Writing an Explanatory Paper - Free Essay Example

Sample details Pages: 2 Words: 653 Downloads: 5 Date added: 2017/09/15 Category Advertising Essay Did you like this example? Writing an explanatory paper What motivates some individuals to volunteer or perform community service? On my way to church one Saturday morning, I happen to noticed quite a few young people with card board signs in their hands as I drove through my community. They were standing on the sidewalks waving their signs left and right. As the traffic came to a stop at a traffic light, some of them rushed to my vehicle and asked for donations. Don’t waste time! Our writers will create an original "Writing an Explanatory Paper" essay for you Create order While dropping a few dollars into one of their cups, I happen to notice their signs reading â€Å"Support the relief of Haiti†. As I continued on my journey I pondered the question, what motivates individuals to volunteer or perform community service? Many people today perform community service because of various reasons such as; it saves resources, brings people together, and promotes personal growth and self esteem. However religious obligations and service hour’s requirement for programs are the top reasons that motivate individuals to perform community service. Throughout the world many people for instance Christian, are always seen performing various types of volunteer work. Christianity often encourages believers to partake in community service. In American culture money is one of the central ways we denominate value. However, a life of Christian service will include the giving away of a more valuable asset than money, and that is time. The giving away of time is often noted as being Christ like. Most people are motivated to volunteer because of sharing of love and the need to support. The gospels emphasize the importance of providing services to others. When asked how to inherit eternal life, Jesus Christ himself indicated that loving God and loving your neighbor as yourself (Luke 10:27). The parable of â€Å"The Good Samaritan† is a good example of how the person who loves his neighbor is the one who provides service to him (Luke 10:25-37). According to the Bible, everyone is your neighbor and you love your neighbor by providing him service when he is in need. Throughout the gospels Jesus Christ was known for giving much of his time and services where he dwelled by helping the misfortunate, thus teaching his followers to be like him. Today, as a result, Christians are following in Christ footsteps. They are seen volunteering their time and services in places like homeless shelters, hospitals and in less fortunate countries as missionaries. Christians are known throughout the world for performing community service as a religious obligation. Community service has now become beneficial to school systems. It’s been implemented that volunteerism is now a graduation requirement for high school students in hundreds of school districts around the country. Many schools have done this most successfully through service-learning programs, which tie community-service projects to academic studies. For example, students at Martin County High School in Stuart, Florida take career training in fields such as day care assistant and construction. With their training the students then go into a low income community day care and construction sites and volunteer those services. Reports by, The Corporation for National and Community Service states that service learning increase students attendance, grade, and community involvement, among other benefits. Service hour’s requirement is also an advantage for students heading to the job market. For instance, when creating resumes experience gained while performing community duties can be added and count toward experience within certain fields. Volunteering in the community for service hours is an advantage for students and their future. Love is kindness, sharing and giving. Volunteering usually promote those jesters thus, bringing people together. Community service is not just an obligation it is a life style. People who perform community service are merely following Christ example as mention throughout the gospels. Community service also serves as a condition that meets and fulfills program requirements. For instance, high school students benefit from community service a great deal as well. Overall community service satisfies a good cause.

Cigarette Smoking Should Be Banned - 1768 Words

Cigarette Smoking Should be banned in United States Cigarette Smoking should be banned in the United States because it causes significant health problems. Tobacco is responsible for nearly one in five deaths in the whole country; also the smoke contains monoxide that reduces oxygen- carrying ability of red blood cells. The origins of tobacco go way back when; but how it was manufactured is a question asked constantly. How it had started was On November twenty third, 1998, forty-six states, as well as American Samoa, the District of Columbia, Guam, Puerto Rico, the Northern Mariana Islands, and the U.S. Virgin Islands, entered into a binding licit accidence with the most astronomically immense manufacturers of tobacco in the United States. In addition to payments to the states of more than $206 billion over twenty-five years, making it the most sizably voluminous civil settlements in the United States, tobacco manufacturers concurred to paramount circumscriptions on their advertising and marketing activities, and a range of other rest rictive and prescriptive measures aimed at reducing youth access to, and consumption of, cigarettes. In return for these concessions, the accidence exempted the tobacco companies from liability in the future for medical expenses issued by the states as the result of tobacco-cognate illnesses. It settled all pending consumer aegis and antitrust lawsuits, relinquishing tobacco manufacturers from liability for past, present and certain futureShow MoreRelatedShould Cigarette Smoking Be Banned?1365 Words   |  6 PagesShould Cigarette Smoking be banned? The United States Surgeon General’s report stated that cigarette smoking is the major single cause of cancer death in the United States. This statement is so true today. Smoking a cigarette is an acquired behavior and that makes it the most preventable cause of death in our society. Cigarettes contain nicotine, tar, and carbon monoxide, as well as formaldehyde, ammonia, hydrogen cyanide, arsenic, and DDT. The main ingredient in cigarettes is tobacco. The nicotineRead MoreShould Cigarette Smoking Be Banned?1376 Words   |  6 PagesSurgeon General’s report stated that cigarette smoking is the major single cause of cancer death in the United States. This statement is so true today. Smoking a cigarette is an acquired behavior and that makes it the most preventable cause of death in our society. Cigarettes contain nicotine, tar, and carbon monoxide, as well as formaldehyde, ammonia, hydrogen cyanide, arsenic, and DDT. The main ingredient in cigarettes is tobacco. The ni cotine in cigarettes is very addictive and when smoke containingRead MoreShould cigarette smoking be banned?700 Words   |  3 Pages Should cigarette smoking be banned? Smoking is an expensive habit. People who smoke cigarettes can spend as much as $2,500 a year on them (Singletary). Smoking is a practice in which a substance, most commonly tobacco or cannabis, is burned and the smoke is tasted or inhaled. The most common method of smoking today is through cigarettes. Cigarettes remain primarily industrially manufactured, but they can be hand-rolled from loose tobacco and paper. Today we are more aware on how bad smoking is forRead MoreShould Cigarette Smoking Be Banned?899 Words   |  4 Pages Should Cigarette Smoking Be Banned Whether or not cigarette smoking should be banned completely, has become an object of controversy in many countries. Should cigarette smoking be banned for everyone in the United States? Smoking tobacco products have been around for decades and in many different forms. According to the Centers of Disease Control and Prevention (CDC), cigarette smoking is the leading preventable cause of death in the United States. Cigarette smoking causes more than 480,000 deathsRead MoreCigarette Smoking Should Not Be Banned1528 Words   |  7 PagesShould cigarette smoking be banned for everyone in the United States? Why? Why not? Should those who chose their time smoking to relieve stress, personal enjoyment, or simply just because, have to lose their right to what makes them happy? Smoking tobacco products has been around for decades and in many different forms. Should personal rights be pushed aside to please those around us that disagree with the so called â€Å"disgusting habit†? In t he paper The Washington Times an article caught my interestRead MoreShould Cigarette Smoking Be Banned?925 Words   |  4 PagesProfessor Fuentes English 1003 April 22, 2015 Ban smoking in the United States Tobacco use is the single largest preventable cause of diseases and premature death in the United States (U.S.), yet more than 45 million Americans still smoke cigarettes. The health threat posed by tobacco has been accepted by scientists since the 17th century. In 1928, studies linked smoking to cancer. In 1964, the first Surgeon General’s report on cigarette smoking summarized the evidence that tobacco poses seriousRead MoreShould Smoking Cigarettes Be Banned?988 Words   |  4 Pages Isabella Zannettino Smoking is an addictive practice which entails inhaling and exhaling smoke from burning tobacco leaves. In the last 15 years extensive research and shocking statistics have demonstrated the adverse effects smoking can have on pregnant mothers and their babies. Currently, smoking cigarettes is the No. 1 cause of adverse outcomes for babies† (WebMed.com, 2013). Banning cigarettes may seem the most effective way of stopping pregnant mothers from smoking; however, doing this wouldRead MoreShould Cigarette Smoking Be Banned?1137 Words   |  5 PagesBiology 101 Should Cigarette Smoking Be Banned? Should there be a ban on cigarette smoking in the United States? Since cigarettes were introduced to Americans, questions have been raised concerning the legality of smoking and if it should be allowed everyone, in public places, or not at all. Recently, with the increase knowledge in cost and healthcare, the controversy with cigarette smoking has significantly risen. Across the country, states have banned smoking in public areas and inside buildingsRead MoreShould Cigarette Smoking Be Banned?824 Words   |  3 Pages Introduction: Tobacco Humans have been using tobacco in one way or the other since ancient times. Use of doesn’t always imply smoking it, but it can be chewed or used in different forms such as Tobacco chewing, dipping tobacco, etc. History: There is no fix time for the start of the use of tobacco in humans but it has been in human use since very ancient times. Locals were using before the arrival of Europeans to Americas. Las Casas brilliantly describes in his journal what the scouts who firstRead MoreSmoking Cigarettes Should Be Banned927 Words   |  4 Pagestruly is to themselves and the ones around them. How is it so bad for someone who isn’t smoking, but is around a smoker? Why are cigarettes so damaging to a person’s body? Why do some people get so bent out of shape when a person smokes in a public place? What is so wrong with smoking in the car with children? What is so wrong with smoking an electronic cigarette? Smoking cigarettes and electronic cigarettes are very harmful to your body, but when you smoke in a public place or around other people

