Chechen Refugee Camps and Education Essay

The creation of schools is one of the leading ways to produce hope and stability in refugee camps. Many would love to go to school because, currently they have no other option, but to teach themselves. Refugees can recall having great memories of their past school experiences, which they use as motivation to continue to learn. On account of my involvement with a refugee relief organization, I have been assigned the job of creating schools in the Chechen refugee camps of Chechnya. The primary means of survival and daily focus for these refugees have been through humanitarian aid. That assistance is made up of shelter, clothing, food, and basic necessities. Securing those fundamental desiderata for the camps has been a priority for continued existence. The steps for prosperous implementation of an education program are presented and discussed. When we look at successful communities, countries and cultivation, training is a key component to meet the immediate needs of its members and plan for long term sustainability and emergence for hereafter generations. According to Yusupov (2012), â€Å"when lack of educational opportunities comes into play, the very heart and foundation of communities begins to crumble and the ability to nurture and feed its residents is seriously at risk†(p.1). Everyone has the ambition and potential to become better, but without an education at what point can they start. Three Topics I Would Like to Better Understand Before Beginning the Project The final objective of the Chechens is to return to their country and homes day. It would be wise for the Russians and Chechens to make sure that everyone within the camp is very well educated so that they can be effective once they return home. It is important for the Chechens to be able to support their families, and that their children grow up educated, productive community citizens without the threat of future displacement to refugee  camps. The development of an education system in the refugee camps is an impressive yet intimidating task. For that reason, the three things that I would like to understand before obligating me to this project are: 1) How long are the refugee camps offered as a necessary placement for the Chechens to be located in, 2) How and when can I start compiling data on the education levels of all the refugees within the camp on the different subjects of reading, writing and math, 3) How would I start to find out the mental health problems of those due to the traumatic change in environment and lose of identity, 4) I would have to find suitable teachers, buildings, and who will be funding the program. Hopefully, there are suitable buildings because this will be another expense we would have to look at for funding purposes. Having a psychologist within the school would also help tremendously because many students need the counseling. All of these items are needed in order to get things in order for the start of the project. Of course, there will be other things that I would like to better understand, but those will come up in the progress of the work. Ethnocentric Challenges That May Arise When Planning the Project There have been ongoing and unresolved issues among the Russians and Chechens for many years. According to DeWaal (2002), â€Å"Russians believe that Islam has maintained a stronghold in Chechnya communities for many years†(p.1). The fighting has coerced Chechens into refugee camps, while trying to hold onto their cultures, traditions, and customs while surviving in very dif ficult conditions. With their surroundings already so violent and each group is trying to maintain their way of living, it creates frictions and ethnocentricity ways may arise. Culturally, it is known that Chechens is very ethnocentric. One of the ethnocentric challenges that I may encounter while planning the project is the attitudes of the Russians being so high because of the Chechens ethnocentrism. With all the work that I would have to do, am I able to give the dreams and desires to the consumers of the project. Is ethnocentrism such a challenge that it may inhibit the development of positive relationships between the Chechens and Russians to the point that the project would be in peril? With the school being such a positive influence in their community, I would have high hopes that they would agree to disagree and come to and understanding among each other. Many of the Chechens would be so happy that they have a place to call home they would  not worry about the animosity, but the Russians probably would not let down their guard to reconcile. Discussion of Types of Questions a Researcher Would Ask As the implementation plan for the development of an educational system in Chechen refugee camps begins to formulate, the types of questions I would ask are: 1) For both the parents and children, what are your dreams and desires for when you return home, 2) What subjects in school do you like the most and which do you like the least, 3) For project design, given the large numbers of refugees in camps, what is the most strategic way to design, implement and sustain an educational system, 4) Have attempts been made in the past to develop an educational system and, if so, what kept them from happening and becoming successful. Sukarieh and Tannock state that a large number of researchers and social service people visit the refugee camps, interviewed the residents, and rarely follow through on promises made (Sukarieh & Tannock, 2012). Finally, it is a key element to secure data and information related to the levels of trauma and psychological stress of the children in the refugee camps in order to assess readiness for education, exams, and ability to learn. There have been both short and long term impact of trauma on refugee children, and the mental health of children in refugee camps (Rosseau, Measham, Nadeau, 2012). These same authors found that schools can be an impetus for change and partner in the psychological healing of traumatized children in refugee camps; assisting in the detection of mental health issues because parents and other family members trust schools and teachers enough to disclose that type of personal information with them. Conclusion Sensitive introductory work must take place before the preliminary plan can be devised to develop, implement, and maintain an educational system in Chechen refugee camps. Many refugee residents have experienced a lack of educational opportunities for months or even years since their schools were destroyed by bombings and shelling’s over the course of the two wars. Preparing the camp citizens for the educational experience, and revitalizing or developing the skill sets necessary for school success, will be a major aspect of the preliminary work of project development. Promises have been  made and broken related to the possibility of bringing formal education to the refugee camps, bringing disappointment and sadness to the lives of young children and parents alike. Camp residents are wary of any similar plans, but are welcoming and anxious to have education available for anyone who desires to participate. It is necessary to know more about the promises made and broken by camp visitors, in order to begin to build trust and confidence that I can execute this plan for the refugees. Becoming immersed in the daily life, schedules and activities of the refugee camp residents will begin to build trust, and afford opportunities for discussion and gathering of data. At that time, it will be critical to engage key refugee camp leaders in the discussion, planning and development of the camps so they begin to take ownership in the project and create the impetus for hope and stability amongst the refugees. Accomplishing all these goals would allow my project to become a success and give Chechens refugee camps the ability to learn and become successful. References De Waal, T. (2002). Greetings from Gozny. Fighting for Chechnya: Is Islam a factor? Retrieved from http://www.pbs.org/wnet/wideangle/episodes/greetings-from-grozny/fighting-for-chechnya-is-islam-a-factor/3078/ Rousseau, C., Measham, T., & Nadeau, L. (2012). Addressing trauma in collaborative mental health care for refugee children. Retrieved from http://ccp.sagepub.com/content/18/1/121 Sukarieh, M. & Tannock, S. (2012). On the problem of over-researched communities: The case of the Shatila Palestinian Refugee Camp in Lebanon. Retrieved from http://soc.sagepub.com/content/47/3/494 Yusupov, M. (2012). The social situation in the Chechen Republic: Problems and trends. Retrieved from http://www.saferworld.org.uk/downloads/

