnificent masterpiece written to aid in visualizing what a distant future dystopian society would look like; one in which everyone lives in the fast lane, technology is at its crowning, void of human relations and instant satisfactions, as well as gratifications, are constantly being pursued. The novel was written during the era where communism and the holocaust began to sprout. Mr. Bradbury, being a patriot of his country, feared that society was leaning towardRead MoreFahrenheit 451 By Ray Bradbury954 Words   |  4 Pages In Fahrenheit 451 by Ray Bradbury, the author uses allegory (often misinterpreted by readers) to show the dangers of mass media consumption and the decline of reading traditional media. Many readers draw incorrect conclusions (lessons learned) from the book due to how generally the book applies its theme. Government censorship, thou gh an important topic, is not the intended focus of the novel Fahrenheit 451. Finally, Bradbury’s original message of the book shows the beauty of traditional media andRead MoreFahrenheit 451 By Ray Bradbury847 Words   |  4 PagesSet Knowledge On Fire The book Fahrenheit 451 is a postmodern work by Ray Bradbury first published in 1951. In Bradbury’s story, all books are illegal and are subject to be burned by firemen. Furthermore, the two predominant themes of Fahrenheit 451 are censorship and ignorance. The censorship implemented over the years removes all information from society that is necessary to learn, which accomplishes to prevent people from questioning anything. The ignorance of society has been fostered and the

UIII Examine the Role of Critical Thinking - 500 Words

UIII Examine the Role of Critical Thinking Elder and Paul (2011) posit, â€Å"There are predictable stages through which every person who develops as a critical thinker passes† (p. 1). I agree with this assertion. If we assume that the premise learning is a process holds true, then that process offers great insights of Elder and Paul’s argument. The later premise for learning as a process shows that a thinker must moves from regions of familiarity to unfamiliar one. Critical thinking requires that the person understand the basic concept of a theory if s/he is to think critically about that theory. The converse ideation where critical thinking precedes basic understanding is fallacious. This makes critical thinking process to be predictable.†¦show more content†¦Thinking in such a scenario shifts from mere speculations to thinking rationally by widening the scope of thinking. Nevertheless, this is a decision that the nurse makes rather than the policies and guidelines established to govern nursing practi ce. The nurse moves from basic reasoning to â€Å"critical reasoning through active reflection and subsequent judgment† (Benner, Hughes, Sutphen, 2008, p. 3). This cannot take place automatically. The nurse has to be conscious or aware that s/he is thinking critically about a situation or an intervention strategy. If I am to develop my personal critical thinking ability, I must first make a conscious choice to understand the basic concept of a premise and then make critical reflection of this basic concept by expanding my thinking approach. To achieve this, I must ask radical questions that will enhance the scope of analysis and judgment. I must move from the region of subconscious thinking to one of conscious thinking because in so doing, I become aware that I am actually thinking. This awareness will allow me to think beyond rudimentary concepts through critical reasoning and critical reflection to decipher underlying issues that are concealed in the concept under investigation. By understanding the predictable

