The Revolutionary Armed Forces Of Colombia - 1686 Words

The Revolutionary Armed Forces of Colombia The Revolutionary Armed Forces of Columbia, otherwise known as FARC (Fuerzas Armadas Revolucionarias de Colombia) was originally established in 1964 from a fractioned group of the Columbian Communist Party. It was formed during a war between the political parties that consisted of liberals and conservatives. After the Violence aka La Violencia which left around 200,000 people dead over a 15 year span many peasants fled their homes including one Manuel Marulanda Velez real name Pedro Antonio Marin (Molano, A., 2000). He was part of the liberals but joined the communist party after they had started forming militia groups known as self-defense units. Manuel Marulanda Velez was attracted to this†¦show more content†¦Literary estimates show that FARC was responsible for the trade of nearly $2 million per day in drug trafficking. Money and political strength were near the heart of the groups’ daily functions. The finance of terrorism is also where the vulnerability in their maintenance lives. As described by Roberge (2013), â€Å"Financing terro rism’s main conclusion, which is more implicit than explicit, is that while combating terrorism financing is important to diminishing a terrorist group’s capacity to inflict harm, it is only one instrument among many with which to target organizations† (p.407). Through land rights, political participation, or economic reform, Columbia would work diligently to bring an end to a battle in 2014. Negotiations for peace began in 2012. It was believed that FARC was responsible for the kidnapping of a Columbian senator from his aircraft followed by a mortar attack on the Presidential Palace 6 months later. FARC had been labeled as the oldest, largest, most capable and best equipped insurgency group. Fears mounted that, without peace negotiations, civilian casualties would outweigh any attempts at casual negotiation. Unilateral cease fires were unsuccessful. The only means of Columbian efforts was to being attacks that would challenge and eliminate monetary power and members within authoritarian roles. Efforts were quickly noted. As described by Kan (2014), â€Å"Treasury

The Attitudes Toward Death Changed - 950 Words

The attitudes toward death changed in society. In the past, younger children were dying at higher numbers than adults. When a younger children dies it’s hard for society to accept death compared to older people. However, the death attitudes of older people are more acceptable given their long lives. In the past, younger children died from infectious disease while in the present older people died from chronic disease. In the present, the changes in attitude is that disease can be treated and people are able to live longer. Younger children died at home surrounding with family members, and now, older people are dying at hospital under medical care. Now death is less visible to the family members while in the past death was visible to family members since it happened at home. The changes in attitudes toward death have changed in part because family members witness death differently now. Another change in attitudes comes from time of death. For example, in the early 1900s young er children were dying fast and now people have higher opportunities of prolonging life due to disease. For example, elderly who have cancer start to think about death and talk it through with their family members. Family members are given the time to prepare the burial and be ready for the death. The changes in death attitudes can possibly come from the fact that technology and medicine has advanced allowing people to begin griefing prior to the death of their family members. In the past bodies ofShow MoreRelatedEssay on Compare two poems by wilfed owen1716 Words   |  7 Pages Compare two poems by Wilfred Owen, showing how they reflected contemporary attitudes to the ‘Great War’. Refer closely to language and poetic techniques. nbsp;nbsp;nbsp;nbsp;nbsp;World War 1 broke out in 1914. At the beginning of the war, there was a great feeling of patriotism and enthusiasm. 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Integrating Four Skills in Clt Context free essay sample