Of Mice and Men An Unexpected Connection Free Essays

Lennie and Curley’s wife come across as very different characters. They differ greatly in appearance, mentality, and personality. Despite their differences, though, Lennie and Curley’s wife are surprisingly similar in the way they both constantly need to create physical connections. We will write a custom essay sample on Of Mice and Men: An Unexpected Connection or any similar topic only for you Order Now As a result, they are able to relate to each other, and when they are finally alone together they address each other’s needs, which leads to a tragic end. Lennie and Curley’s wife are extremely different people, both externally and internally. Lennie is â€Å"a huge man, shapeless of face, †¦with wide, sloping shoulders,† (2) while Curley’s wife is a very â€Å"purty† (28) woman with â€Å"full, rouged lips and wide-spaced eyes† (31). Lennie has animalistic qualities and moves clumsily: â€Å"†¦he walked heavily, dragging his feet a little, the way a bear drags his paws† (2). Contrastingly, Curley’s wife is more graceful and moves very quietly, which is depicted when Candy says, â€Å"Jesus Christ, Curley’s wife can move quiet† (82) after she had entered the stable on the way to Crooks’ bunk without anyone hearing her. Lennie suffers from an unknown mental illness – the other characters think he’s â€Å"nuts† (74)— and as a result, he acts callow, imitating the behavior of certain animals: He drank from the pool â€Å"with long gulps, snorting into the water like a horse,† (3) and he â€Å"dabbled his big paw in the water and wiggled his fingers so the water arose in little splashes† (3). Lennie is â€Å"a nice fella† (40) who is very innocent, illustrated by how he interacts with the girl in the red dress in Weed: â€Å"†¦he reaches out to feel this red dress, †¦he jus’ wanted to touch that dress† (42). He is also very tractable; â€Å"†¦he’d do any damn thing† (40) that George told him. In contrast, Curley’s wife is mentally sharper and very observant; she notices all â€Å"them bruises† (80) on Lennie’s face, which resulted from his fight with Curley, and realizes that he was the one who hurt Curley’s hand, not a machine. Curley’s wife is also very assertive, manipulative, and flirtatious. A clever lady, she knows how to get what she wants. The superiority of Curley’s wife’s qualities to those of Lennie later contributes to their tragic end. Both Lennie and Curley’s wife have to constantly create physical connections in their lives, but each for a different reason. Lennie has an obsession with petting soft things, which he reveals to Curley’s wife: â€Å"I like to pet nice things with my fingers, sof’ things† (90). His obsession, which he has had since he was a child – his Aunt Clara used to give him a piece of velvet to touch — is depicted throughout the book. In the beginning of the book, Lennie finds a dead mouse and when asked why he keeps it, he answers, â€Å"I could pet it with my thumb wile we walked along,† (6) expressing his desire to pet things, dead or alive. He wants to pet things so badly that after George throws the mouse off into the distance to get rid of it, Lennie goes and retrieves it again. In Weed, when Lennie saw the girl in the red dress who he had never even met before, he reached out to touch it, just to feel the dress. George describes Lennie’s obsession concerning Slim’s pups: â€Å"He’ll want to sleep right out in the barn with ‘em. We’ll have trouble keepin’ him from getting right in the box with them pups† (38). Lennie â€Å"wants to pet them pups all the time† (42). Furthermore, his dream to tend â€Å"furry† (16) rabbits results from his obsession. Lennie has a longing to pet every soft thing he encounters in the book and each time he fulfills his craving something unfortunate happens, foreshadowing the book’s final events. He doesn’t know his own strength and can’t control his obsession. Similarly, Curley’s wife has a constant need to physically feel loved. She is someone who needs a lot of love and attention (her dream was to be an actress), which her husband will never give her. As a result, she tries to interact with any guy she can; in Crooks’ room when talking to Candy, Crooks, and Lennie, she admits, â€Å"†¦what am I doin? Standin’ here talkin’ to a bunch of bindle stiffs†¦an’ likin’ it because they ain’t nobody else† (78). Slim comments on her behavior: â€Å"She ain’t concealin’ nothing†¦ She got the eye goin’ all the time on everybody†¦ Seems like she can’t keep away from guys† (51). Although many of the ranchers view her as a â€Å"tart,† (28) I believe that Curley’s wife is a genuinely lonely person. She expresses her loneliness to Lennie: â€Å"I get lonely†¦ You can talk to people, but I can’t talk to nobody but Curley† (87). Ironically, Lennie and Curley’s wife, who have nearly opposite qualities, can cater to each other’s need by responding to each other’s obsessions. Purposely kept apart by the author through various characters for most of the book, when Lennie and Curley’s wife are alone together for the first time, the already existent chemistry between them is ostensible, and the extent of their needs is so great that neither can resist acting upon them. Leading up to this final scene, Lennie’s attraction to Curley’s wife is unequivocal. When he first sees her, his eyes â€Å"[move] down over her body,† (31) and when she talks Lennie watches her with fascination. Furthermore when George speaks negatively about Curley’s wife, Lennie â€Å"defensively† says, â€Å"She’s purty† and then later repeats, â€Å"Gosh, she was purty† after which he smiles â€Å"admiringly† (32). Curley’s wife knows how to relate to Lennie and speak to him on his level. After Candy tells her that Curley’s hand was caught in a machine, she, knowing what really happened, speaks flirtatiously to Lennie: â€Å"O. K. , Machine. I’ll talk to you later. I like machines† (80). In the final scene, Curley’s wife indicates to Lennie that she understands his obsession; when Lennie reveals that he likes to pet things, she responds â€Å"Well, who don’t?†¦ Ever’body likes that. I like to feel silk an’ velvet. Do you like to feel velvet? † (90). Lennie and Curley’s wife open up to each other, and as a result the reader learns the most about these characters from this scene; Lennie explains his obsession, while Curley’s wife explains her loneliness and need to feel loved. The reciprocal connection between them is so strong that Lennie disobeys George’s orders, risking his dream of tending the rabbits, and succumbs to the temptation of Curley’s wife. Her loneliness is so great that Curley’s wife, aware of the consequences, â€Å"[takes] Lennie’s hand and [puts] it on her head† (90). Lennie’s obsession overpowers him, and he continuously strokes Curley’s wife’s hair harder and harder, making her scream in pain. Afraid that George â€Å"ain’t gonna let [him] tend no rabbits,† (91) when Curley’s wife doesn’t stop screaming, Lennie shakes her while covering her mouth and accidentally kills her. Lennie’s actions illustrate his lack of self-restraint, and he is therefore viewed as a threat to society. As a result, Lennie’s killing of Curley’s wife leads to the killing of Lennie. The characters that seem the least alike in Of Mice and Men, Lennie and Curley’s wife, ironically, share a common need that enables them to have one of the strongest connections in the book, both physically and emotionally. Knowing that they have the ability to satisfy each other’s needs, Lennie and Curley’s wife are in a very vulnerable situation that is full of temptation. Lennie can’t control his obsession and accidentally kills Curley’s wife, while trying to preserve his dream to tend rabbits that is based on his obsession. The physical connections that once gave them pleasure and happiness in life lead to each of their deaths. How to cite Of Mice and Men: An Unexpected Connection, Papers