Ethics Behind Challenger and Columbia Disastors free essay sample

C hallenger and Columbia disasters from a n Engineering Ethics standpoint I ntroduction: Very widely-used case studies in engineering ethics are the two failures of the space shuttles Challenger in 1986 during its liftoff and Columbia in 2003 during its reentry into the Earth’s orbit. What is interesting about the two space shuttle failures is that they had similar circumstances in them. Engineers recognized technical issues that might lead to the failures and communicated serious safety concerns in the two missions to their managers, and then managers outweighed engineers’ concerns and placed their management concerns above the safety concerns because engineers didn’t have conclusive data. R eview of the space shuttle failures from an ethical perspective: The case of Challenger: On January 28, 1986, the space shuttle Challenger exploded seventy-four seconds after launching. All the seven crew members lost their lives. Investigations showed that the catastrophe was due to a critical failure in the O-ring seals of the right Solid Rocket Booster (SRB) that prevents the leakage of hot gases from it. We will write a custom essay sample on Ethics Behind Challenger and Columbia Disastors or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a matter of fact, and since the start of NASA’s Space Transportation System (STS), Morton Thiokol’s, the manufacturer of SRBs, engineers knew that there was a flaw in the design of the O-rings used in SRBs. (Boisjoly, 1987) According to Boisjoly, a mechanical engineer employed by Morton Thiokol, engineers found a severe O-ring damage in a joint of SRB during post-flight inspection in 1985. After investigating the issue, he suggested that low temperatures during the liftoff lengthened the period needed by O-rings to move from their groove. Boisjoly informed a senior manager in Morton Thiokol that a new design was needed for the O-rings; otherwise there would be a risk for a disaster during any planned launches with O-rings of the old design. As the program proceeded, NASA encountered many delays and difficulties. Also, the congress was becoming increasingly unhappy from the shuttle project and NASA’s performance. This raised concerns in NASA about the continued budget support to the shuttle project; this motivated NASA to plan a record number of launches for 1986 to convey the congress a message that a progress in the project is being made. Also, upon the fast progress of the European Space Agency project of developing cheaper space missions, NASA had to prove that the US was still leading in the field of Space Exploration. Several delays for the launching of Challenger took place in January 1986 due to low temperatures and mechanical problems many times, and because the president Reagen wasn’t present for launching when the temperature stalled one time. Also, the White House intervened so that Challenger launch occurs before the President’s State of the Union address scheduled on January 28th so that the President could refer to the liftoff, and maybe to have a live conversation with Challenger’s astronauts during the address. Under all this political pressure, NASA managers had to make publicrelations success, so these insisted on a launch on January 28th, holding paramount the shuttle program’s continued economic viability. Giving in under all the pressures made and insight of the technical risk of launching raised (to be discussed later), NASA’s management violated the most principle Professional Ethics canon of holding the public safety as their primary concern. Managers didn’t obey the canons of management professional ethics of â€Å"sound judgment† and communication, understanding and cooperation with employees at all levels†; they were informed about the hazard lying behind the launch at low temperatures; however they acted in recklessness and irresponsibility with the issue. Thiokol engineers were very concerned about the O-ring’s failure observed in the coldest previous launch, especially that colder and worse weather conditions were expected at the day of planned launching of Challenger. Thiokol Vice President Joe Kilminster said, â€Å"Thiokol can’t recommend launching if the temperature was below 53 F†. Rossow, 2012) With the serious concerns raised, NASA conducted a teleconference between engineers and manages from Kennedy Space Center, Marshall’s Space Center and Thiokol. Roger Boisjoly and Arnie Tho mson, two of the engineers who worked on SRB, gave a presentation on how the low temperatures could affect the sealing objective of O -rings and alter their function. However, they didn’t have conclusive data. So at the end of the conference, Thiokol manage rs reversed the position of the company and recommended the launch contrary the views of its engineers. A final statement said by one of the managers, â€Å"take off your engineering hat, and put on your management hat† summarized how the final decision was made. Before launching, Ice Team measured the thickness of the ice, and they recorded a temperature of 8 F far below the O rings tolerances. However, this information was never passed to the decision makes just because it is not the team’s responsibility to report anything but the Ice Thickness. If concerned engineers had known about this, the whole launch process would have been delayed and the disaster would have been avoided. Engineers did abide by NSPE code of conduct by acknowledging their employers that there might be a failure of launching; however they acted with some sort of irresponsibility according to ASCE. ASCE They didn’t â€Å"blow the whisle† acknowledging external authorities when they knew that the managers were going for launching posing a direct threat to the safety, health, or welfare of the crew. ASCE code of conduct states, â€Å"If it becomes necessary to blow the whistle, the employee must advise the appropriate regulatory agency or a law enforcement agencyâ€Å". Also managers were to be blamed for their recklessness, they knew the risk present; nevertheless they did nothing about it. Also, there were poor communication between NASA and Thiokol. Data presented by the engineers of Thiokel in the teleconference weren’t conclusive, and due to the absence of clarity in the data present, managers didn’t understand the real risk. A last very important main ethical issue that can be raised in this case is the concept of â€Å"informed consent†. They crew didn’t know about the technical issues related to the flight. In the morning of the flight, the crew was informed about the ice on the launch pad, but wasn’t informed about the serious issues discussed in the teleconference the night before. So in practical, the crew agreed on being consent since they chose to be in the mission; however they weren’t an â€Å"informed consent† which violates the â€Å"informed consent† canon of professional ethics. The Case of Columbia: On February 1, 2003, the space shuttle Columbia exploded and disintegrated upon entering the Earth’s orbit above Texas. The entire seven crew members were killed in the accident. Columbia was the second complete failure of a space shuttle that NASA had encountered during its 30-year Space Transportation System. Later investigations showed that a part of the insulation foam covering the external tank of the shuttle separated and stroke the leading edge of the left wing of Columbia. This caused damage in the insulation system covering the left wing which protects the shuttle’s body from overheating during reentry into the earth’s orbit, which the material of the body can’t withstand. So, during reentry, and due to high temperature, a fire initiated in the left wing of the shuttle, and eventually the whole shuttle exploded and disintegrated. According to NASA’s space shuttle design specification, any loss of the insulation foam whether from the shuttle or from the critical zone of the tank during liftoff is a serious safety threat. However, almost in every shuttle mission to space, a part of the insulation foam is damaged because of the space debris. Yet, because of the success of missions with small damage in the insulation foam, NASA considered it as â€Å"in-flight anomalies†, and not something very serious. There were some sort of critical recklessness in this issue; NASA should rather have development maintenance methods in the space to avoid catastrophes like that of Columbia of the shuttle into the Earth’s orbit. In the case of challenger. The engineers were very concerned about what happened. Launch videos showed that the separated part was big in size and of high momentum. This led them to a doubt about the size of the possible damage in the insulation foam; so they asked for Satellite images for the shuttle’s wing. American Air Forces agreed on their demand, however, and because the incorrect request procedure followed; the manager of Columbia’s flight cancelled the request. By this practice, she acted with recklessness and violated the code of management ethics regarding â€Å"sound judgment†; maybe the engineers didn’t follow the right procedure, but she was to blame for being egocentric and reckless about why they would request such a thing. Because of the bad communication between the engineers and the management, the engineers didn’t have the requested images and thus couldn’t make accurate estimation of the damage that occurred; yet, motivated by their engineering responsibility towards Columbia’s crew and using their microscopic eye, they gave a presentation on the possible damage that occurred and the possible scenarios to fix it. However, the inconclusive data that the engineers had ailed to convince the managers that it was a safety issue, and not only a maintenance issue as the managers believed. Indeed, once when the manager of Columbia’s flight was asked about the rejection of the engineer’s request, she said, â€Å"The time needed to correctly maneuver the shuttle for pictures will unduly impact the mission schedule†. (Kelly, 2004) The manager was very close-minded; she didn’t give any sort of attention to the safety concerns raised to her by engineers. Her mism anagement was very unethical and irresponsible. Ethically, engineers are to blame too. They knew better than engineers about the seriousness of the risk present due to the technical errors in the shuffle; they didn’t blow the whistle asking for external authorities’ intervention when they felt that their managers are careless about a serious issue. Conclusions: Both shuttles of Challenger and Columbia although being disastrous to the human, they carried a lot of lessons within their leaves. In both cases, unethical management by managers led to poor communication with engineers. All what managers thought about was the funding to their programs and meeting the schedules despite the concerns raised to them in both cases. Engineers acted responsibly and abided by the codes of conduct of engineers of ensuring the safety of the shuttles and astronauts, however they were to blame for not blowing whistles. On the other hand, managers acted unethically but outweighing engineers’ fears and tending to favor historical trends over safety concerns in their decisionmaking.

