Questioning engages students’ depth of knowledge and promotes problem-solving and higher-order thinking

in order to engage students in instruction that integrates social studies and the arts, teachers need to use a variety of questioning strategies. Questioning engages students’ depth of knowledge and promotes problem-solving and higher-order thinking.

Part 1: Questioning Strategies

In Topic 1, you researched instructional strategies that support a learning activity that integrates social studies and the arts.

For this assignment, you will use the same grade level standards in social studies and the arts, and the learning objective you used in Topic 1. Examine questioning strategies that develop higher-order skills, stimulate discussion, and promote inquiry and critical thinking, in order to complete the “Questioning Strategies” template. The questions you create should include concepts in social studies and the arts, procedures and applications from social studies and the arts, activate prior knowledge for the lesson, and encourage exploration and problem-solving. The “Questioning Strategies” template includes:

  • Social studies standard and an arts standard, grade level, and learning objectives from Topic 1.
  • A variety of five probing questions that can be used as pre-assessment and formative assessment questions.

Part 2: Reflection

In 250-500 words, summarize and reflect on how asking a variety of questions and using different questioning strategies can help students develop higher-order skills, activate prior knowledge, encourage exploration, and promote problem-solving and inquiry. Explain how questioning strategies can be implemented to meet the learning needs of diverse students in your future professional practice.

Support your findings with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Websites to help:

https://www.edutopia.org/blog/new-classroom-questioning-techniques-todd-finley

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early childhood professional

This Assignment is a Work Product in which you will take on the role of an early childhood professional at an early childhood center who is asked to analyze the center’s current plan for family and community engagement. You will analyze the current plan and make recommendations to improve upon the current family and community engagement plan

You will review five children’s/young adult books (3 fiction, 2 nonfiction). At least two of the books should be designated award winners. At least one should address themes of harassment, intimidation, and bullying (HIB). At least one should be considered multicultural literature. Title, author, copyright, publisher, number of pages, grade level/age appropriate, and a description of the content and illustrations (if any) should be included for each book. Suggestions of how to use the book in a specific lesson and the appropriate NJSLS alignment are required. Each book review should be approximately 1 ½2 pages.

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Create a Google site for your own childcare program and facility using Google sites

LEASE FOLLOW DIRECTIONS!!!

Paper must be on LGBTQIA students in K-12 in High Schools or College/Universities IN SOUTHERN CALIFORNIA like : Riverside City Community College, University of Southern California, or University of California at Los Angeles.  Through an education law lens. The paper should have some of the practical and legal hurtles that your student group has faced in accessing educational systems and opportunity.  In this assignment you are going to apply that knowledge by designing a program, procedure, or policy to improve educational access for your (LGBTQIA) student group. You may focus your design on your institution (school, college, university), your district (or university system), or the state itself.  You’ll want to have a good understanding of what currently exists, what the shortcomings are, how you might resolve those shortcomings, and what the practical and legal (or institutional policy) challenges are going to be.  How might those be resolved?  If you are focusing at the state level, consider if you are proposing a change to the Department of Education policy or an actual law change. This proposal should be no longer than 10 pages, excluding references.  And you are strongly encouraged to get creative on this.  If this is something that you can and want to use professionally, make this persuasive and appealing.  Make the format something that works for you.

Prior to beginning work on this assignment, please review the following early childhood education websites:

· Bright Horizons (Links to an external site.)

· Childcare Network (Links to an external site.)

Many parents begin their child’s program search via the Internet. Therefore, as a leader, having a vision for a program website, as well as the ability to create and develop a website, can benefit you in your future. Your program’s website plays a very important role in communicating a first impression to families. Many prospective parents use the Internet to help them identify possible early childhood programs in their geographic area, and then choose which programs they would like to visit or learn more about based on the information they find online. This is your opportunity to market your program. An attractive and well-designed website should be easy to read. Visitors to the site should be able to find the information they need quickly, with just a few clicks of a mouse.

For your Final Project, you will create a Google site for your own childcare program and facility using Google sites (Links to an external site.). Your Google site will be targeted toward prospective families and can be creative in the development but must include all of the following requirements. See the following exemplar for additional support: ECE312 Summative Assessment Example (Links to an external site.).

On your webpage, develop the following:

· Home Page

o Create a Google site for your own childcare program and facility using Google sites

o Develop an introduction that welcomes families to your center and webpage

· About Us Page

o Summarize your credentials and biography

o Explain the centers scope of services including: Ages served, hours of service, location of center and tuition or fees.

· Program Structure

o Establish daily structure including a curriculum unit plan, a sample lunch and snack menu, and explanation of your curriculum and developmentally appropriate practices.

· Philosophy

o Outline the philosophy and focus of the program, including your chosen theory from Chapter 1 and construct your center’s philosophy based on this theory.

o Design a statement that demonstrates how your center will address each of the ten NAEYC Standards:

§ Relationships

§ Curriculum

§ Teaching

§ Assessment of Child Progress

§ Health

§ Teachers (how you support your staff)

§ Families

§ Community Relationships

§ Physical Environment (indoors and out)

§ Leadership and Management (summary of your most recent professional development experience)

The Google Site must have a home page and at least five additional pages, with as many subpages as you would like, to address the required content above. You are encouraged to creatively address the material using graphics, visuals, charts, graphs, and sound and at least one visual (photo, drawing, clip art, word art., graphic) on each page. The website should be designed to clearly and concisely address the material for families. Be sure to use at least two professional resources and the course text.