Paro En La UNAM Essay Example For Students

Paro En La UNAM Essay I. INTRODUCCINLa historia de mi pas, Mxico, est llena de ejemplos de lucha permanente entre los intereses de una minora que est en la riqueza y una mayora en la pobreza. Es claro que la riqueza de unos cuantos se ha basado en el poder poltico, lo que implica total control y manejo del pueblo como les venga en gana, utilizando la represin contra quienes se han opuesto al desorden social. Diversos movimientos como la Independencia, la Reforma, el movimiento de los estudiantes del 68 y las ms recientes luchas contra lo llamado neoliberalismo que no es ms que privatizacin y liberalismo, que es contrario al Estado de Bienestar, abandonando una poltica que socialice los beneficios del desarrollo econmico. sta, refleja la lucha de los de abajo contra los de arriba. Pero lo que nuestros actuales gobernantes no se han dado cuenta o no le han tomado la debida importancia, es que abajo se viene construyendo, aunque lentamente, un proyecto de nacin que sea demcrata, en el que quepamos todos, en el que priven los intereses generados sobre los de aquellos que buscan un beneficio personal. Un pas en el que se garantice el derecho de todos a una vida digna. Que la salud, educacin, vivienda, trabajo, alimentacin y la participacin en la vida poltica del pas sean puestos al alcance de todos. El conflicto de la Universidad Nacional Autnoma de Mxico, ha sido un captulo ms, una forma ms de demostrar que en Mxico hay descontento. Que principalmente la Juventud se ha hartado y est temerosa de que el neoliberalismo entre a nuestro pas (sino es que ya ha entrado). La actual generacin, no tiene a un Emiliano Zapata, ni un Ernesto Che Guevara, no tienen un lder porque segn su ideologa ellos no necesitan lderes, lo nico que necesitan es el corazn y la unin entre mexicanos. Se podra decir que admiro a estos miles de jvenes que ante la amenaza de ser aplastados por la minora de arriba pero con mucho poder, se levantaron, y estn en pie de lucha, y que aunque se ha salido de sus manos, no hay duda que acciones como esta quedarn marcadas y lamentablemente seguirn sucediendo por defender o adquirir la democracia y un Mxico sin engaos, ni manipulado. Este conflicto ha sido un tema que ha generado controversia y que de alguna u otra forma ha estado en los pensamientos de miles de mexicanos y diferentes personas a travs del mundo. El que un movimiento iniciado por diferentes estudiantes, maestros y catedrticos cansados de tanta impunidad, autoritarismo, de la intolerancia y la represin que existe en nuestro pas decidan tomar la mxima casa de estudios superiores de Mxico, la UNAM, SU UNIVERSIDAD, para la lucha por la educacin gratuita, masiva y de calidad es una muestra de unin y espritu que existe entre la nueva generacin de mexicanos. Precisamente ese es el motivo del estallo de la huelga, esta ceguera y sordera polticas, este pensamiento autoritario de quienes se sienten la Universidad, fueron lo que finalmente hizo estallar la huelga universitaria de fin de siglo, con el mpetu y la conviccin de que la UNAM no puede continuar por la senda neoliberal y autoritaria de los ltimos aos. El CGH( Consejo General de Huelga) busca el acceso a la educacin y, en particular, a la Universidad de todos aquellos que por razones econmicas han sido excluidos o expulsados de ella. Si bien es cierto, en nuestro pas la educacin gratuita ha venido despus de varias cosas, su importancia ha venido decayendo. Es increble saber que los dirigentes y gobernantes de mi pas les den ms importancia a los fraudes polticos y econmicos, que se dediquen a pagar grandes deudas generadas por personas que lo nico que han conseguido es hacerse ms ricas, dejando a su pueblo en crisis, sin recursos econmicos para sobresalir o salir adelante. El levantamiento de Huelga o mejor dicho paro universitario, no es algo que debe asombrarnos ya que en Mxico y en los pases subdesarrollados estn hartos del mal trato y mal manejo que ha tenido su gobierno, de no ser escuchados ni tomados en cuenta en sus decisiones, de mantenerlos ciegos ante una cruda realidad. La resistencia social es la misma en todos los rincones del pas. Desde hace ya algunos meses los estudiantes de la UNAM desbordaron una vez ms las calles de la ciudad y pusieron a su universidad en paro total por dos motivos fundamentales: la solidaridad y la resistencia. Solidaridad con las prximas generaciones de jvenes que hoy corren el riesgo de ver perjudicadoun derecho social, indispensable para el desarrollo de todo Estado, como es la educacin. Solidaridad con quienes no deben permitir cambiar la libertad de continuar sus estudios por la funcin social que intenta prescribirles una administracin. Solidaridad con aquellos que, no estn en posibilidad de articular por s mismos un movimiento organizado para mantener su esperanza de llegar a ser profesionistas. Solidaridad con la libertad de elegir un proyecto de vida propio. Estas solidaridades se han manifestado en los diversos estudiantes que se saben defensores de una identidad, de una etapa insustituible de la vida, de una vida cotidiana LIBRE. El otro motivo de los estudiantes quienes inter rumpieron sus clases y tareas para marchar en comunidad, es el de la resistencia. Resistencia frente a un rgimen cuyas estructuras autoritarias se ven reflejadas en la actuacin de las autoridades universitarias. Estructuras que impiden el dilogo y optan por la imposicin. La solidaridad estudiantil va seguida de resistencia, como al entusiasmo le sigue la organizacin. Por ello, la propuesta del rector Francisco Barns tiene la gran virtud de haber despertado un motor prioritario de la organizacin social que hoy se requiere para articular las distintas resistencias a un gobierno que ha optado por los banqueros a costa de olvidar al resto de familias que lo eligieron. La propuesta de aumento de cuotas presentada por el Rector Barns ha desatado nuevamente la polmica y una fuerte y organizada oposicin universitaria. Aunque en realidad es el tercer intento en los ltimos aos. Es por eso que mis compaeros y yo hemos decidido hoy hacer una investigacin sobre la actual situacin que vive la edu cacin en nuestro pas, en cmo una generacin est luchando por el beneficio de las que vengan. Nos interesa nuestro pas y nos entristece ver cmo nuestros gobernantes nos engaan, de tanta impunidad, de todo lo que ha causado el mal gobierno. Se les ha olvidado a los gobernantes mexicanos que Mxico tiene una constitucin en donde existen derechos sociales, entre ellos la educacin. La educacin consiste en la preparacin y el desarrollo de los individuos para que puedan enfrentarse correctamente al problema de satisfacer sus necesidades, como personas y como miembros de una sociedad; la educacin debe buscar el MEJORAMIENTO ECONMICO, SOCIAL Y CULTURAL DE TODAS LAS PERSONAS; el conocimiento de nuestra REALIDAD NACIONAL; la conservacin de nuestras costumbres, la garanta de la INDEPENDENCIA econmica y poltica, el aprecio por la dignidad de la familia, y el fomento de los ideales. Dnde queda esto?, A todo este conflicto que abarca tantas cosas, mis compaeros y yo nos hacemos esta pregunta: Cul es la importancia de la autntica funcin social en la UNAM, dentro de todos sus componentes estructurales? (Universitarios, autoridades, catedrticos). Es indiscutible que nicamente se puede aspirar al desarrollo si se cuenta con una poblacin capacitada e informada, dispuesta a participar en los procesos de cambio social. Pero, para el gobierno de lo que se trata es de ir debilitando poco a poco la educacin pblica pisoteando su autonoma para que el sector privado tenga al final el control de que se ensea y que no se ensea en Mxico. As, hemos llegado a esta hiptesis: No desviar su finalidad de formar profesionistas que se integren al desarrollo de Mxico porque al haber adquirido una preparacin en una universidad para el pueblo y del pueblo, adquieren un compromiso social. El hablar de un tema tan importante y a la vez tan extenso empezaremos por mencionar lo que ha sido causa de crisis en la UNAM. Es claro que dentro de una institucin tan grande, como lo es la mxima casa de estudios supe riores de Mxico o mejor conocida como la UNAM, se tiene que hablar de todos sus componentes de su estructura universitaria. Se comenzar por hablar por los que se ha generado este choque que son las autoridades y los estudiantes. En el desarrollo de este movimiento universitario, los mismos universitarios se han dividido en lo que seran los paristas pertenecientes al CGH y los no paritas o antiparistas. stos ltimos creen en la aplicacin de la ley. Dentro de la crisis que a nuestro parecer existe en la UNAM, existe el conjunto de circunstancias que acompaan este suceso o lo que bien se podra decir el contexto. Dentro de ste, se mencionar un elemento que ha sido importante en todo el desarrollo de este movimiento que es el Gobierno. Mencionamos el Gobierno, porque la mayora de los argumentos que tienen los paristas lo hacen en contra de ste. Sucesivamente hablaremos de un medio que bien o mal ha servido a la poblacin en general para enterarse de lo que pasa dentro y fuera de este paro universitario, nos referimos a los medios de comunicacin, en los que se incluir tanto los medios nacionales como los internacionales. Dentro de todo lo que ha envuelto este paro universitario diversas propuestas o peticiones han sido expuestas. Es por eso que incluiremos dentro del desarrollo de la investigacin tanto las propuestas de autoridades universitarias, como las del CGH. El desenvolvimiento de la Huelga debe generar cambios y a la vez consecuencias. Se hablar y discutir de consecuencias econmicas y sociales. Ya habiendo planteado estas consecuencias se har memoria de los sucesos universitarios con parecido al presente movimiento, que servirn como un claro ejemplo de demostrar o darnos una idea del desenvolvimiento que este paro origina. Al lanzarse en Huelga en pos del logro de las 6 demandas del pliego petitorio, los estudiantes han contrado un compromiso ante todo el pueblo de Mxico. A la vez las autoridades y maestros, que forman parte de esta casa de estudios, y que de alguna forma estn involucrados en este movimiento tambin adquieren un compromiso. Al hablar de un tema tan relevante e importante para la historia y el desarrollo de nuestro pas, nuestro principal objetivo es saber qu est pasando dentro del mismo. Queremos entender por qu el gobierno mexicano con estas medidas est negando a su juventud, a las nuevas generaciones la educacin. II CRISIS EN LA UNAM A varios meses de haber empezado un paro universitario ha habido disputas entre estudiantes y autoridades de la misma. Por un lado los estudiantes hartos de una universidad en la que no hay una participacin universitaria con democracia. Estos estudiantes que piden a gritos una Universidad abierta para todos. Por otro lado est rectora (autoridades), que ant e un plan del ex rector Francisco Barns han causado un levantamiento no slo de miles de universitarios, sino que tambin del pueblo mexicano harto de tantas promesas sin cumplir y de tanta impunidad. La juventud, principalmente, es la que ya no busca un nivel de vida mediocre, sino que buscan educacin con calidad para as poder combatir en un mundo en que cada da es ms difcil sobrevivir. A. Componentes de la Estructura Universitaria1. Autoridades (rectora)En el desarrollo de la Huelga Universitaria, las autoridades de la Universidad han insistido que ellos buscan una forma pacfica para salir de este movimiento. Segn ellos lo que buscan es la reanudacin de clases lo ms pronto posible ya que la universidad es la encargada de formar personas crticas con preparacin profesional de nivel adecuado. Entonces por qu las autoridades universitarias se han cerrado a generar los cambios slo ante una pequea parte de la universidad, si supuestamente la universidad debe generar sus cambios con una universidad abierta, dejando un gran nmero de estudiantes incapaces de seguir formndose para poder seguir cumpliendo con la funcin social de la Universidad formar profesionistas capaces?La UNAM no puede ser, sin duda, el patrimonio de unos cuantos y ahora es el momento de discutir todo lo que est pasando. Empezar por mencionar o recordar que el conflicto en la UNAM inici gracias a la falta de criterio y necedad del ex rector Francisco Barns. El Ex rector propone un Reglamento General de Pagos, que postula alza en las cuotas, trmites, uso de equipo, laboratorios y exmenes. La manera precipitada e ilegtima en que aprob dicho reglamento, adems del contenido en si y de la intransigencia de Barns ha provocado nuevamente la reaccin estudiantil. A pesar de ya haber tenido experiencias anteriores a las reacciones de los universitarios a el aumento de cuotas, Barns no razon y prefiri hacerle caso a los pinos y alzar las cuotas para as sacar dinero para solventar los gastos y las deudas que Mxico ha contrado. A varios meses de huelga universitaria, los actores principales del conflicto son rectora y los paristas, ambos mantienen sus posturas radicales de no ceder ni un paso atrs. En donde, supuestamente, el propsito de la universidad es el de darle las condiciones para cumplir su ms alto destino: el de la cultura, sobre la que habr de sentarse ese mundo y ese Mxico mejor al q ue todos aspiramos. Lamentablemente las autoridades universitarias han tomado el control de la Universidad para hacerla una forma de crear dinero, pero ni siquiera para el beneficio de la misma universidad, sino para que poco a poco sta se privatice. Es increble como el ex rector Francisco Barns teniendo el problema en sus manos, pudiendo haber evitado tantos meses de huelga universitaria, que han generado perdidas tanto econmicas como morales, no cedi ante la amenaza de huelga que vena sobre de l si pona en marcha su plan de alza de pagos. A principios de marzo, unos das antes de que el Consejo Universitario aprobara las modificaciones al Reglamente General de Pagos (RGP), el