Human Rights and Amnesty International essays

Human Rights and Amnesty International essays In 1961, London lawyer Peter Benenson read about a group of students in Portugal who were arrested and jailed for raising a toast to freedom in a public restaurant. This incident prompted him to launch a one-year campaign called "Appeal for Amnesty 1961" in the London Observer. The "Appeal for Amnesty" called for the release of all people imprisoned because of peaceful expression of their beliefs, politics, race, religion, color, or national origin. Benenson called these people, "prisoners of conscience." He planned to encourage people to write letters to government officials in countries, which had prisoners of conscience, calling for their release. The campaign grew enormously, spread to other countries, and by the end of 1961 the organization, Amnesty International, had been formed. Amnesty International's vision is of a world in which every person enjoys all of the human rights enshrined in the Universal Declaration of Human Rights and other international human rights standards. In pursuit of this vision, Amnesty International's mission is to undertake research and action focussed on preventing and ending grave abuses of the rights to physical and mental integrity, freedom of conscience and expression, and freedom from discrimination, within the context of its work to promote all human rights. I believe that this mission statement is compatible with Catholic social teaching. Amnesty International addresses governments, intergovernmental organizations, armed political groups, companies, and other non-state actors. Amnesty International seeks to disclose human rights abuses accurately, quickly and persistently. It systematically and impartially researches the facts of individual cases and patterns of human rights abuses. These findings are publicised, and members, supporters and of amnesty international staff mobilize public pressure on governments and others to stop the abuses. In addition to its work on specific vio...