In the history of language teaching, many methods and approaches have been used and developed. Among them Communicative Language Teaching is now thought as the most influential or must-use one. It is clearly defined in the handout: It would be fair to say that if there is any one umbrella approach to language teaching that has become the accepted norm in this field, it would have to be the Communicative Language Teaching Approach. Below is a lesson plan which is based on the CLT approach and we try to integrate four macro skills in it. This lesson plan is designed or intermediate-level or sophomore students at SFLC, NUM. In the lesson, we are aiming at a result in which students are actually able to use the language about environment, especially about the climate change/global warming, both verbally and in writing. Even though it looks like each task focuses on different skill, every task is designed to integrate at least 2 skills of the four. We will write a custom essay sample on Integrating Four Skills in Clt Context or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also, the lesson is a part of a sequence lesson which means in the previous class they have been introduced vocabulary related to the environment. The period of the lesson plan is an hour and a half. Lesson procedure Warm-up: As a warm-up students are asked about the weather that day and previous day. The question is for the whole class; therefore anyone who feels comfortable to talk in front of the whole class can answer. Then they are asked to work in pairs to talk about their favorite weather. Its a simple task to encourage the students and build confidence in them. The warm-up is about 10-15 minutes. Speaking: When the students are thought to be ready and confident enough, gradually turn the class into a discussion about climate change and global warming (causes of the climate hanges, whats happening in the world, what we can do about it, etc). Then they are divided into group of three and given statements of the Task 1 . Students should discuss about the statement and when they are finished with it they can rotate the statements around the groups. Since the topic is a popular one all the students are encouraged to speak out. They can also use some Mongolian language if they cant express them freely (but they should try as much English as they can) . As for the teacher, they need to use the target language as often as possible in order to provide ealistic models for students to use. I would give some explanation or help in Mongolian on the students request (15-20 minutes). Listening: As the discussion is on the global warming and climate change, students are now asked to listen to people speaking out their opinion on global warming. This is very authentic and contextualized because the tape script is actually taken from a readers discussion on a weather website. It will help the students to move from structured language production to more communicative language use . At first the tape is played without ny interference. For the second time it should be stopped after each speaker and the students are asked if they agree or disagree with that person and to comment on the speakers opinion. If the students do not agree with each other and start an argument, they should be encouraged to defend their own idea. In this way, the listening task would turn from an inactive listening task to one where the students take alternate roles as listener and speaker (20 minutes). Writing: At this time, own opinion and built knowledge on the subject . Therefore, students are asked to rite a small opinion passage about global warming. They should imagine that they are writing it on the real website discussion. In the previous task students have listened texts which models how people are expressing their opinion. Thus, the students will not face difficulties. After they are done with the task, they should exchange what they have written (20 minutes). Reading: Students are given handouts in which they need to read short passages about different areas of environmental issues (preferably questions discussed in the speaking section). Students are asked o read the passages at their own speed and match them to a set of questions. In order to match questions to the passages, students are required to demonstrate a global comprehension of the passages. Also this type of readings sharpens the students reading skills. While reading the handouts students are not allowed to use dictionary, because it distracts them from understanding the text. At the same time, it will help them to learn to recognize words automatically which is a basis for reading skill . When students complete the task, check the answer. (1 5 minutes) Homework (explaining HW will take 5 minutes): Students are asked to work in groups of four. Choose one of the environmental issues and present it to the class. It can be in any form e. g. ews report, role-play, informative presentation and etc. This task is supposed to integrate all four skills including (but not limited to) activities such as: 0 Doing some research and reading them thoroughly 0 Or listening to news reports for information 0 Writing about the topic based on information they found 0 Finding related pictures and other visual materials and preparing to explain them Working with their partners which should include sharing opinions and listening to the others 0 Presenting it to the class and responding to any questions those come from peer students afterwards. Handouts for the tasks Task 1: Discussion Statements Climate change is the most serious threat to our planet at the moment. All countries should be forced to apply serious regulations to reduce carbon emissions. Normal people cant do much to stop global warming. I am worried about climate change. Everybody should do whatever they can to save energy. Climate change isnt as serious as people say. People like to worry about something! There are simply too many people living on planet earth! We are going to lose many animal species and areas of low land in the very near future be cause of global warming. Gonzalo Im all in favour of global warming. I grow tropical plants so for me the warmer the weather is the better! Tanya In 20 years time the traditional British weather will be a thing of the past. Well have a climate like the south of France. People will be healthier as theyll spend more time outdoors. Just think, dining al fresco in the summer months. Itll be great! Luis no one can tell me that global warming isnt happening. Weve Just had the hottest year on record! My sister lives in the north of Spain and she said that it is beach weather there and its November. I mean its not normal is it? Kevin When I was a boy we used to have heavy snow most years. Since the early 90s all weve had is a light dusting of snow. It must be due to global warming. Ruth You only have to switch on the news to see the crazy things the weather is doing. There are so many floods, hurricanes and droughts. Its the extreme weather conditions caused by global warming. Oliver Theres no such thing as global warming. Its all media hype to brainwash people. If they told us the moon was made of cheese often enough people would believe it! Mark The world will never be the same again, but thats how it has always been. It changes constantly and nature and man can adapt to these changes. If we couldnt, human life on the planet would have finished years ago. Task 3 Who do you agree with most? Who do you disagree with? What would you write to the message board? Put your message here. Share your message with the class. Does anyone have the same view as you?