fisilogo Ren Drucker Coln advirti al rector Francisco Barns: Si usted aprueba esa propuesta en las condiciones que plantean sus asesores, entonces va a estallar una huelga estudiantil y van a valer madres su proyecto de cuotas, la Universidad y su propia cabeza. Esto es un claro ejemplo de la impunidad del ex rector, que ante la amenaza de acabar con lo ms preciado, la educacin. No hizo nada para evitarlo, ya que el rector estaba convencido de que no habra mayor resistencia estudiantil a su proyecto. Pero se equivoc, ya que se olvid que Mxico es un pas en donde su gente se est dando cuenta de lo que est pasando, de la impunidad y de los engaos del gobierno. En donde la juventud ya no cree en su gobierno, sino que busca prepararse para poder as salir adelante, como individuos. Pero qu es lo que se encuentran los estudiantes, con unas autoridades que sin deberla ni temerla deciden subir las colegiaturas, haciendo la educacin superior difcil de conseguirla, que est limitada para el que pueda pagarla ms no para el que quiera estudiar en ella. Rectora no hizo caso y pag las consecuencias, un paro que sigue vivo pese a las amenazas y las agresiones. Las autoridades estaban convencidas que tarde o temprano los estudiantes iban acabar rindindose y haciendo lo que ellos pidieran, es por eso que no se tomaron la molestia de hacer ninguna propuesta o peticin durante el mandato de Barns. Sino todo lo contrario, se escondieron y tomaron un buen lugar para disfrutar el espectculo en que miles estudiantes, inconformes del manejo de su universidad, se levantaron en huelga, generando un movimiento que marcar a nuestro pas para siempre. Barns ha sealado que de seguir el paro lo mejor, ser cerrar definitivamente la mxima casa de estudios. Esta fue la nica propuesta del ex rector Barns, pero lo mejor para quin?. El cierre de la UNAM no significa slo clausurar un espacio educativo, es algo ms profundo que ni el rector ni los paristas han tomado en cuenta, es dar por concluido todo un proyecto de nacin, por el que diversos revolucionarios lucharon a principio de siglo XX. Y Barns, ante su falta de importancia e impunidad, no le importano le importa acabar con lo nico con lo que un mexicano puede defenderse SU EDUCACIN. Barns demostr durante su mandato lo poco que le interesa conocer la opinin de miles de universitarios sobre la necesidad de transformar democrticamente nuestra Universidad. Siempre que sala a la luz pblica, Barns se justificaba diciendo que utilizando lo nicos medios que tiene que son el dilogo y el uso de la razn, pero que ante grupos radicales como los paritas no los puede utilizar y no va usar la fuerza pblica. No los poda utilizar o mejor dicho no los poda volver a engaar y hacer lo que l quisiera?. Durante casi 7 meses de Huelga, a eso se dedic Barns a ocultarse a olvidar a la universidad, solamente tirando amenazas de que la Universidad iba ser cerrada definitivamente. Hasta dnde puede llegar el cinismo de nuestros gobernantes? cmo es posible que jueguen con el futuro de una nacin?. El ex rector simplemente se ausent todo ese tiempo, sin proponer nada, sin batallar y ni siquiera razonar que si estn en huelga es precisamente por l, por su ineptitud y fcil manejo que tiene. No renunciar, advirti una y otra vez el rector Francisco Barns durante los casi siete meses de huelga que le toc enfrentar. Pero bast una llamada desde Los Pinos para que cancelara su viaje al puerto de Veracruz, el viernes 12 de noviembre, donde recibira el apoyo de los rectores del pas, reunidos en la Asociacin Nacional de Universidades e Instituciones de Educacin Superior ( ANUIES). A las 22:20 horas de ese da dio a conocer su renuncia. Y bien, renunci Barns pero lo nico que dej fue una universidad en donde se hizo una lejana mayor entre rectora y paristas. El que viniera a relevarlo tendra un trabajo difcil. La renuncia era algo que los estudiantes universitarios ya haban venido pidiendo ya que con el ex rector, no podan conseguir otra cosa ms que reclamos de ellos pero nunca odos. El tiempo que la Universidad, y por lo mismo, toda su estructura haba perdido era mucho, y lo que se quera evitar era eso, acabar con el bloqueo de clases pero de qu forma?. El viernes 12 de noviembre , entr al relevo el secretario de Salud, Juan Ramn de la Fuente, excoordinador de Ciencias y exidrector de la Facultad de Medicina de la UNAM. Pronto dej ver el nuevo rector sus dotes de negociador, al grado de desconcertar a los ultras del movimientoDurante su toma de protesta, el viernes 19 de noviembre, De la Fuente dijo que no haba otro camino que la construccin de un gran consenso universitario. Y, ante un millar de universitario, reunidos en el Palacio de Minera, convoc:Retomemos todos aquellos planteamientos que avizoran una solucin y todas aquellas propuestas de quienes piensan que no han sido escuchados para analizarlas y discutirlas. Me refiero, sobre todo, a los alumnos que se han optado por el paro. Los invito a dialogar, con el respeto que nos merecemos uno sy otros, en la mejor tradicin universitaria. Un dilogo que permita ya avanzar en la solucin del conflicto. A primera instancia se puede ver que el nuevo rector tiene ganas de actuar, de dialogar y de resolver este problema pero cmo hacerle creer a los miles de paristas que despus de tantos engaos se niegan a vivir un engao ms?. Despus de haber vivido 7 meses de Huelga sin ningn intento firme de solucin al problema por parte de rectora, resulta difcil de comprender que en poco tiempo el nuevo rector quiera convencer a los paristas a un dilogo. Las autoridades universitarias, a pesar de ser formadas por diversos catedrticos y maestros, desde el inicio de Huelga, estos han sido reducidos a lo que decida el rector haciendo referencia al presidente. S, suena difcil de comprender pero es cierto, los miembros de las autoridades universitarias estaban imposibilitados hacer cualquier demanda que no fuera antes aceptada por el presidente. A todo esto slo me hago otra pregunta por qu si supuestamente la universidad debe generar sus cambios con una universidad abierta, en la que participen cada uno de los que la conforman, rectora se ha empeado en meter al presidente y diversos rganos gubernamentales? 2 . EstudiantesLos otros y a mi parecer los ms importantes protagonistas de este movimiento son los estudiantes. No hay duda que los estudiantes universitarios quieren una universidad abierta para todos. Que la exclusin de alguien no sea por razones econmicas, y que para garantizar esto la Universidad debe de ser gratuita y deben mejorar las condiciones de estudio. Estas peticiones resultan obvias, es por eso que una gran parte de la comunidad universitaria se uni al paro organizando el llamado CGH (Consejo General de Huelga), en el que a los integrantes se les denominara paristas. Pero como en todo movimiento, no importando que ests de un lado o del otro siempre va ver personas que se opongan a tus ideales. Tal vez lo hagan por miedo, por conformidad o cualquier otro pretexto. En el movimiento de la UNAM esto no fue la excepcin, ya que a pesar de ser un movimiento por el bien de los estudiantes, tambin surgieron los que se oponan a este, los antiparistas. Why the H is Everything Censored EssayLos paristas nunca pudieron contrarrestar el peso de la propaganda que los descalificaba. Pero nunca atacaron a quienes , como La Crisis, los apoyaron. Al ver, que casi ningn medio los apoyaba los paristas decidieron hacer sus propios medios de comunicacin. Ellos hicieron su propio peridico que lo ponan a disposicin de la poblacin que pudiera ver a los paristas boteando y vendiendo el peridico. Tambin hicieron diversos volantes que repartan en esquinas y en centros de reunin en la capital. En busca de que sus ideales fueran comprendidos por la comunidad mexicana, tambin elaboraron pginas en internet en las que se puede encontrar diversa informacin que rodea al movimiento. La radio tambin jug un papel importante, aunque los paristas no hablan mucho de este medio. Para los estudiantes, Radio Red fue la radiodifusora que cre un ambiente en contra de los estudiantes al llamarlos seudoestudiantes, y de esta manera convocar a los paristas al linchamiento. Ante esto, los estudiantes sacaron al aire una estacin de radio, llamada la k-huelga, en la que se exponan al aire los diversos acontecimientos del movimiento, as como msica y mensajes a la poblacin. Suena un poco favoritista el que slo se hable de lo que los paristas resienten ante los medios de comunicacin. Pero, hay que darse cuenta que las autoridades y los moderados tuvieron a la mano los medios de comunicacin con ms audiencia. Ellos tuvieron preferencia, y lo peor es que la mayora de los mexicanos ha credo en eso. III. PROPUESTAS O PETICIONES. Dentro del desarrollo de este movimiento diversas propuestas o peticiones fueron expuestas a travs de las autoridades y el CGH. A. AutoridadesLas autoridades y sus propuestas han sido negadas por el CGH y en un principio por una mayora de estudiantes. Sus propuestas empiezan cuando Francisco Barns de Castro (ex rector de la UNAM desde el 6 de enero de 1997), el 11 de Febrero de 1999 envi al Consejo Universitario una propuesta de modificacin al Reglamento General de Pagos (RGP), que bsicamente consista en aumentar las cuotas que pagan los estudiantes del Bachillerato, licenciatura y de posgrado. Esta propuesta se saba que era una amenaza, que terminara con una Huelga universitaria, a la cual no se le dio importancia y creyeron que no iba a ver reclamo alguno, pero se equivocaron. La propuesta fue aprobada por el pleno del Consejo Universitario el 15 de marzo y que entrara en Vigor cinco meses despus, es decir comenzando el nuevo semestre de agosto de 1999. Esto desat un rechazo inmedi ato entre una parte de la comunidad universitaria, lo que antes era la Asamblea Estudiantil Universitaria se transformara en el Consejo General de Huelga (CGH), organismo que mantuvo paralizadas las actividades de la mxima casa de estudio s desde el 20 de abril ante la amenaza y el riesgo de perder un derecho civil que es la educacin gratuita y de calidad. La aprobacin, por parte del Consejo Universitario, de cuotas que deberan pagar los de Bachillerato, que seran 516.75 pesos y de Licenciatura que pagaran 689 pesos fue el comienzo de un gran movimiento universitario. Las piedras en el camino para hacer un acuerdo entre universitarios y rectora empezaban por la apata y necedad de su rector. El 4 de marzo el rector descarta discutir con estudiantes opositores a su propuesta. Ante esta decisin los estudiantes hacen una nueva protesta estudiantil contra las cuotas. Barns un da despues se declara dispuesto a dialogar sobre las cuotas en trminos propositivos, ya que reconoce que la mitad de los estudiantes desconocen su propuesta. Ante simples promesas los estudiantes hacen un paro de 90,000 estudiantes. Tras esto, es obvio que hubo descontento de los universitarios por lo que pidieron la renuncia de Barns y deciden realizar paros escalonados en las diferentes escuelas y facultades. A Barns no le import, y a finales de ese mes (25 de marzo) rechaza renunciar el RGP. Despus de esto y de seguir hacindose notar actitudes de represin, la huelga comenzara. La ineptitud del ex rector se hizo notar, ya que no importndole esto l decidi no dara marcha atrs por ningn motivo a su propuesta. Pasaron varias semanas en la que rectora no se hizo presente, en cambio la huelga universitaria cada da iba adquiriendo ms simpatizantes y a la vez poder. Los das pasaban y hasta el 4 de Junio, Francisco Barns anunci que presentar ante el CU una propuesta para conferir a los pagos de carcter de aportaciones voluntarias, ya no obligatorias. Un par de horas despus, la Comisin de legislacin del Consejo Universitario aprob la abrogacin del Reglamento General de Pagos. Poco despus de conocer la resolucin del rector, el CGH resolvi desconocer a Barns de Castro como interlocutor y exigir su renuncia ante su incapacidad por resolver el conflicto universitario. A finales de mes, se haba programado una junta entre el CGH y autoridades, la cual no se llev acabo porque no aceptaron las condiciones fijadas por sus contrapartes. El 5 de Julio el CGH se reuni por primera vez, en un auditorio del Palacio de Minera con la Comisin de Encuentro de la Rectora y lograron los primeros acuerdos para establecer el formato y la agenda de dilogo. Al da siguiente la segunda parte de la reunin entre los delegados del CGH y la CE concluy entre acusaciones mutuas, sin ms acuerdos que los alcanzados, y sin fecha aceptada por ambas partes para continuar las plticas. Seis das ms tarde la CE de la Rectora modific su propuesta de agenda para el dilogo con el CGH y tcticamente acept la discusin de los 6 puntos del pliego petitorio estudiantil, pero exigi que se acepte el levantamiento del paro y se entreguen las instalaciones. Unos das despus la CE afirma que no regresar a la mesa de negociaciones con el CGH, mientras no acepten por escrito la agenda presentada por las autoridades, la cual incluye la discusin de sus demandas. En respuesta, el vocero en turno del CGH, Jess Lozano, dijo: Si ellos plantean la ruptura, nosotros seguimos insistiendo en la va del dilogo. Las oportunidades de dilogo y de resolucin a la huelga cada da se alejaban ms. El 3 de Agosto Rectora anuncia que el 16 comenzarn las clases con o sin paro y Barns se declara dispuesto a analizar la propuesta de los emritos siempre y cuando los paristas acepten el documento como punto de partida. Cuatro das despus, Barns sigue mostrando su ineptitud al decir que de seguir el paro lo mejor ser cerrar definitivamente las puertas de la mxima casa de estudios. Ante posturas as, qu se puede esperar?. Resulta increble como rectora comandada por el ultra neoliberal Barns, no encuentre otra forma de arreglar sus asuntos ms que con amenazas tontas. NO puede ser que los universitarios les pidan a gritos que resuelvan el conflicto para que puedan seguir estudiando, seguir formndose