History of Rugby

History of Rugby Free Online Research Papers The birth of rugby began in England and has developed and spread throughout Britain into one of the nations top played and watched sports. Rugby is a tough sport not only physically but also mentally. It all began in England in the early 1800s and has grown into a huge sport all across Britain with hundreds of teams. A lot of things are different in its early begging stages from how it played today to how the position and fields are set up. My five topics are how rugby was founded, the early rules of rugby, and the early type of apparel worn, the field of play, and its positions. How rugby was actually founded is shrouded in mystery. One of its most famous legends of how it all started took place in 1823 at Rugby School in Warwickshire, England. When William Webb Ellis was playing a football game (soccer) at Rugby School instead of following the rules picked up the ball and ran toward the opponent’s goal (Powell 1). All who witnessed this became intrigued on the idea of running the ball and spread the word. To commiserate Ellis in his actions a stone was placed outside of Rugby School etched with the writing, â€Å"This stone commemorates the Exploit of William Webb Ellis who with a fine disregard of the rules of football as played in his time, first took the ball in his arms and ran with it, thus originating the distinctive feature of the rugby game A.D. 1823† (General History of Rugby 1). Most historians believe this to be urban legend, but not all of it is made up. It is known that at Rugby School is where Rugby became codified into a sport ( Fagan 1). While other schools in the area moved ahead refining their rules of football, Rugby school developed differently, and by the 1830s running with the ball a Rugby School was in common use. As word of this new game spread, rugby clubs started to appear all around England in 1870(General History of Rugby 1). The early rules were not formed right away; it took a period of years to create. As each new rugby club sprang up, they used different rules because there were no official rules created yet. To fix this, a meeting was held on January 26, 1871 where twenty two clubs from all around England attended to agree on setting rules. This is where the Rugby Union was founded. Following the founding of the Rugby Union, a committee was formed consisting of ex- rugby school studiers who formed a set of law or rules to help unify the game (General History of Rugby 1). By June 1871 they had accomplished their task and an official set of rules were made. Their rules were associated with the type of equipment worn, scoring, and player- to- played contact. The scoring system worked almost the same as modern day rugby. A try at goal worth three points, a converted try five points, penalty goal three points and four points for a field goal. The cross bar was accompanied by a rule that a goal could only be scored by the ball passing over the bar from a placed kick or drop kick (History of Rugby 2). Player- to- player contact rules were created to prevent players from seriously injuring each other, but injures and even deaths were quite common in it early history, for example, hacking over was prohibited because it could leave a player with bad bruises or even broken shins, and after rugby first official season was over there was a total of seventy one deaths caused by heat stroke to broken bones and even massive head injuries. They also introduced an off-your-side rule which was used to keep the teams apart and passing the ball forward was not allowed (History of Rugby 2). Some of the rules that were about player equipment, for example, studs in boots can be worn but had to be cylindrical and not less then  ¾ inch in diameter. Studs must be made of leather and have to be fastened to boots by at least three nails. Rubber studs were added in 1948, aluminum in 1953, and plastic in 1 954 (Rugby Football History 2). The early type of apparel worn and equipment used by Rugby players was limited because; rugby acquired little or no equipment/ apparel at all. Due to the lack of equipment injuries were extremely common. In 1839 the Rugby School was the first to adopt a Rugby uniform. The uniform included a cap, trousers, boots, and long sleeve shirts with their choice of color decided by the team (Rugby Football History 3). The cap also know as the Scrum Cap is made from light leather or sturdy cloth some people thing the scrum cap was used for head protection but that is completely false, the only protection scrum caps offered was ear protection because it had flaps that cover the players ears to protect them from getting grab and even torn off.. The player’s trousers were made of a light sturdy cloth, and the long – sleeved shirt was made of cotton, which allowed ventilation and there usually was a collar with the player’s number on the back, and on the upper front left corner of the player’s shirt was the team or club badge (Powell 9). The first rugby balls were made of an inflated sheep bladder. The first rugby fields were about one hundred and ten yards long and about seventy five yards wide. Most fields were covered in grass, but clay and sand field surfaces were acceptable even though they made players much more susceptible to injury (Powell 6). The lines on early rugby fields were marked in white; there were four types of lines: touch lines, goal lines, dead-ball lines, and touch-in-goal lines. Touch lines are the perimeters of the field down the sides, goal lines are located at each end of the field, and in the center of the goal line there is a field goal. Dead-ball lines are located at each end of the field and are also perimeters. Touch-in-goal lines are located at the ends of both sides of the field at the corner where the touch line and dead-ball line come together (Powell 6 7). If a team has any objection about the field or the field markings, they must tell the referee before the start of the game. All the positions in Rugby require skills such as sprinting can handle the ball, pass the ball, kick the ball, and tackle. In early Rugby their were seven main positions and theses positions are the Fullback, which is the last line of defense and he must be reliable, a good tackler, an excellent kicker, a good ball handler, and a fast runner. The Wings are the fastest sprinters on any team, must run straight and close to the touch lines, and always carries the ball in both hands. Centers , there are two of them, one left the other right, they align themselves in a three quarter line next to each other, their most important role is to be on his opposite center who has the ball so they can be tackled fast. The fly-half kicks the ball high and deep, and are extensions to the scrum half. The scrum-half role is to determine how the play develops after the forward have gained the ball. The half- back role is to watch where the ball goes at any moment and try to get it. The Line-out role is to jump and catch the ball or to tap it to one of his players (Powell 51-87). The sport of rugby has come a long way from its early beginnings back in the 1800’s, and has exploded into a huge sport in Britain and all around the world. Rugby is still a very physical and mental sport today but that would be the case if the men who started it didn’t play rugged and physical. How Rugby was actually founded is still a mystery, but what is known is that a lot of things were different in rugby when it all started in Britain like it rules, the type of clothing and protection worn, the field, and the positions have all changed for the better of the sport. My topics were how rugby was founded, early rules of rugby, and the early type of apparel/equipment used, the field of play, and its positions. Maybe some day we will really find the true creator of the great sport called they call Rugby. Research Papers on History of RugbyThe Hockey GameTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm XAppeasement Policy Towards the Outbreak of World War 2Where Wild and West MeetStandardized TestingCanaanite Influence on the Early Israelite ReligionPersonal Experience with Teen PregnancyMarketing of Lifeboy Soap A Unilever ProductHip-Hop is Art