The High Quality Early Childhood Program Google Site

· Must be five to 10 pages in length and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)

· Must be submitted to WayPoint as a word document that includes the following:

o Course name and number

o Instructor’s name

o Date submitted

o Title of website

o Working URL (copy the exact website address) that will be used to access your website.  You must make sure your website is Public or Accessible to anyone with the link in order for your instructor to access it to grade it.  For help doing this, use the Google Help tool within Google.

· Must use at least two professional resources in addition to the course text.

o The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper

 

Required Resources

Required Text

Gadzikowski, A. (2013). Administration of early childhood education programs. Retrieved from http://content.ashford.edu

  • Chapter 9: Evaluation and Assessment
    • This chapter looks closely at the role of administrators in child assessment and the relationship between child assessment and program assessment.
  • Chapter 10: Leadership and Advocacy
    • This chapter examines how administrators can ensure their knowledge base and credentials remain current.

Web Page

National Association for the Education of Young Children. (n.d.). The 10 NAEYC program standards (Links to an external site.). Retrieved from https://www.naeyc.org/our-work/families/10-naeyc-program-standards

  • This web page provides information about the NAEYC standards for early childhood education program and will assist you in your High-Quality Program Assessment Scenario discussion this week.
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Websites

Bright Horizons (Links to an external site.). (https://www.brighthorizons.com/)

  • This site offers the opportunity to review a stellar website to help design your own site. This website provides information about an early childhood education program and will assist you in your High-Quality Early Childhood Program Google Site assignment this week.
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Childcare Network (Links to an external site.). (https://www.childcarenetwork.com/)

  • This website offers the opportunity to review an established early childhood website to help design your own site. This website provides information about an early childhood education program and will assist you in your High-Quality Early Childhood Program Google Site assignment this week.
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 Introduction/General Education Outcomes

Post Your   Introduction/General Education Outcomes [WLOs: 1, 2, 3] [CLOs: 1, 2, 3]

Prior to beginning work on this discussion forum, read The Value of General Education (Links to an external site.) blog post, What Is the Purpose of Taking General Classes for a College Degree? (Links to an external site.)General Education Requirements: What’s the Point? (Links to an external site.), and Integrated General Education: A Brief Look Back articles, review the What Is CRAAP? (Links to an external site.) handout, and view the Integrating Research (Links to an external site.) tutorial and Picking Your Topic Is Research! (Links to an external site.) video.

Before writing your introduction, review the five learning outcomes for this course:

· Apply ethical theory and moral reasoning to academic knowledge and societal concerns.

· Utilize principles of critical thinking in problem-solving.

· Communicate through investigative research and writing.

· Utilize information technology skills appropriate to interdisciplinary studies.

· Articulate the responsibility of global citizenship and multicultural understanding with regard to academic and professional pursuits.

After reviewing the five learning outcomes, post an introduction in which you

· Identify three out of five skills or competencies you have acquired through participation in general education courses that will help you meet your academic and career goals.

· Describe your three chosen skills and explain which activities, assignments, or courses helped you acquire them.

MY INTRODUCTION IS BELOW:

Good Morning Everyone,

I live in Wilson, N.C.. I am the proud mother of 2 sons and 1 grandson. I moved from Shreveport, La. in 2018. I have been in the medical field since 1984. I have been an Activity Director since 1993. I enjoy meeting new people, traveling, singing the gospel, and spending time with family. My major is Health and Human Services, I’m working on my Bachelor’s Degree. I will graduate May 2020, can’t wait until that special day. I hope to learn more about how to become the best person for the job i’m looking for. My goals are to help as many people as I can that is going through hard times. being a CNA and Activity Director I work very close to the Social Worker.

 

Required Resources

Articles

Arditi, B. (2004). From globalism to globalization: The politics of resistance 1New Political Science26(1), 5-22. doi:10.1080/0739314042000185102

  • The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. This article discusses the differences between globalization and globalism. Globalism is seen as imposing a new order of things across the globe and is feared by elements within Western societies. Those actors seek a resistance of “radical and viral direction action” (abstract) against what they see as a threat to their way of life. This article will assist you with your APA “Find the Errors” Task assignment this week.

Austin, M. W. (2011, April 13). The value of general education (Links to an external site.) [Blog post]. Retrieved from https://www.psychologytoday.com/blog/ethics-everyone/201104/the-value-general-education

  • In this article, the author gives some reasons that support the importance of general education courses. The reasons for general education courses include helping a student become a better citizen, increasing critical thinking skills, and providing you with a broad and deep education. This blog post will assist you with your Post Your Introduction/General Education Outcomes discussion this week.
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Dowd, M. (n.d.). What is the purpose of taking general classes for a college degree? (Links to an external site.) Retrieved from http://education.seattlepi.com/purpose-taking-general-classes-college-degree-1876.html

  • In this article, the author explains the importance of breadth of learning. General education courses encompass several areas of study (social sciences, math, science, humanities, and nature), which will help prepare you to think more analytically, consider many views on a topic, and value cultural differences when they begin their advanced study courses. This article will assist you with your Post Your Introduction/General Education Outcomes discussion this week.
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Papastephanou, M. (2005). Globalisation, globalism and cosmopolitanism as an educational idealEducational Philosophy and Theory37(4), 533-551. doi:10.1111/j.1469-5812.2005.00139.x

  • The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. Globalisation discussed as “a complex relation to its discourse.” In the Abstract, Papastephanous writes, “failure to grasp distinctions between globalisation and globalism leads to naïve and ethnocentric glorifications of the potentialities of globalization…. The antagonistic impulses cultivated by globalization and globalist discourse are singled out and targeted…. The final suggestion of the article concerns the vision of a more cosmopolitically sensitive education.” This article will assist you with your APA “Find the Errors” Task assignment this week.

Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomesPreview the documentInternational Journal of Psychology48(5), 858-870. doi:10.1080/00207594.2012.701749

  • The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article provides information concerning the idea of the global citizen. The authors explain the outcomes of identifying with a superordinate identity (global citizen) from two different studies. The relationship between global awareness and social values was evaluated. This article will allow the reader to assess their level of global citizenship and how it can impact their own identity and psychological well-being. This article will assist you with your APA “Find the Errors” Task assignment this week.

Seraphin, C. (n.d.). General education requirements: What’s the point? (Links to an external site.) Retrieved from http://www.collegexpress.com/articles-and-advice/majors-and-academics/articles/college-academics/general-education-requirements-whats-point/

  • In this article, the author explains what general education requirements are and some of the reasons why colleges include them in degree requirements. The author suggests that one of the biggest problems with general education courses is the fact that students do not think they are important. The author then supports the fact that general education courses increase a student’s critical thinking skills, communication skills, and problem-solving skills before they start taking more advanced courses in their field of study. This article will assist you with your Post Your Introduction/General Education Outcomes discussion this week.
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Voelz, J. (2017). Transnationalism and anti-globalismCollege Literature, 44(4), 521-526. doi:10.1353/lit.2017.0032

  • The full-text version of this article is available through the Project Muse database in the Ashford University Library. Discusses the differences between globalization as an economic trend and globalism, where globalism is seen as a cultural phenomenon feared as a prioritization of racial and cultural otherness. As a cultural tool, globalism is seen as a threat to Western values, with anti-globalism occurs in the setting of extreme nationalist tendencies. This article will assist you with your Importance of Becoming a Global Citizen assignment this week.

Wehlburg, C. M. (2010). Integrated general education: A brief look backNew Directions for Teaching and Learning, 2010(121), 3-11. doi:10.1002/tl.383

  • The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article addresses the assessment practices that take place in order to measure the course learning outcomes in higher education programs. Assessing general education has been a difficult task compared to assessing different majors based on content and skills. The goals of critical thinking, problem solving, and communication may be more difficult to measure. Assessment procedures tend to be more qualitative when it comes to general education curriculum. This article will allow the reader to fully understand the assessment procedures that have been able to measure their core general education requirements. This article will assist you with your Post Your Introduction/General Education Outcomes discussion this week.

Multimedia

Ashford University Library. (2017, November). What is CRAAP? (Links to an external site.) [PDF file]. Retrieved from https://content.bridgepointeducation.com/curriculum/file/f8a1ef48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf

  • This infographic covers several elements of determining when a web resource is credible. CRAAP is an acronym for currency, relevancy, authority, accuracy, and purpose. The infographic provides questions to ask oneself when looking at resources to use as credible support for their research paper. This infographic will assist you in addressing prompts in the Post Your Introduction/General Education Outcomes discussion this week.

Ashford University Writing Center. (2018). Integrating research (Links to an external site.) [Tutorial file]. Retrieved from https://content.bridgepointeducation.com/curriculum/file/5408ee9b-e793-44d5-8a4d-e54bc6e72f74/1/Integrating%20Research.zip/story_html5.html (Links to an external site.)

  • This tutorial from the Ashford University Writing Center introduces the appropriate ways to integrate research when writing a college essay or formal assignment. It goes over examples of the ICE method when it comes to paragraph development and supporting the information found from an outside source. This tutorial will assist you in addressing the prompts in the Final Paper Topic discussion forum this week.

North Carolina State University, Libraries. (2013, August). Picking your topic is research! (Links to an external site.) [Video file]. Retrieved from http://www.lib.ncsu.edu/tutorials/picking_topic/

  • This video tutorial illustrates the importance of picking a topic that can be easily tested through finding and reading sources on that topic. The point made is that the topic is not written in stone unless the topic is specifically assigned by the instructor. The research that is found can guide how the topic can be revised, such as make it more specific if the topic is too broad. This video will assist you in completing the Post Your Introduction/General Education Outcomes discussion forum this week.
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Romin, J., Arnstad, H., Lennartsson, J., & Lilja, V. (Directors & Producers). (2009). What is globalization? (Links to an external site.) [Video segment]. In J. Romin (Executive Producer), Open borders: Globalization-a real-world view. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=47499&wID=100753&loid=144239&plt=FOD&w=640&h=360&fWidth=660&fHeight=410

  • The full version of this video is available through the Films on Demand database in the Ashford University Library. This first video segment discusses the meaning behind globalization and the encouragement of openness to diversity and other cultures. A few knowledgeable speakers provide suggestions on how people can become more confident in their ability to deal with emotions and thoughts that are tied to the pressures of becoming a global citizen. This video will assist you with your Importance of Becoming a Global Citizen assignment this week.
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Stucke, K. (Writer). (2009). Globalization at a crossroads (Links to an external site.). [Series episode]. In M. Stucke & Claudin, C. (Executive Producers), Global issues. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=39350&wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530

  • The full version of this video is available through the Films On Demand database in the Ashford University Library. To some, the term “globalization” means ruthless exploitation by corporations; to others, it means bringing economic development to all the peoples of the world. This program explains key principles at the core of global economics and takes a historical look at their effects, focusing on market liberalization and the failed “East Asian miracle;” privatization of basic resources in Bolivia and the severe backlash against it; Russia’s rapid transition to capitalism and the oligarchism and kleptocracy that came to characterize it; and China’s incremental implementation of capitalism under communism. The video also takes stock of the seismic shift in the U.S. economy and its probable effect on the rest of the world. This video will assist you with your Importance of Becoming a Global Citizen assignment this week.
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Stucke, M. (Executive Producer), Purdue, K. (Writer). (2001). What is globalization? (Links to an external site.) [Video segment]. In The global trade debate [Streaming video]. Retrieved from Films On Demand database.