para servir a Mxico, y estas incapaces autoridades se escondan. Mucho tiempo pas de aqu en adelante y lo nico que hizo rectora fue esconderse, negarse y a observar como una huelga universitaria avanzaba. Al mismo tiempo las quejas contra el rector crecan, tanto por paristas como por diversos integrantes de la Universidad. Finalmente el 12 de noviembre, un llamado de Los Pinos, hace a Barns cancelar un viaje a Veracruz para encontrarse con los rectores del pas reunidos en la Asociacin Nacional de Universidades e Instituciones de Educacin Superior (ANUIES). A las 22:20 horas se dio a conocer su renuncia. Sus motivos fueron: La intrnasigencia de grupos radicales que se han adueado de la conduccin del movimiento, la injerencia de grupos radicales que se han adueado de la conduccin del movimiento, la injerencia de grupos polticos ajenos a la vida universitaria y el clima de impunidad que ha prevalecido.Lo que se esperaba era un nuevo camino para la UNAM, el cual era difcil de encontrar. El 18 de diciembre Juan Ramn de la Fuente ( Secretario de Salud) es designado rector para el periodo 1999-2003 por la Junta de Gobierno. El nuevo rector dej ver sus dotes de negociador, al grado de desconcertar a los ultras del movimiento. Un claro ejemplo es que durante su toma de protesta el 19 de noviembre convoc:Retomemos todos aquellos planteamientos que avizoran una solucin y todas aquellas propuestas de quienes piensa que no han sido escuchados para analizarlas y discutirlas. Los inivito a dialogar, con el respeto que nos merecemos unos y otros, en la mejor tradicin universitaria. Un dilogo que pe rmita ya avanzar en la solucin del conflicto. De la Fuente daba la imagen que Barns nunca tom, la de dialogar directamente con los paristas. As, despus de varios meses de iniciada la huelga, se abra otra vez la posibilidad de una solucin. La labor de De la Fuente ha sido ms pensada que la de Barns, y en su poco tiempo de rector Barnes propuso diversas propuestas ante el CGH. La primera fue la del dilogo en Palacio de Minera, a la cual el CGH acepta acudir. En donde en asamblea resuelven llegar con el carcter de interlocutor nico de las autoridades universitarias. Cuatro das despus de esta reunin, rectora se neg a firmar los primeros cuatro puntos de acuerdo con paristas. Unos das despus firman Rectora y el CGH los primeros cuatro acuerdos y se reconoce al Consejo como nico interlocutor. Tuvieron que pasar varios das para que haya una nueva propuesta. El 5 de enero del 2000 el rector propone la suspensin del RGP, sin embargo, los paristas rechazaron su propuesta por no cumplir con los 6 puntos del pliego petitorio. Cinco das ms tarde el rector reitera llamado al CGH para que se sume al proceso de reforma y se suspenden las negociaciones por segunda ocasin con el CGH. El 13 de enero el CGH aceptan el plebiscito y dicen que reconocern los resultados. El 18 y el 19 el CGH realiza su consulta ciudadan en la que se pregunta si se est de acuerdo con la propuest a del rector y si se levanta la huelga. Este plebiscito const de dos preguntas Usted apoya o no la propuesta del rector? Y Considera usted que con esta propuesta debe concluir o no la huelga de la universidad?. Al otro da fue la realizacin del Plebiscito de la propuesta del rector de la Fuente. Este fue un intento ms fallido de rectora, a pesar de que s hubo mayor participacin de universitarios, se jug con mentira. En un artculo escrito por un dirigente parista dice: El plebiscito de las autoridades recuerda el reciente nombramiento del seor labastida como candidato presidencial del PRI. La direccin de este partido anunci 8 millones de votos y les resultaron 10 millones. El plebiscito de la autoridad, capitaneado por Jos Narro, (formado en las mismas entraas del partido del fraude), anuncia que ms de 100 mil y nos sale con que fueron ms de 150,000. El mismo fraude. Todo esto permite asegurar que la cantiadad de sufragante est ya registrada en los escritorios de las autoridades; lo d ems es simplemente el teatro que justifique la cantidad por ellos acordada.Finalmente lo que pudo haber marcado un cambio en el comportamiento del CGH, y lo que hubiera ligado ms a estos dos conjuntos, acab siendo peor ya que no pudieron hablar con la verdad. Despus del fracaso del plebiscito ante el CGH, se intent dialogar 2 veces ms, pero lo que no se saba es que aceptaran o no el dilogo se tomara la UNAM por la fuerza. Esto ltimo fue lo que finalmente sucedi. Ante un primer error de rectora, otro fue el que acab con el conflicto momentaneamente. La impunidad una vez ms se hizo notar, y la funcin social de la UNAM se olvid otra vez. B. CGH (Consejo General de Huelga)El movimiento universitario, ha sido muy importante para la Nacin en general. Los estudiantes universitarios luchan por mantener una educacin superior gratuita, una educacin para todos y cada uno de los jvenes de escasos recursos que pretendan ser universitarios con el fin de mantener la docencia, promover la investiga cin y difundir la cultura hacia la sociedad (principios fundamentales de la UNAM). Estudiantes que mantienen su postura ante un gobierno que lo nico que pretende es vender nuestro pas como mano de obra barata, con el disfraz de globalizacin econmica. Como ya se ha mencionado anteriormente, el 20 de abril de 1920, la Asamble Estudiantil Universitaria se transform en Consejo General de Huelga. ste tras ver que no haba reaccin de rectora ante una peticin de la abolicin de las cuotas, decidi hacer un pliego petitorio. En este se elaboraron 6 demandas, que a continuacin voy a citar directamente del CGH:UNO: Abrogacin del Reglamento General de Pagos y eliminacin de todos los cobros ilegalesDOS: Derogacin de las reformas impuestas por el Consejo Universitario el 9 de junio de 1997. Esto significa recuperar el pase automtico, eliminar los problemas que enfrenta nuestra universidad. TRES: Un Congreso Democrtico y Resolutivo para discutir y resolver los problemas que enfrenta nuestra universidad. CUATRO: Retiro de cualquier tipo de sancin en contra de estudiantes, maestros o trabajadores que participemos en este movimiento, desmantelamiento del aparato de represin implementado por el rector Barns de Castro. CINCO: Recuperacin de los das de clases invertidos en el movimiento y extensin de las fechas de trmites administrativos. SEIS: Desaparicin de todo vnculo de las escuelas pblicas con el CENEVAL, que implica la anulacin del examen nico de ingreso al Bachillerato y examen nico de egreso. Estos seis puntos formaron el pliego petitorio, que fueron expuestos al ex rector Barns y que no pudieron ser negociados gracias a que el rector siempre mostr esa incapacidad de solventar un problema universitario. La propuesta del ex rector Barns, se convirti en una peticin de los universitarios a las autoridades. Que fue la de la defensa del derecho a la eduacin pblica y gratuita. Muchos han de decir que por qu se niegan a pagar algo que vindolo bien no es mucho, y que est al alcance de todos. Pero en realidad tienen razn de protestar por varios motivos. Uno es que estamos en un pas con derechos sociales, entre ellos la educacin gratuita y que no se est respetando. Dos, que Mxico es un pas donde el 70% de su poblacin est en condiciones de pobreza. Tres, protestar para que Mxico, mediante la educacin no sea un paso ms al neoliberalismo. S, en Mxico contamos con una constitucin, pero que no se ha respetado. En los Estados Unidos Mexicanos todo individuo gozar de las garantas que otorga esta constitucin, las cuales no podrn restringirse ni suspenderse, sino en los casos y las condiciones que ella misma establece En el artculo 3 de esta constitucin se habla de que todo individuo tiene derecho a recibir educacin. En este tambin se especifica que toda la educacin que el estado imparta ser gratuita. Adems que el Estado promover y atender todos los tipos y modalidades educativos incluyendo la superior- necesarios para el desarrollo de la Nacin, apoyar la investigacin cientfica y tecnolgica, y alentar el fortalecimiento y difusin de nuestra cultura. A continuacin voy a citar textualmente lo que establece el artculo 3 captulo VII: Las universidades y las dems instituciones de educacin superior a las que la ley otorgue autonoma tendrn la facultad y responsabilidad de gobernarse a s mismas; sus fines de educar, investigar y di fundir la cultura de acuerdo a los principios de este artculo, respetando la libertad de ctedra e investigacin y de libre examen y discusin de las ideas; determinarn sus planes y programas; fijarn los trminos de ingreso, promocin y permanencia de su personal acadmico; y administrarn su patrimonio. Hasta aqu es entendible el descontento de los universitarios ante la alza del Reglamento General de Pagos, ya que estn haciendo valer sus derechos ya claramente establecidos. Otro problema fue que en Mxico, en 1980, al ser un pas subdesarrollado se vio sumergido en miseria y esto lo oblig a pedir prstamos a pases del primer mundo y/u organismos financieros Internacionales que formaron y controlan estos pases. stos prstamos concedidos a naciones como la nuestra no venan con la intencin de ayudarnos, a pesar de no haberse concedido la ayuda a estos, tambin se hubieran ido a pique. Venan cargados de fuertes intereses y de condicionantes. Por lo que organismos financieros o directamente Estados Unidos realizan cartas de intencin y recomendaciones sobre la poltica econmica y social que deben tener los prstamos, no se invertir en tu pas o te quitaremos tu dinero. Esto lleva al problema de por qu el estado incumple su obligacin presupuestal con la educacin, ya que una de las recomendaciones de estos organismos financieros internacionales fue hecha al gobierno de Carlos Salinas de Gortari: La privatizacin de la banca. Esto permite tener al capital extranjero el t ener un mejor manejo de la economa mexicana al tener una competencia entre los intereses que ofrece un banco de otro. Entonces, cuando Sali Salinas del poder, se vino una de las peores crisis que ha sufrido la nacin. Hubo una crisis banquera que fue generada por banqueros y deudores con mucho dinero. Lo que hizo el gobierno fue que una parte de los impuestos se destinara a rescatar la banca, es decir que se les diera dinero para que no quebraran. La queja de los paristas es que a Mxico slo se le dedica 4 % del PIB anual a la educacin, pese a que la UNESCO y la ONU establecen que los pases deben dedicar, por lo menos, 8 por ciento del Producto al rubro educativo. En contraste, el rescate bancario y el fraude Fobaproa absorbieron recursos que jams se han gastado ni en educacin ni en salud. En la siguiente tabla se puede ver la comparacin de los pagos de intereses de deuda externa y gasto en educacin en Mxico: AosDeuda pblica externa bruta como porcentaje del PIB Gasto pblico en educac in comoporcentaje del PIB1993 18.3% 4.0%1994 29.8% 4.1%1995 36.2%3.7%1996 26.9% 3.6%1997 20.2% 3.7%1998 21.4% 3.8%1999 24% 4.0%Pues bien, de esos seis puntos, se ha dicho hasta el cansancio que se priorizan cuatro: la gratuidad de la educacin, el congreso y las dos garantias para el levantamiento. Una vez resueltas esas demandas, se abre la posibilidad para la solucin del conflicto. El caso del Ceneval y las reformas del 97 son puntos en donde el movimiento ha decidido ser flexible: que de estos dos puntos se suspenda su aplicabilidad en tanto se resuelven en el congreso. A esto no quisieron respoonder ni el rector Barns ni el consejo Universitario, as como la burocracia universitaria, encabezada por los exrectores, que ven en l el riesgo de perder el control que hasta hoy han tenido sobre la Universidad y que han utilizado para servirse de ella para sus intereses polticos facciosos. A pesar de que los paristas sean izquierdistas y con ideales radicales, formaron una plataforma de lucha del movimiento estudiantil. Aqu es un resmen de lo que en resmen piden los universitarios. Plataforma de Lucha del Movimiento estudiantil I. DEFENSA DEL CARCTER PBLICO Y GRATUITO DE LA UNIVERSIDAD 1. Adems de la abrogacin del Reglamento General de Pagos (RGP), con la consecuente desaparicin de los cobros ilegales. 2. La cancelacin del Examen nico de ingreso al bachillerato y del Examen General de Egreso a Licenciatura (EGEL). 3. Suspensin de los acuerdos con el CENEVAL. 4. Aumento de la matrcula, empezando por el restablecimiento de los 4 turnos a los CCHs y un tercer turno en licenciatura. 5. Restablecimiento del pase automtico y respetar la eleccin de carrera dndole prioridad al bachillerato de la UNAM y que incuba a la Preparatoria popular. 6. Abolicin del lmite de permanencia de los estudiantes en los diversos niveles de estudio de la UNAM. II. EN CUANTO A LAS FORMAS DE GOBIER NO. 1. La renuncia del Rector. 2. Transformacin de las formas de gobierno instrumentando en su lugar una democracia basada en instancias colectivas de estudiantes, profesores y trabajadores. 3. Desaparicin de la Junta de Gobierno. 4. Desconocimiento del Consejo Universitario y de los Consejos Tcnicos. III. SOBRRE EL PRESUPUESTO 1. Incremento del presupuesto para financiar la educacin pblica hasta alcanzar el 8% del PIB, garantizando el 2.8 % para la educacin superior pblica. 2. Transparencia y democratizacin del manejo y criterios de asignacin presupuestal en la UNAM. 3. Auditorias sobre el manejo del presupuesto a nivel general y a los funcionarios respectivos en cada dependencia. 4. Aumento salarial a profesores y trabajadores. 5. Reduccin de sueldos a funcionarios y desaparicin de sueldos vitalicios. 6. Desaparicin de Fundacin UNAM. 7. No al alquiler a privados de las instalaciones universitarias. 8. Desaparicin de la partida 911, asignada directamente al Rector y que representa el 30 % del presupuesto. 9. Apoyo a becas a estudiantiles, comedores y apoyo acadmico. IV EN CUANTO A LA ACADEMIA 1. Derogacin de las reformas al artculo 3 constitucional hechas por Salinas en 1993. 2. Revisin de planes y programas de estudio en manos de estudiantes, Words/ Pages : 13,707 / 24