International Relations Essay Example Women and international relations

Women and international relations Introduction The subjective consideration is whether the operatives within international relations would change if women were at the helm of the world affairs. It also infers the mobility in terms of structure and functional change once the metamorphosis from the era of men to that of women is complete. The objective is therefore to ascertain exhaustively the feminist claim that the world or the international relations would change (positively) if women become the world leaders (Tickner 612). Alternatively, can the feminist critics’ observations be validated in their acclamation that the difference in structure and function might not be achievable in the positive way but rather negatively? The bone of contention therefore illicit the contrast that may be existing between the two phenomena in as far as international relations is concerned. The feminist politics has existed since the dawn of female adult suffrage. The spoils and gains have not been ascertained because women have consistently remained in the shadow of the world politics. Nevertheless, the truth is; with women leadership change may or may not suffice or worse, the situation might get bad or better. Women political leadership First, the critics of the feminist international relations cite a number of women figures who are the women’s main undoing in as far as the claims of peace and soberness in women’s world politics is conncerned. Notably are, Golda Meir, Margaret Thatcher and Indira Gandhi. These women are some of the most prominent leaders who have ever existed in the history of women leadership. They are noted to have behaved like men during the period they were at the helm of affairs in leadership (Tickner 613). Women leadership is majorly associated with peace. The feminists of the international relations assert that with peaceful leaders, you create a peaceful world and that women have the answer to peace that the world need so badly. There is also an assertion, albeit denied by the feminist at every instant that morally women score higher in superiority than men. The latter has no stint of solid justification while the former can be soberly debated. However, the association of peace with femininity is unrealistic, utopian and lacks the merits of justification. Whereas men are described as aggressive and women peaceful, it is important to evaluate the score card which essentially exist in all of these segments of consideration (Tickner 617). To begin with, women are disadvantaged by history. The era before the dawn of women suffrage portrayed women so negatively that even the recent IR approaches to feminism have failed to rebuild the denatured image. Women were considered passive, emotional, and victims, whereas men on the other hand were known to be active, rational and agents of change and action. In as much as these are mere stereotypes, which the feminist campaigns have dealt with, the available evidence lacks no proof that women at the helm of international relations would be any better (Tickner 618). To add on it, the likes of Margaret Thatcher, Indira Gandhi and Golda Meir never expressed it any different. They behaved and acted just as men have been known to do it. The peaceful nature of women is acknowledged but does it empirically translates to peaceful run of international affairs. A peaceful world void of elements of violations of human rights and all sorts of international concerns need peaceful leaders, and that is difficult to challenge. However, the question is; is women leadership peaceful? Only hypothetical allusions may give the affirmative but it lacks significant evidence to prove the felicity of the assertion that with women leadership, expect a different international relations. The bottom line is there may not be significant positive change. Work Cited Tickner, Ann, â€Å"You Just Don’t Understand: Troubled Engagements between Feminists and IR Theorists,† International Studies Quarterly 41, No. 4, 1997, pp.611–632. Don’t Delay Taking the Best Academic Help We are, without a doubt, the best academic writing service to provide you with extremely high quality work at very reasonable rates. So delaying the decision of order placement is irrational. It will prove costlier because eventually, you are going to get back to us. Get your paper.