  • The full version of this video is available through the Films On Demand database in the Ashford University Library. To some, the term “globalization” means ruthless exploitation by corporations; to others, it means bringing economic development to all the peoples of the world. This program explains key principles at the core of global economics and takes a historical look at their effects, focusing on market liberalization and the failed “East Asian miracle;” privatization of basic resources in Bolivia and the severe backlash against it; Russia’s rapid transition to capitalism and the oligarchism and kleptocracy that came to characterize it; and China’s incremental implementation of capitalism under communism. The video also takes stock of the seismic shift in the U.S. economy and its probable effect on the rest of the world. This video will assist you with your Importance of Becoming a Global Citizen assignment this week.
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Web Page

Ashford University. (n.d.). Narrowing a topic and developing a research question (Links to an external site.). Retrieved from https://writingcenter.ashford.edu/narrowing-topic-and-developing-research-question

  • This web page provides information about how to narrow down a research topic as well as developing a focus for your final essay. It will assist you in your Final Paper Topic discussion forum this week.
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Recommended Resources

Articles

How to critically analyze information sources (Links to an external site.). (n.d.). Retrieved from http://anthroniche.com/media/pdfs/how_to_critically_analyze_information_sources.pdf

  • This article explains how to analyze information sources for research purposes. There are several elements to look at when first evaluating a source: the author’s credentials, date of publication, whether the source is in its first edition, the publisher name, and the title of the journal, which help one determine if it is a scholarly or popular journal. This article may assist you with your Final Paper Topic discussion forum this week.
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White, J. (2009). Why general education? Peters, Hirst and historyJournal of Philosophy of Education, 43(S1), 123-141. doi:10.1111/j.1467-9752.2009.00718.x

  • The full-text version of this article can be accessed through the Academic Search Complete database in the Ashford University Library. The author of this article provides historical background information concerning the opposing views of the purpose of general education from Richard Peters and Paul Hirst. This article will allow the reader to use critical thinking skills to assess whether there must be some good intrinsic reason for an academic curriculum as we see it today. This article may assist you with your APA “Find the Errors” Task assignment.

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Ethnology of Africa

Richard Dowden is executive director of the Royal African Society. 1. ‘Britannia waived the rules: The Major government and the 1994 Rwandan genocide’, African Affairs, 103, 410 (2004), p. 22.

COMMENT: THE RWANDAN GENOCIDE: HOW THE PRESS MISSED THE STORY.

A MEMOIR

RICHARD DOWDEN

LINDA MELVERN AND PAUL WILLIAMS ARGUED in the January issue of African Affairs that: ‘Britain and other great powers signalled their intention to let the killers conduct their grisly business unimpeded’.1 They claimed that,while members of the UN Security Council might not have recognized that genocide was taking place, they were aware that hundreds of thousands of people were being killed when they decided to withdraw the UN peace- keepers. They therefore accuse the British Government of a ‘deliberately misconceived version’ of what was happening in Rwanda and a ‘wilful neglect of its obligations under the Genocide Convention’.

With hindsight, it is obvious that the world’s political leaders and opinion-formers failed Rwanda in 1994. Bill Clinton, then US President, and Madeleine Albright, then the US representative at the United Nations, have recognized this and expressed regret for their part in withdrawing the UN force from Rwanda as the genocide started. Their British counterparts, John Major, the Prime Minister, Douglas Hurd, the Foreign Secretary, and Baroness Lynda Chalker, the Minister for Africa, have been less forthright. At the time no one resigned, and nobody’s career has been damaged by the failure in Rwanda. Indeed, the pivotal player at the United Nations at the time, Kofi Annan, Under-Secretary General for Peacekeeping who dealt with the dispatches from the UN force commander in Kigali, has become Secretary General. Annan’s deputy and then successor at Peacekeeping, Syed Iqbal Riza, is now his Chef de Cabinet.

The aim of this commentary is not to pass judgement on these players, but to try to recall the thinking of the time and revisit the context in which decisions about Rwanda and Africa were taken. Since the genocide in Rwanda itself has challenged assumptions and changed perspectives, it requires a mental repositioning that goes further than asking who knew what when. I begin with my own experience as a journalist covering Africa at the time, and then go on to examine some of the early coverage of the genocide that appeared in the British press.

283

African Affairs (2004), 103, 283–290 © Royal African Society 2004 DOI: 10.1093/afraf/adh046

06 adh046 (bc/d) 10/3/04 10:20 am Page 283

In 1994 I was Africa Editor of The Independent, and I had been in Kigali briefly in January that year on my way to Zaire, as the Democratic Republic of Congo was then called. All the diplomats, politicians and aid workers I spoke to in Kigali talked about the fragile but functioning Arusha Peace Accord — the complex power-sharing agreement between the Tutsi-led Rwandan Patriotic Front, the Habyarimana government and several small political parties. After two years of bitter fighting and heavy negotiations, an agreement had at least been reached and signed. The delicate and dangerous task of implementation was then reaching its final stages. Only one person in Kigali had warned me that there could be genocide: Philippe Gaillard of the Red Cross. He told me that militias were being armed by the government and that plans were being laid to promote mass killings of Tutsis throughout the country.

I thought long and hard about writing a story that said: ‘Genocide Looms in Rwanda’. It might have made the front page — the aspiration of every journalist — but I had only one source. Everyone else I had spoken to talked up the Arusha peace process. I did not sense anything sinister on the streets of Kigali that might have made me sceptical. And, as the world-weary diplo- mats said, the worst that would happen if the accord did not work would be another round of fighting. I had not been in Kigali long enough to make a judgement or doubt my interlocutors, so to write a sensational story about impending genocide would have been dishonest and irresponsible. It might even prompt genocide. I put down my pen and went off to eastern Congo.