A Rat in A Trap essays

A Rat in A Trap essays A small two-room mud hut, squatting in between two farmhouses with sheep penned nearby, was shrouded in darkness. A darkness brought forth by an unexpected power outage. A darkness enhanced even more so by the moonless night that enshrouded the small dwelling. A sheeps call broke the silence as soldiers equipped with night vision goggles converged on the hut. One room, which appeared to have served as a bedroom, held two beds, some books, a heater, a refrigerator, and some clothes. The bed was crumpled, and there was a fresh, clean pair of boxer shorts, unused and still new. The other room was a crude kitchen with a sink, medicine, Mars bars, a flashlight, a cup, and some rotting bananas. The place looked a mess, not the conditions one would expect to find the Iraqi leader to be living in. Yet, outside the rooms, the soldiers searched the miniature courtyard. Pulling back a rug they found an eight-inch thick piece of Styrofoam with rope handles plugging a hole. It was the d iscovery of the contents of this hole that led to celebration around the world. At six feet long, two feet across, and three feet high, the hole was barely big enough for Saddam Hussein to lie in. He was armed with a pistol, but showed no resistance during his capture. Caught like a rat in a trap, Saddam came out with hands up. Soldiers found two AK 47 rifles, $750,000 in $100 denominations, and a white and orange taxi during the raid. The raid would be the turning point of the war, which had sparked much debate amongst politicians, the press, and people around the world. In Just War or a Just War? by former President Jimmy Carter, he discusses whether the war with Iraq meets with the principles of a just war (259). Elie Wiesels Peace Isnt Possible in Evils Face talks about how he is in favor of intervention when, as in this case because of Husseins equivocations and procrastinations, no ot...

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Domestic violence Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Domestic violence - Research Paper Example Most of the time such as happened in this case, the victims of domestic violence find it difficult to accept their situation and report the case to the authorities. As such, most cases go unreported especially for men due to fear of what the society would think of them. For women, they rely much on men hence fear loss of economic sustenance or fear their partner would more violent towards them if they reported the case. Furthermore, domestic violence occurs within confines of the home thus making it difficult to detect unless the victim reports. Sometimes police regard it as a family matter hence no need for reporting. In Connecticut State, dating violence was not given much consideration; they were exempted from arrest fro domestic abuse (CCADV, 2013). As of October 1, 2011 domestic violence laws in Connecticut apply to you if a person with whom you are in or have recently been in a dating relationship perpetrates violence against you. Domestic violence is a criminal offense punishable by law especially if it involves assault. As such, the person perpetrating the violence, in this case Sarah’s boyfriend can be arrested and arraigned in a court of law for assault. If assault is third degree it is regarded as misdemeanor and attracts a punishment of one year imprisonment but if assault is first or second degree it is a felony punishable by more than one year in jail (Hart, Davies & Epler-Epstein, 2011, p. 11). The boyfriend caused physical injury to Sarah by breaking her arm and on another instance by hitting her on the mouth as evidenced by bleeding mouth. For such an offense the offender is liable to imprisonment and deserves to be arrested whether or not Sarah makes a claim to the police department provided the evidence and testimony by witnesses prove such a crime was committed. The police also determine if the victim needs medical assistance and helps them by also advising them to

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Influence of Climate Change on Eel Migration