College Paper on Ethics

College Paper on Ethics College Paper on Ethics It is truly a quite difficult task to find the exact definition of what ethics is. Peoples understanding of what is right and what is wrong differs, and the notion of ethics depends on peoples views and opinions as well. But it would be wrong to define ethics as something that people feel they can do because it is right for them. Peoples understanding of it may be deviated, moreover people cannot judge every situation with a clear head and do it objectively. Some people define ethics as a type of behavior that is acceptable by a society. However that is also not true. The society consists of separate individuals, and they may also have various points of view concerning what ethics is. We can also remember facts from history of the humanity where societies were deceived by the state, and the latter used propaganda in order to create public mood that could be used for states own purposes. Just think of German society during Hitlers rule. Similar to social-accepted rules, ethics can also be viewed as a synonym of law. However laws can be written by those who are not ethical at all. Laws are often changed which means they are not perfect and constantly need to be improved. Moreover, as we have already mentioned, peoples understanding of ethics can be deviated, and such deviation can be later result in the laws. Ethics is often identified with religion. However there is one question to ask that will probably prove that this idea is wrong: are atheists ethical? Looking at ethics just from the perspective of religion automatically makes all the other people unethical. We wont argue that religion does not encourage people to be more ethical, but if we compare religion and ethics, the latter notion is a wider one. David B. Resnik defines ethics as â€Å"norms for conduct that distinguish between acceptable and unacceptable behavior † (Resnik). He also states that people usually learn moral norms in various social settings, such as home, school, church, etc. However the ethical development of a person is a process that happens throughout the whole life. Some people also consider ethical norms to be common-sense. But there is a question asked by this scientist: â€Å"if morality were nothing more than common sense, then why are there so many ethical disputes and issues in our society?† (Resnik). The point is that there can be one common ethical norm for at least two people, for example. But their understanding and interpretation of what is ethical and what is not may differ. Thats why people who share similar ethical norms may turn out to act differently in various situations. Thats why the main purpose of studying ethics nowadays is not to define strict norms for conduct (which, in fact, would be almost impossible), but rather to learn the mechanism of interpretation of these norms. Reznik D.B. What is Ethics in Research Why is it Important? 2011. Web. Velasquez M., Andre C., Shanks T., S.J., and Meyer M.J. What is Ethics? 2010. Web. Tips on Writing a Good College Paper The key to any type of writing is brainstorming. You should write down everything that comes into your mind, relating to ethics  topic. Use the results of your brainstorming to write an outline. This will help you draft your ethics college paper. Do not waste your time on proofreading the paper while you are writing a draft, just let the words flow. When you are finished with the draft, you will get a more clear picture whether you have added enough valuable information. Additionally, you will see if you have all main parts of your ethics paper, such as introduction, main body and conclusion. Our online paper writing service will provide you with a high-quality customized paper on ethics written by experts. Try our service!