On 6 April I was packing my bag for South Africa to cover the impend- ing election when The Independent’s Foreign Editor, Harvey Morris, called me to tell me about the plane crash. After some discussion, we agreed that I should continue to South Africa, but watch developments in Rwanda. I wrote a background article and caught the plane to Johannesburg. For the next three weeks the newspaper carried agency reports on Rwanda. As the South African polls closed, I flew to Kampala to try to find out what was happening in Rwanda.

Getting to the action was not easy. There were no flights to Kigali or anywhere else in the country. The route from Zaire in the west was imposs- ible, since President Mobutu Sese Seko did not allow journalists into the country except by special invitation. To try to get in from the south through Burundi might be impossible and dangerous, since that country too had been destabilized by the death of its president. The other viable routes were through Tanzania to south-eastern Rwanda — a journey of at least three days — or across the Uganda border, which was officially closed. However, the World Food Programme was running a cross-border feeding operation to eastern Rwanda. This was encouraged by the RPF who controlled the border on the Rwandan side.

The WFP lent me a vehicle and a driver and we drove into Rwanda. Once

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inside, the RPF took over and kept us waiting near the border for a couple of days. Eventually the RPF gave me a guide and bodyguard, and on 2 May we drove down through Rwanda to the Kagera river on the Tanzanian border. I learned later that the best road from Uganda into the north-east was being used for military supplies, something that neither the RPF nor the Ugandan government wanted outsiders to see. We therefore had to take ill-maintained dirt roads. The country was almost completely deserted. Africa’s roads, especially in a crowded country like Rwanda, are usually dotted with pick-up trucks, walkers and cyclists. In two days of driving we saw no more than a dozen people. The Kagera river carried scores of bloated dead bodies down the stream. At the rate I saw them — one every four or five minutes — I estimated that hundreds of people were being killed every day further upstream. It was hard to get close enough to see the cause of death, but some seemed to have their hands tied.

From there, leaving our RPF guide and guard in Rwanda,we drove across to the refugee camps on the Tanzanian side. Here thousands of Hutus who had fled eastern Rwanda told us that RPF Tutsis were murdering Hutus, and that they had come across the border to escape. Some journalists had bought this story at face value. Although we had seen few people on the way, I had seen no evidence of killing and little sign of destruction and I did not believe what I was being told. My instincts were confirmed when two people, separately, drew me aside and told me that what I was being told was not true. I found them convincing. They were clearly frightened but desperate to tell their story. They said that it was these refugees who had done the killing, and they had fled to escape RPF revenge.

On the way back I saw some of the massacre sites that have been exten- sively reported and recorded. Then we turned west to Kigali and joined the RPF front line in the hills overlooking the city from the north-east. From a distance it looked peaceful. It was impossible to know what was happening there.

It was also impossible to get the story out without leaving Rwanda. Tele- phones did not work, and mobile phones did not reach that far in those days. To send reports back to the newspaper meant going all the way back to Uganda — another day’s journey on roads where you had to drive per- manently in second gear. Once out, it might be impossible to get back in again, since the WFP vehicle had to go back to Kampala and no other vehicles were available.

I should also add that it was difficult for me to find words to describe what was happening. I had covered nearly 20 wars, but the usual clichés of death and destruction mocked Rwanda’s horrors. I could find no new words to describe what I was seeing. Furthermore, all the usual human and jour- nalistic instincts to bring something important to the world’s attention shrivelled in the face of what I was seeing and hearing. I began my main

RWANDA RESPONSE 285

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report with the words: ‘I do not want to tell you what I saw today . . .’. Why should my aged parents be presented with this vision of hell at their break- fast table? How could I tell my wife what I had seen and smelled? And what of my children as they got ready for school? What if they caught a glimpse of it? Why should anyone at all need to be told these things? I have spoken to other journalists who were there at the time, and they recall similar feelings.

My own notebooks and reports of that period and reading other reports in the British press provide some insight into what the world thought at the time and how they perceived events in Rwanda. Certainly few people thought that the plane crash that killed President Juvénal Habyarimana of Rwanda and President Cyprien Ntaryamira of Burundi on the evening of 6 April 1994 would trigger one of the worst genocides of the twentieth century. Although the disarming and murder of the Belgian paratroopers, part of the UN force, and the open killings in the streets of Kigali, the capital, began the next day, these events were not interpreted as a spur to international action. On the contrary, they instigated withdrawal. The reasons for this lie in the failure to understand what was happening in Rwanda at the time, and that failure has much to do with the importance — or lack of it — that outsiders ascribed to Africa, the way in which they thought of Africa and the language they used to describe it.

First of all, Rwanda simply was not important enough. To British editors it was a small country far away in a continent that rarely hit the headlines. The words Hutu and Tutsi sounded funny, hardly names that an ambitious news editor or desk officer would want to draw to the attention of a busy boss and claim that they were of immediate and vital importance. Within a few days of the plane crash, The Times ran several articles about what it obvi- ously considered an angle of interest to its readers: the fate of the Rwandan gorillas. Being a former Belgian colony and Francophone, Rwanda was of little interest to the Foreign Office which had been forced to cut its staffing levels in Africa in the 1980s and early 1990s. It was not a country that had historical or commercial links with Britain, and Britain had no diplomatic representation there. In London as the crisis developed, Hurd’s staff were reduced to telling the Foreign Secretary what they had seen on CNN that day. This was Britain’s main source of information on what was happening on the ground.