Influence of Climate Change on Eel Migration Introduction Freshwater eel populations are experiencing a worldwide decline, mainly due to overfishing, habitat loss, and barriers to migration (Bonhommeau et al. 2008).   However, an increasing body of work suggests that climate change poses a significant threat to eel recruitment, currently, and in the future (Bonhommeau et al. 2008, Knights 2003).   This should be an important consideration for eel management in New Zealand, and is partially explored in August and Hicks 2008 paper: Water temperature and upstream migration of glass eels in New Zealand: implications of climate change. The ecological, cultural and economic important of eels New Zealand is home to three main species of anguillid fresh-water eel, the endemic longfin eel (Anguilla dieffenbachii), the shortfin eel (Anguilla australis), and the recently discovered Australian longfin (Anguilla reinhardtii) (Jellyman 2009).   Both populations have declined from commercial fishing and habitat degradation, but there is more concern for the longfin eel.   Aside from being exclusive to New Zealand, longfins are more slow growing and are more vulnerable to current environmental changes than shortfins because of their habitat preferences.   Their geographical distribution and abundance has declined over the past decades, prompting its ranking as an At Risk-Declining species by the New Zealand Threat Classification System (Goodman et al. 2014). The status of New Zealand eels are important to many stakeholders because both species have ecological significance and serve as valuable cultural and economic resources (Jellyman 2007, August and Hicks 2008).   Eels play a critical role in freshwater ecosystems as the apex predator.   As opportunist scavengers, they also serve to remove dead organisms, helping to recycle nutrients back into the system (Jellyman 2012).   Because they can prey upon nearly all other freshwater fish, eels have the ability to control other fish (and eel) populations, and even those of introduced species (Chisnall et al. 2003).   As an endemic New Zealand species and the largest freshwater eel found in the world, there is also much justification to protect the longfin eel and preserve the unique biodiversity of the country.   Eels are taonga (cultural treasure) to Maori (the indigenous people of New Zealand).   Historically eels were an essential food source of Maori, and remain an significant component of Maori culture and beliefs (Jellyman 2007, Wright 2013).   Eels are integrated in their whakapapa (genealogy), mythology (eels are seen as spiritual guardians of waterways), and it is important for Maori kaitiakitanga (guardianship) to protect eels so as to restore the mauri (life force) of their rivers (Wright 2013). Both shortfin and longfin eels support commercial, traditional and recreational fisheries.   The commercial eel industry is not very large for New Zealand, with eel exports bringing in revenues of $5 million annually (Jellyman 2012).   Unfortunately, this commercial fishing industry has still greatly contributed to eel decline locally, prompting demands to reduce or ban commercial fishing of longfins (Wright 2013).  Ã‚  Ã‚      Eel decline: a vulnerable life history Part of the reason eels are so vulnerable is their extraordinary semelparous life history.   Mature eels migrate to oceanic spawning grounds (the exact location still unknown, but suspected to be northeast of New Caledonia) where they spawn and die (Jellyman 2009).   The larvae migrate back to New Zealand, and metamorphosise into glass, or unpigmented, eels.   They arrive at the coast, with peak arrivals in September and October, and migrate upstream through rivers and streams from late winter to early summer.   After spending many years, sometimes decades in freshwater, mature eels will then migrate back to their oceanic spawning grounds, continuing the reproductive cycle (Jellyman 2009). Unfortunately, this life history means that (1) eel recruitment is highly dependent on their successful upstream and downstream migration, (2) they take a relatively long time to reach reproductive age, (3) they only breed once per lifetime, and (4) they have limited habitat.   All these factors have made it even easier for humans to disturb eel populations.   Increased sedimentation in wetlands, lakes and rivers has further diminished available habitat, especially for longfins who prefer clean, clear waters (Wright 2013).   The construction of hydroelectric dams largely inhibits eel movement upstream and downstream (Jellyman, 2007).  Ã‚   Much of the management efforts concerning eels involves facilitating the upstream and downstream migration of eels and other native fishes using ladders, the temporary shutting down of hydroelectric dams, physically transporting glass eels over dams, etc (Jellyman 2007).     Ã‚  Ã‚  Ã‚   While there are many localized threats to eel populations, it is also imperative to consider long term, overarching threats to eels populations.   A study by August and Hicks aimed to better understand the environmental factors influencing eel migration, and the findings of their study suggest that we may need to underline climate change on the growing list of eel threats (2008).  Ã‚   Purpose and methods of the experiment In their study, August and Hicks investigated the upstream migration of glass eels in the Tukituki River, in Hawke Bay, New Zealand (2008).   The purpose of their experiment was to see how environmental variables affected the number of migrants, and to survey the species composition, size, condition and pigmentation of the migrants (2008). They conducted this survey in the rivers lower tidal reaches by trapping glass eels most nights from September to late November in 2001, and until early December in 2002.   Eels were trapped using a mesh net, with mesh screens on either sides to prevent eels from moving past the net.   Fishing began an hour before sunset, and every 45 minutes, glass eels and bycatch were removed from the net, counted and recorded.   A subsample of glass eels was removed from the catch each night so the level of pigmentation and species could be identified in the lab later.   Fishing ended each night when the glass eel catch decreased over three successive trapping periods.   August and Hicks also measured water temperature at the sampling site and river mouth, river flow 10km upstream from the sampling site, wind, barometric pressure, and solar radiation.   Analysis of covariance (ANCOVA) was used to analyze associations between the number and length (daily means of total length for each species) of migrants and the environmental variables, separated by species and year. Study results and discussion In total, the researchers caught 50,287 eels in 2001 and 19,954 in 2002, and they do not discuss reasons for this difference in eel numbers.   Out of the environmental variables measured, they found that river water temperature, sea water temperature and river flow were most associated with glass eel catch, though river and sea water temperatures were highly correlated.   Maximum eel numbers were found when river flow was low or normal (less than or equal to 22 m3 s-1), with fewer numbers at higher flows.     Ã‚   Migrating glass eels seemed to prefer moderate river temperatures; water temperatures below 12 °C and above 22 °C seemed to almost or completely suppress eel migration.   August and Hicks created a habitat suitability curve and proposed 16.5 °C as the optimum temperature for upstream migration of New Zealand glass eels (2008).   This relationship between may exist because water temperature can facilitate (or hinder) the swimming ability of fish, both by affecting the metabolism of the fish and the kinetic viscosity of water.   Moon phase, which has been historically associated with glass eel invasions, was sometimes associated with peak eel runs into the stream.   However, they found that moon phase was confounded by other variables, namely water temperature and tidal currents, and suggest that these factors, rather than the moonlight itself, may be the mechanism driving eel invasions during full and new moons.   This observation, while limited to the Tukituki River, may help to clarify the lunar association with eel migrations globally.   In both years, their catch was mainly shortfins (91% in 2001 and 93% in 2002), which is consistent with observations that shortfins dominate the North Island east coast.   However, this finding could be valuable for eel management since shortfin dominance may be reflect the pastoral development of the area and result from their superior tolerance to increasingly muddy waters.     Ã‚   They acknowledge some shortcomings of the study, including the fact that glass eel recruitment likely began before trapping.   They did not estimate trap efficiency, though visual observations suggested that no more than 5% of the migrating glass eels escaped entrapment. Significance of their findings While glass eel recruitment may be associated with various environmental factors, water temperature was the most strongly linked factor out of the measured variables.   This study thus supports the theory that water temperature is a cue for the start and intensity of the New Zealand upstream eel migration.   This has been observed for Anguilla rostrata   (American eels ) (Marin 1995), Anguilla anguilla   (European eels) (Edeline et al. 2006), and even experimentally for Anguilla japonica (Japanese eels) (Chen and Chen 1991), but had not been thoroughly explored in New Zealand eels.   Nevertheless, this study contributes further documentation of temperature thresholds for eel migrations, and puts forth an optimal temperature for New Zealand migrations.   In finding linkages between water temperature and lunar phases, their work may also help to clarify the supposed relationship between the moon and eel invasions globally.   Their finding of peak migrations during spring tides is consistent with previous studies (Jellyman 1979), and demonstrates how eels use flood tides to achieve passive upstream movement.   Findings from Jellyman et al.s 2009 study in the Waikato River system contradicted the results of August and Hicks study.   While Jellyman et al. also found that temperature had a significant relationship with the migration strength, their largest migrations occurred at much cooler temperatures, between 12.6 and 13.1 °C.   These temperatures are well below August and Hicks optimum temperature of 16.5 °C , and undermined their hypothesis that temperatures below 12 °C would suppress migrations.   These variations in the eel responses to temperature could result from the Waikato study site being further inland than August and Hicks study.   Aside from using different river systems with potentially very different ranges of temperatures, this meant that the eels sampled by Jellyman et al. were older and may respond to environmental factors differently.   Implications for climate change Given the predictions that climate change will lead to rising ocean temperatures, August and Hicks speculate that warming temperatures will negatively impact glass eel recruitment.   However, in the article, they do not discuss or predict in detail how rising water temperatures will impact eel migration, such as effects on the timing or numbers of migrants.   They maintain that the generality of the negative effects of high water temperatures on glass eel invasionsremains to be confirmed (August and Hicks 2008), which is a reasonable statement given the limited scope of their study.   However, the usefulness of this article could have been strengthened by analyzing, in more detail, the potential threat climate change poses to eels. This paper also lacked a discussion of whether eels could adapt to the projected increases in ocean temperatures.   These ocean temperature rises are expected to be relatively gradual, with warming in New Zealand between 0.7-5.1 °C, with a best estimate of 2.1 °C, by 2090 (Ministry of the Environment, 2008).   The Jellyman et al. 2009 study may actually provide evidence that eels are already adapting to warming ocean temperatures.   When they compared migration catch data between a 30 year interval, they found that the main migration period occurred several weeks earlier.   This suggests that eels may be compensating for increasing temperatures by migrating earlier in the season (Jellyman et al. 2009).   By shifting their migration times, or even by other adaptations in their physiology, eels may avoid the detrimental effects of climate change.   However, there is also the danger that as temperatures warm, the window of temperatures suitable for migration will grow smaller and smaller, which could still lead to declines in recruitment.   Moreover, it is already clear that eel recruitment has decreased both in New Zealand and globally, so it is unlikely that adaptation will allow eels to completely escape the effects of climate change.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Climate change may also be more strongly affecting eel recruitment through food availability, rather than through temperature increases.   One review of continental water conditions and the decline of American, European and Japanese eels found correlations between eel recruitment and sea surface temperature anomalies (Knights 2003).   They hypothesized that global warming trends will negatively impact eel recruitment by inhibiting spring thermocline mixing and nutrient circulation (Knights 2003).   Changes in the resulting food availability may be a significant contributor to the worldwide eel decline.   Despite several studies investigating the impact of large scale oceanic warming trends, we still very much lack an understanding of how much climate change will, and is currently, playing a role in eel populations.  Ã‚  Ã‚     Ã‚   Implications for Eel Management This study was beneficial by informing the population composition of eels (specifically species and size) in the Hawke Bay region.   Knowing the size of migrations in 2001 and 2002 can allow ecologists to measure the health of eel populations in the future by using this data as a point for comparison.   This population information also gives resource managers some sense of what to expect from mature eel populations in the future.   Understanding how environmental variables affect eel recruitment can help eel managers predict migrations with greater precision and to understand why they are witnessing certain trends in eel populations.   By helping managers make predictions for when peak glass eel migrations will occur, this study can help inform ideal times to turn off hydroelectric dams or invest more efforts into eel transfers over upstream obstacles.   Even though this study makes an important step towards considering how ocean warming will affect eel recruitment, its ability to advance our understanding of eels and climate change is extremely limited.   Further experimental studies are needed to investigate the temperature preferences of eels and the effects of temperature.   Even then, studies researching the effects of warming temperatures on eels are inherently limited because they cannot consider species responses and adaptations on a timescale relevant to climate change.   Regardless, given our worldwide eel decline, and evidence that climate change may already be impacting eel populations, its clear that more research is needed to investigate the current and future threat of climate change for eels. Conclusion The August and Hicks study advanced our understanding of the abiotic factors controlling glass eel migrations in New Zealand.   They found a strong association between migrations and water temperature, which raised concerns that rising ocean temperatures will negatively impact eel recruitment.   While their predictions about the effects of climate change are largely limited by the scope and nature of the study, their findings demonstrate the need for further research on climate change and eels.   Such research is especially imperative given the context of local and global declines in eel recruitment and populations.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Word Count: 2,434 Works Cited August, S. M., & Hicks, B. J. (2008). Water temperature and upstream migration of glass eels in New Zealand: implications of climate change.  Environmental Biology of Fishes,  81(2), 195-205. Bonhommeau, S., Chassot, E., Planque, B., Rivot, E., Knap, A. H., & Le Pape, O. (2008). Impact   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   of climate on eel populations of the Northern Hemisphere.  Marine Ecology Progress   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Series,  373, 71-80. Chen YL, Chen H-Y (1991) Temperature selections of Anguilla japonica (L.) elvers, and their   Ã‚  Ã‚   implications for migration. Austr J Mar Freshwater Res 42:743–750 Chisnall, B.L.; Hicks, B.J.; Martin, M.L. ( 2003). Effect of harvest on size, abundance, and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   production of freshwater eels Anguilla australis and A. dieffenbachii in a New Zealand   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   stream. P. 177–189. In: Biology, management, and protection of catadromous eels.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dixon, D.A. (Ed.). American Fisheries Society, Symposium 33. Edeline, E., Lambert, P., Rigaud, C., & Elie, P. (2006). Effects of body condition and water   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   temperature on Anguilla anguilla glass eel migratory behavior.  Journal of Experimental   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Marine Biology and Ecology,  331(2), 217-225. Goodman, J. M., Dunn, N. R., Ravenscroft, P. J., Allibone, R. M., Boubee, J. A., David, B. O.,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   & Rolfe, J. R. (2014). Conservation status of New Zealand freshwater fish, 2013.  New   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Zealand Threat Classification Series,  7, 12. Jellyman, D. J. (1979). Upstream migration of glass-eels (Anguilla spp.) in the Waikato River.   Ã‚  Ã‚   New Zealand Journal of Marine and Freshwater Research 13, 13–22. Jellyman, D. J. (2007). Status of New Zealand fresh-water eel stocks and management   Ã‚  Ã‚  Ã‚   initiatives.  ICES Journal of Marine Science: Journal du Conseil,  64(7), 1379-1386. Jellyman, D. J. (2009). Modelling Larval Migration Routes and Spawning Areas of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Anguillid Eels of New Zealand and Australia in Challenges for Diadromous Fishes in a   Ã‚  Ã‚  Ã‚  Ã‚   Dynamic Global Environment (1-934874-08-6, 978-1-934874-08-0), (p. 255).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bethesda: Amer Fisheries Soc. Jellyman, D. J., Booker, D. J., & Watene, E. (2009). Recruitment of Anguilla spp. glass eels in   Ã‚   the Waikato River, New Zealand. Evidence of declining migrations?.  Journal of Fish   Ã‚   Biology,  74(9), 2014-2033. Jellyman, D. J. (2012). The status of longfin eels in New Zealand – An overview   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   of stocks and harvest. Report prepared for Parliamentary Commissioner for the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Environment. NIWA. Knights, B. (2003). A review of the possible impacts of long-term oceanic and climate changes   Ã‚   and fishing mortality on recruitment of anguillid eels of the Northern   Ã‚   Hemisphere.  Science of the total Environment,  310(1), 237-244. Martin, M. H. (1995). The effects of temperature, river flow, and tidal cycles on the onset of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   glass eel and elver migration into fresh water in the American eel.  Journal of Fish   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Biology,  46(5), 891-902. Ministry for the Environment (2008).  Climate Change Effects and Impacts Assessment. A   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Guidance Manual for Local Government in New Zealand. 2nd Edition.  Prepared by    Mullan, B; Wratt, D; Dean, S; Hollis, M. (NIWA); Allan, S; Williams, T. (MWH NZ   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ltd), and Kenny, G. (Earthwise Consulting Ltd), in consultation with Ministry for the Environment. NIWA Client Report WLG2007/62, February 2008, 156p. Wright, J. (2013). On a pathway to extinction? An investigation into the status and management of the longfin eel.  Wellington, New Zealand: Parliamentary Commissioner for the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Environment.   