The film Solaris Essay Example | Topics and Well Written Essays - 1500 words

The film Solaris - Essay Example The film unsettles the audience in very many ways. The first instant where it does this is the part where Kelvin gets to the station and discovers that Gibarian has committed suicide (Solaris, 2002). This is unsettling because death or the visualization of a body is very uncomfortable. Moreover, it is unsettling as it signs to show that the film would have many such scary scenes and thus they become uncomfortable due to uncertainty. The next unsettling is seen not long after this as Kelvin goes around the station and sees many bodies. This is bound to make the audience even more uncomfortable to the site. The techniques used to achieve this unsettling is through the use of visual effects. In such a site where there are many bodies, dim light is used with several flashes of maximum light to show the large amount of bodies in the station. The lights dim again and this is used to instill some form of rush on the viewer because a dim light in an area with many bodies is bound to scare the ordinary human. Another element included in order to enhance such an uneasy scene is by zooming. As the movie progresses, parts where there are bodies present are zoomed in and this is quite uncomfortable for the site of a body is not appealing. This zooming is also used to frighten young children watching the movie for children fear death. Sound is the vastly used technique in the achievement of unsettling the audience. There are parts of the film that are calm, and even some soft music is played in the background. However, other sections of the film there exists suspense and the audience is anxious to understand what will happen next. During such times, the type of music played is quite high toned and fast. Combination of the two makes the section even scarier. At the scene Kelvin and Gordon found the stashed away body of Snow, they are surprised and shocked. Prior to finding the body, the sound produced is quite calm as a signaling of

Creer devlpment Research Paper Example | Topics and Well Written Essays - 1250 words

Creer devlpment - Research Paper Example Although, the major consideration remains unchanged that is the achievement of an ultimate high value objective set for professional growth. It is equally important that the selected career path should have potential to contribute towards the social well being of the masses to ensure that it imparts a sense of satisfaction for the individual. Keeping the aforesaid in mind, I have selected the â€Å"Social Support and Health Advocacy† as an area of career development program. The field of choice is closely related to the communication domain because it requires a close interaction with masses to know exactly their demands and needs as well as communicating the assessed requirements to the health officials and other public and non-public organizations. The field of the â€Å"Social Support and Health Advocacy† primarily cover two sub-domains i.e. the Social Support; the Health Advocacy. Social support is concerned with general public communications which may include one t o one interactions, corner meetings, conventions, large scale public gatherings to acquire input from the masses about the system, its short comings and the procedural and administrative recommendations to ratify these issues. Goldsmith (2012), who is an Associate Professor of Speech Communication at the University of Illinois has surfaced several aspects of communication that are commonly used and employed in social support, especially in health, anxieties and stress issues. He suggests that our frequent communication with our families, children, elderly persons of the securities and other interactions on these issues is the best kind of social support and if we can refine this communication issues can be addressed in a befitting manner. An expert communicator can devise ways and means to improve the quality of this communication by selecting good and effective observations. Moreover, an effective communicator can extend his social support by identifying various approaches that may help social interactions and communications more fruitful and result oriented in the elimination of daily stresses and major crises that may come across our lives. Social Support is an important area where communication can play a significant role to improve the quality of an individual’s life. However, it requires a well planned and targeted attainment of skills and expertise to ensure a career growth with significant achievements in the field of effective communications. Beyond the core communication skills like grammatical correction and purposefulness, an effective communication must have expertise in the prevailing Information and Communication Technologies (ICT), a close look on the social setup and values while a comparative study of people and societies around the world to ensure the incorporation of a global perspective in your communications. These requirements can lead to a number of studies and courses in ICT, social science core expertise, philosophy and interpe rsonal as well as inter organizational communication skills. However, the selection of courses and expertise from these domains may have subjectivity because of personal trends, likings and approach. â€Å"Health Advocacy†, the other sub-domain of my professional career plan demands even more effective communication skills. Primarily, healthcare advocacy is directly concerned with people

The Contemporary Art Market Essay Example | Topics and Well Written Essays - 1250 words

The Contemporary Art Market - Essay Example The essay "The Contemporary Art Market" talks about the Market of Contemporary Art. The impact of diversification and extension of art market into an open international market has gradually permeated into the art market with major changes being felt in operation of the sales. Such changes include the use of major auction outfits such as Sotheby’s and Christie’s. Giving a quick scan of the proceeding of the 2010 market, some of the above revelations come into light, for instance the fact that some of art pieces by some of the above mentioned contemporary artists dominated the market. It is also an observed fact mixed reactions depict the market situation while 2010 is taken into comparison with 2008, just before the recent economic crisis. While earlier predictions indicated that the impact of the recent economic slump would take at least three years to full recovery, a different reaction would not be ruled out earlier than that. According to the author, the impact of ec onomic performance was severe to the art market and a considerable duration time would be projected to recover. However, 2010 indications are satisfactory that normalcy will rapidly return in 2011 if all factors are held constant. Brown illustrates one of the pricing patterns to be expected in 2011, with impact of 2008 crisis gradually being recovered. Some of the major sales recorded in 2010 at Christie’s include Jasper John’s Flag was sold at over 28 million US dollars. Rehs also reports that Liz went fro over 18 million US dollars.