On 7 April all the major newspapers reported the plane crash that killed the presidents, and followed it with reports of the murder of the Belgian soldiers and then the evacuation of foreigners. There was little attempt to analyze Rwanda’s particular politics, beyond the fact that there had been a civil war that had been frozen by the Arusha Accord. For most newspapers, the foreign story of the moment was Bosnia and its coverage was already stretching budgets and staffing levels.

286 AFRICAN AFFAIRS

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Furthermore, on 27 April South Africans were to vote in their country’s first democratic elections. These would mark the end of apartheid, and one of the last — and most important — dividends of the Cold War would come to fruition. The implications for Africa and black people throughout the world were immeasurable. This was clearly going to be a momentous event in itself but at the time many Western commentators were predicting a ghastly bloodbath in South Africa. They argued that the African National Congress would break its promises and begin a campaign of murder and destabilization. Others, observing the continuing violence in KwaZulu Natal, predicted a tribal bloodbath between Xhosa and Zulu. Mangosuthu Buthelezi, the leader of the Zulu Inkatha movement, had not signed up to the national deal, and more and more people were dying in the gang warfare between Inkatha gangs and the ANC.

In the event, Buthelezi signed the agreement days before the election, the voting was vast and peaceful, and the miracle was completed by the saintly wisdom and demeanour of Nelson Mandela. The expectations of journal- ists, who headed en masse for Durban in search of a bloodbath, were not fulfilled. As a result, they missed the worst bloodbath of all.

They included most of the stringers for the world’s press based in Nairobi, who usually covered East Africa. Normally they would have been in Rwanda on the next flight, but in April 1994 most were in South Africa. The world’s press apparently could not cover more than one Africa story at a time. Some did not even try. The Financial Times of London, always squeamish about stories involving blood but not business, did not send its Nairobi correspondent to South Africa, but nor was she sent to Rwanda for more than a week after the country collapsed.

Burundi, Rwanda’s neighbour and twin, offered more evidence that the world would not be moved by Rwanda’s plight. The previous autumn the first democratically elected president of Burundi, Melchior Ndadaye, had been murdered. He was the country’s first Hutu president and his death was followed by the massacre of at least 50,000 people2. Some said it was five times that number. According to the Commission Internationale d’Enquête sur les Violations des Droits de l’Homme au Burundi depuis 21 Octobre 1993, Hutus and Tutsis were killed in about equal numbers. Reviewing the report, Professor René Lemarchand wrote:

A blind rage suddenly seized Frodebu militants and peasants alike in almost every province, and they killed every Tutsi in sight . . . the picture that emerges is one of unadulterated savagery. In one commune after another, scores of men, women and children were hacked to pieces with machetes, speared or clubbed to death, or doused with kerosene and burned alive. Of the active involvement of some communal and

RWANDA RESPONSE 287

2. Commission Internationale d’Enquête sur les Violations des Droits de l’homme au Burundi depuis 21 Octobre 1993 (1995).

06 adh046 (bc/d) 10/3/04 10:20 am Page 287

provincial authorities in the massacres, there can be no doubt. . . From all appear- ances, however, little prodding was needed for the crowds to heed their incitements.3

Not a single staff journalist from the British press had covered this story. It barely made the headlines and was hardly reported in British newspapers or on to the national radio in Britain. Any news editor or desk officer who checked through the records would have found that massacres of Hutus and Tutsis in Rwanda and Burundi had occurred with appalling frequency in the second half of the twentieth century. The word ‘genocide’ was fre- quently used to describe these massacres, but no one had ever proposed sending a peacekeeping army to stop them. So why should they now? The United States, whose airlift and financial muscle were — and are — essen- tial to any rapid UN peacekeeping operation, had been traumatized by the deaths of 18 of its special forces in Somalia on a single night in October 1993. As far as Washington was concerned, Rwanda was Africa and Africa was Somalia. President Clinton was not going to allow the UN — let alone the US — to get sucked into local conflicts that might end in another disaster.

The language used by the press to describe Rwanda reinforced the impression that what was going on there was an inevitable and primitive process that had no rational explanation and could not be stopped by negotiation or force. Early reports in the days after 6 April spoke of ‘tribal violence’. A report in The Times warned of an ‘eruption of tribal violence’.4

The local Reuters correspondent, Thadée Nsengiyaremye, reported ‘gangs of youths settling tribal scores hacking and clubbing people to death’. He quoted Western diplomats as saying that ‘continuing tribal slaughter between the Hutu majority and Tutsi minority in the Central African states was feared’.5 Lindsey Hilsum, writing in The Guardian on 8 April, spoke of Kigali descending into chaos and quoted a diplomat as saying it was getting ‘messier and messier . . . various clans are murdering others, there is a general score settling going on in Kigali’.6

All this was reported in the context of renewed fighting between the RPF and government troops. After the plane crash, the RPF abandoned the ceasefire and advanced. In Kigali the presidential guard attacked the 600- strong contingent of RPF fighters that had been allowed to come to the capital to protect the politicians who had joined the government as part of the Arusha Accord. The civil war was resumed.

288 AFRICAN AFFAIRS

3. René Lemarchand, Burundi: Ethnic conflict and genocide (Woodrow Wilson Center Press, Washington DC, and Cambridge University Press, Cambridge, 1994). 4. James Bone, ‘Presidents’ deaths raise UN fears of tribal violence’, The Times, 7 April 1994. 5. Thadée Nsengiyaremye, ‘Hundreds die as tribal violence sweeps Rwanda’, The Indepen- dent, 8 April 1994. 6. Lindsey Hilsum, ‘Rwandan PM killed as troops wreak carnage’, The Guardian, 8 April 1994.