Study Guideline Essay Example

Study Guideline Essay How to write your study plan You are more than just a grade report sheet, and the study plan section of your application is your chance to tell us about yourself. Personal statements are not easy to write, and require substantial planning. Entry to Tsukuba is highly competitive, so spending time on writing the best personal statement possible is important. Plan We’re interested in why you chose this course, at Tsukuba, and Japan. Ask yourself; Why did I choose to study this major? Why are you interested in this subject? Is there a specific topic within this field which interests you? Have you studied this before? What do you expect from the program and from the university? Are you aiming to become qualified for a specific job? Why did I choose Tsukuba, rather than another G30 university? Have you investigated the other G30 universities? What was it that attracted you to Tsukuba specifically? Why do I want to study in Japan? Do you have some special attachment to Japan or Japanese culture? What are my long-term goals, and how does studying in Tsukuba help me reach those goals? Do you want to go on to a Masters degree or PhD? Do you want to work in Japan after graduation? We will write a custom essay sample on Study Guideline specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Study Guideline specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Study Guideline specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What makes me a stand-out candidate? Do you have some special skills or passions which make you a more interesting person? What personal qualities do you possess which make you a good choice for this program? Write Drafts You should have a lot of information on paper by now. That information has to be organised and a draft (or two or three) of your study plan will have to be written. Use separate paragraphs for separate sections, and try to impose a logical structure on your writing. Think carefully about how you want to structure your personal statement. Try to be concise when writing your study plan. The use of concrete examples can help you express yourself clearly. We appreciate that English is some applicants’ second language. However, please try your best not to make spelling errors and use correct grammar and punctuation. Keep your sentences short and simple. Get Feedback Finally, when you’ve written your draft, we suggest giving it a few days and re-reading it. Ask for teachers, parents or friends to read it over and give honest feedback. Give yourself plenty of time to work through numerous versions of your draft, until you are completely happy.