06 adh046 (bc/d) 10/3/04 10:20 am Page 288

Most journalists accepted the diplomats’ implicit agenda that the killing of civilians was an offshoot of the renewed civil war. Hutus were afraid that the RPF would overrun the country and were attacking their Tutsi neigh- bours whom they regarded as RPF supporters or even a fifth column. After the killing of President Ndadaye in Burundi by Tutsi soldiers, it was easy to persuade them that there was a Tutsi conspiracy to re-establish their supremacy in both countries. They may also have been persuaded that the RPF had shot down the plane and killed President Habyarimana. Those early reports of ‘tribal bloodletting’7 also implied that Tutsis were trying to take over Rwanda and were killing Hutus indiscriminately. The assumption was that the anarchy created by renewed fighting had allowed these ‘ancient tribal hatreds’ to burst forth and that they could only be suppressed by the establishment of a ceasefire.

It was not until 12 April when Catherine Bond, writing in The Times, stated that ‘Tutsis were the target plus Hutus who had made the mistake of supporting the [Arusha Accords]’.8 Two days later she wrote:

The majority of the killings are carried out by militias, trained at the instigation of (President) Juvénal Habyarimana. The militia belong to two political parties which are opposed to power sharing with rebels from Rwanda’s minority Tutsi tribe . . . Increas- ingly in the past two days the militiamen have appeared on the streets armed with guns and stick grenades given to them by the remnants of a government led by extremists from the majority Hutu tribe.9

There were several references to genocide in Rwanda and Burundi in the media but these referred to past massacres. This — a week after the killings had begun — was the first hint that what was happening was not mere mayhem or madness, but well organized. Three days later, however, The Guardian was still reporting ‘thousands have died in a orgy of ethnic violence between the majority Hutu and the minority Tutsi tribes’.10

The name of the organized death squads that were carrying them out, the Interahamwe, did not get mentioned in the press until 30 April when Reuters began to use it. Meanwhile, the use of words like ‘tribe’, ‘orgy of violence’, ‘bloodletting’ and ‘settling old scores’ implied that these were something incomprehensible to outsiders and uncontrollable, not amenable to reason or negotiable. There was no sudden breakthrough among out- siders in understanding that this was not just another round of fighting between two ethnic groups but an organized mass murder of an entire population. The language of the newspapers gradually changed throughout April from a story about a civil war to a story of genocide.

RWANDA RESPONSE 289

7. Agence France Press, published in The Independent, 13 April 1994. 8. Catherine Bond, ‘Cabinet joins flight of 100,000 from Kigali’, The Times, 13 April 1994. 9. Catherine Bond, ‘Kill injured in Red Cross van’, The Times, 15th April 1994. 10. Lindsey Hilsum in The Guardian, 16 April, 1994.

06 adh046 (bc/d) 10/3/04 10:20 am Page 289

In a continent not known for the ability of its governments to command obedience, instil discipline or organize huge public work programmes, it is difficult to attribute the genocide purely to mobilization and obedience. Nor do most African people believe or obey everything they are told on the state-run radio. Some Rwandans killed out of fear of being killed them- selves if they did not. The orders to kill Tutsis resonated with long-held fears and feelings. They were accepted as a permission — even welcomed — by vast numbers of Hutus. The Hutu refugees that I spoke with in Goma later in 1994 mostly denied that any killings had taken place. The few that admitted that Tutsis had been killed said that it had to happen. ‘They were going to do the same to us’, one told me.11

Yet, had the politicians, diplomats and journalists discovered earlier the organizational element that made the genocide a creation from the top- down as well as the bottom-up, they would perhaps have taken a different attitude to the Rwanda government and the RPF. They would have seen that the massacres were not an offshoot of fighting between government and rebels. They would have seen them as the main issue far sooner.

How might that have changed things? As always, might-have-beens are impossible to judge but had the world’s powerful governments realised and accepted sooner that genocide was taking place, they might have ensured that the UN did not see the two parties as equal combatants in a civil war. That might have meant that they would not have been so keen to work for a ceasefire. Perhaps the US and other Security Council members would not have given the UN orders to abandon Rwanda when it failed to secure that ceasefire. On the contrary, they might have encouraged the RPF to take over the country more quickly to end the killing and establish order. The UN and aid agencies backed by western governments may not then have treated the Hutu refugees and the soldiers that accompanied them in Goma purely as victims in need of aid, but would have taken action earlier to disarm them and investigate who among them was responsible for the genocide.

290 AFRICAN AFFAIRS

11. Interview with author.

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© Royal African Society 2004. Published by Oxford University Press. All rights reserved. Copyright of

African Affairs is the property of Royal African Society and its content may not be copied or emailed to

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task 2

Watch and Analyze the film Arrival(Dennis Villanueva 2016) focus on the topic of  Science Fiction. Then look at the film as a whole  How do all these elements add up to create the film, Story, and meaning behind the film?

 

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Teacher Professional Development

Answer each question with 25–350 words and two references each.

1. Discuss the pros and cons of online and face-to-face professional development for teachers. Include the limitations of each.

2. How does self-directed professional development influence teacher effectiveness? Provide 2-3 examples of self-directed professional development.

resources:

Read “Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools,” by Archambault, Wetzel, Foulger, and Williams, from Journal of Digital Learning in Teacher Education (2010).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ898518&site=eds-live&scope=site

Read “Adult Education in Practice: Teacher Training and its Potential for Changing School Teachers through Adult Learning,” by Sharvashidze and Bryant, from Problems of Education in the 21st Century (2011).

URL:http://www.scientiasocialis.lt/pec/node/541

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cultural differences

The Theory & Practice Of Representation (Social & Personal Responsibility Assignment)

After learning about Reflective Democracy across the United States it is time to learn about how it affects you.  Begin by examining yourself and your surrounding community.  How would you describe your cultural background?  How would you describe the cultural background of your US Representative?  How would you describe the cultural background of the district that he or she represents (and that you are a part of)?   Compare and contrast the culture of the district to the culture of your Representative.  Compare and contrast the culture of your Representative and your culture.  Compare and contrast your culture with the culture of the district that you live.  Where do you see the greatest differences between cultures?  What are some advantages and disadvantages of these cultural differences?  How would you work to bridge the divide between cultures?

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Guns And Crime

Need to write essay on 1000 words about Guns and Crimes , in context of Texas. Subject is texas government.

Step 1: Identify the issue and how both the US government and the Texas government have been currently addressing it (historical perspective).

Step 2: Gather a minimum of three scholarly research articles and additional news/current events relevant to the topic.

Step 3: Prepare a formal policy report that is a minimum of 1000 words (excluding cited text), which includes a discussion of the following:

  • A statement of the current policy
  • Reasons for initiating changes
  • Policy options to be considered
  • Pros and cons of each option
  • Recommended course of action
  • Reasoning for selecting that course of action

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Critical Thinking Skills

Discussion 5–Electoral College in the 21st Century

Program-Level Objectives met with this assignment:

  • Communication
  • Critical Thinking Skills
  • Personal Responsibility
  • Social Responsibility

Course-Level Objectives met with this assignment:

  • Explain the origin and development of constitutional democracy in the United States.
  • Demonstrate knowledge of the federal system.
  • Describe separation of powers and checks and balances in both theory and practice.
  • Demonstrate knowledge of the legislative, executive and judicial branches of the federal government.
  • Evaluate the role of public opinion, interest groups, and political parties in the political system.
  • Analyze the election process.
  • Describe the rights and responsibilities of citizens
  • Analyze issues and policies in U.S. politics

Activity for Assessment:

For this discussion, you are going to research the founders intent with regards to the Electoral College, as well as why there is a growing movement to eliminate it.  Watch the following video, do any extra research as necessary and then answer the following questions:

https://www.youtube.com/watch?v=-gF5O6AB6d8

https://www.politico.com/magazine/story/2019/01/12/electoral-college-reform-conservatives-223965

https://www.msn.com/en-us/news/politics/faithless-elector-a-court-ruling-just-changed-how-we-pick-our-president/ar-AAG8tdZ

1.) Based on the video, what was the founders intent with the Electoral College?  How does it actually work?  What does the article suggest about this?

2.) In 2019, is this system still the best one for us or should popular vote determine our president?

3.) Are voters informed enough and participate at a high enough level for elections to just be based on popular vote? If no, then why?  Why aren’t we knowledgeable enough?

4.) How does the “winner-take-all” system impact our democracy?

5.) In your opinion, does the electoral college preventing democracy or tyranny?  Why or why not?

6.) Lastly, what is the most recent update with regards to the electoral college? Do you agree with this decision?

Please be sure to meet the requirements for posting in the discussion board.  For more specifics, please refer to to the directions provided in the Start Here tab in eCampus. Do not forget your works cited.  Any required sources give in the discussion prompt is required to be included in your works cited.  Any additional research must be included in your sources as well.

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Mandatory Minimum Prison Sentencing

Presenting for the Future

In this last assignment, you will present on Mandatory Minimum Prison Sentencing and provide your recommendations to improve or resolve the issue.

Create a ten to twelve (10-12) slide presentation in which you:

1. Create a title slide and references section (as indicated in the format requirements below).

2. You should provide detailed speaker notes with your presentation as if you were actually going to present this to a live audience.

3. Summarize Mandatory Minimum Prison Sentencing

4. Summarize the primary ways that organizational, human, and budget resources impact the issue.

5. Summarize the primary ways that policy and politics impacts the issue.

6. Summarize the ethical concerns surrounding the issue.

7. Summarize the relationship of constitutional law to the issue.

8. Provide two (2) recommendations to resolve or improve the issue.

9. Include at least four (4) peer-reviewed references (no more than five [5] years old) from material outside the textbook. Note: Appropriate peer-reviewed references include scholarly articles and governmental Websites. Wikipedia, other wikis, and any other websites ending in anything other than “.gov” do not qualify as academic resources.

Your assignment must follow these formatting requirements:

· Include a title slide containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The title slide is not included in the required slide length.

· Include a reference slide containing the sources that were consulted while completing research on the selected topic, listed in APA format. The reference slide is not included in the required slide length.

· Format the PowerPoint presentation with headings on each slide, two to three (2-3) colors, two to three (2-3) fonts, and two to three (2-3) relevant graphics (photographs, graphs, clip art, etc.), ensuring that the presentation is visually appealing and readable from 18 feet away.

· Slides should abbreviate the information in no more than five or six (5 or 6) bullet points each.

· Slide titles should be based on the criteria being summarized.

The specific course learning outcomes associated with this assignment are:

· Reconstruct the historical development of the field of public administration.

· Rearrange public administration, both the traditional and the new approaches, from structural, functional, and process perspectives, as well as the key goals of the public and private sector.

· Evaluate the role and functions of public administration as it relates to executive branches of government and public policies at federal, state, and local levels.

· Organize the concepts of public budgeting and policy formation essential to the study of public administration as it relates to political choice.

· Organize the concepts of planning and human resource management essential to the study of public administration as it relates to political choice.

· Compose the concepts of public leadership and management essential to the study of public administration.

· Use technology and information resources to research issues in public administration.

· Write clearly and concisely about public administration using proper writing mechanics.

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