College Admissions Essay: Its Time to Make Children a Priority :: College Admissions Essays

It's Time to Make Children a Priority Much of society judges the relative importance of an occupation by the size of the income or the associated fame. In fact many people judge themselves in the same way. To me, this is a male way of seeing the world. It's all about status and mating rights when you get down to it. I am prepared to concede that at some point in humanity's past this was a fair measure of a job's importance. But in a world that is clearly overpopulated it no longer makes sense to judge solely based upon the propogation of the species. Our focus should now move to the quality of the next generation rather than it's quantity. It is therefore my opinion that the most important job in the world is child raising. Those people that contribute to the healthy mental and physical development of children into adults, are performing a vital service to society. Imagine what the world would be like if children were truly our top priority, as some politicians so glibly pronounce. We are so far from that point that my imagination struggles with this concept. Why are teachers amongst the lowest paid people in western society? Why is it next to impossible to find a good creche? Why are there more laws to protect the rights of criminals than to protect those of us that choose to give up career to tend to home and family? Why is it that the educational standard of high school graduates is dropping faster than gravity should allow? Now some people will be nodding their heads at this point and saying, "Yes, the government should be doing something about this." Well I say, what are YOU doing about it. Take back responsibility for the upbringing of your own children.

Effective School Leadership

The elements of effective school leadership combines a variety of attributes. Although all these attributes are important, four are critical and essential in the success of a school leader. The first essential attribute is that a leader must model character by being principle-centered. The second essential attribute is that the main role of the school leader is to be an instructional leader. The third essential attribute is to align people. Finally, the fourth essential attribute is to establish direction for the school.These four attributes work in conjunction to promote the goal of the effective school deader: student achievement. Principle-centered An effective school leader models character by being principle-centered. Principles are guidelines for conduct that have demonstrated lasting value (Covey, 2004). Specifically, an effective leader exhibits integrity, fairness, and acts in an ethical manner. Knuth and Banks (2006) assert in their Essential Leadership Model that first and foremost, effective leadership is character dependent.They go on to explain that to be able to effectively lead schools, authentic leaders with strong character display fairness, integrity, and ethical behavior. A highly effective leader builds the character of their staff by being a role model (Mclean, 2003). A leader must develop their own voice and then be clear about their own guiding principles to effectively model the behavior they expect of others (Souses and Poster, 2008). Covey (2004) describes integrity as an interdependent reality, that each individual is treated by the same set of principles.A leaders fulfills expectations and creates a foundation of trust. Integrity encompasses fairness and ethics. Effective leaders who have integrity function fairly and in an ethical manner. Leaders committing to these virtuous principles maintain n enduring responsibility to student success, teacher growth, and quality school environments. Ethical behavior by effective leaders includ es a commitment to all students regardless of which race, gender, religious, or socioeconomic category they fall in.Leaders value ethnic diversity by taking action to ensure a quality education for every child. This commitment represents an uncompromising pursuit to do what is fair (Robbins and Alva, 2004). Instructional Leader Effective school leaders are instructional leaders. Highly effective principals have a passion for learning (Mclean, 2003). According to Chairman (2013), the educational leader is the overall leader of instruction. Administrators must be actively engaged in the professional growth and learning of the school staff.Effective leaders understand that they are directly responsible for learning and influence student achievement outcomes by their actions (Robbins and Alva, 2004). Fallen (2014) conveyed that the role of an effective principal is to lead teachers in learning to improve their instruction, while working alongside them understanding what works and what d oes not. Learning leaders model the pursuit of knowledge regarding effective reactive, inspiring staff members to create an environment where risk taking and experimentation are valued and mistakes are the prelude to new knowledge and understanding (Robbins and Alva, 2004).Instructional leaders recognize that trying and failing is more beneficial than never trying at all. An effective instructional leader ensures that every student has the opportunity to learn. Proclaiming the statement â€Å"all can learn† is too easy. Effective leaders develop programs differentiated to meet the needs of small groups of students in their schools because they know that one size rarely fits all. This rage to step out of the box and broaden their knowledge base is a characteristic of highly effective administrators.Instructional leaders are continually thinking, planning, and developing ways to improve instruction and engage more students (Mclean, 2003). Effective school leaders are frequently presenting research-based strategies to increase their staffs' capacity to instruct with the goal of student achievement. Aligning People An effective school leader aligns people by creating a culture of communication and collaboration, and by developing relationships among staff, students, families and communities. The actions off single person are unlikely to produce impacting changes; instead a team effort is required.Solid trust, strong relationships, deep competence, core confidence, group collaboration, and individual accountability are required to effect change; to get exceptional things done, effective school leaders have to enable others to act (Souses and Poster, 2008). Effective school leaders demonstrate the skills and temperaments to foster a sense of belonging throughout the staff; they address the needs of others, share their time and knowledge, communicate clearly and concisely, and develop supportive relationships characterized by rust and respect (Knuth and Banks, 2006). A highly effective leader is a communicator.Whether it be listening, writing, speaking, or reading, successful principals are communicating nearly 100% of the time. Shaping organizational behavior and practice relies on the fundamental leadership skill of communicating with clarity and precision (Robbins and Alva, 2004). Fostering a culture of professional collaboration is a trait of effective principals (Knuth and Banks, 2006). Effective school leaders make it possible for others to do quality work (Souses and Poster, 2008). Student learning is examined when principals directly influence how teachers learn together (Fallen, 2014).Leaders, working collaboratively as professionals who believe in continuous growth, produce teachers that will succeed. Collaboration emerges as relationships shift between staff members, progressing from congeniality to cooperation to collegiality. Professional Learning Communities are a result of this shift, culminating with a focus of helping al l students achieve and learn (Robbins and Alva, 2004). Human relations are the base of leadership. Effective school leaders actively engage staff, families, ND community to share the responsibility of student achievement. Forging these relationships creates tremendous power (Robbins and Alva, 2004).The success of a leader is dependent on the ability to build and sustain human relationships. The quality of these relationships matters most when completion off goal is the objective. A relationship characterized by mutual respect and confidence will overcome the greatest challenges (Souses and Poster, 2008). Highly effective principals will bring out the best in their staff members (Mclean, 2003). Establishing Direction Effective school leaders establish direction for their staff and school. Leaders are expected to have a sense of direction and a concern for the future of their school; this ability is vision (Souses and Poster, 2008).Leaders develop a vision of the future, while impleme nting strategies for the changes needed to accomplish that vision. Effective school leaders keep people moving in the right direction by motivating and inspiring each step of the process (Cotter, 1990). Clarity of vision, compared to other leadership qualities, is what separates leaders from other credible people (Souses and Poster, 2008). Leaders inspire and enlist others in a shared vision. Effective school leaders eave a desire to never settle for status quo; they push change, even when it is uncomfortable for others.Highly effective leaders are change masters. They are flexible, futuristic, and realistic leaders who motivate and manage change that endures. These leaders are able to envision what low-performing or even failing schools will look like after their mission has been achieved (Mclean, 2003). They then create and implement a plan to increase student achievement. By establishing the direction of their school, effective leaders are able to challenge the process and ventur e out in search of opportunities o innovate, grow, and improve (Souses and Poster, 2008).Conclusion Souses and Poster (2008) stated that leadership is an identifiable set of skills and abilities that are available to us all. A school leader must be effective to gain student achievement as its primary outcome. There are four attributes that are critical and essential in the success of an effective school leader. First, a school leader must model character by being principle-centered. Second, a school leader is to be an instructional leader. Next, the school leader must have the capacity to align people through communication, collaboration, and developing relationships. Effective School Leadership Effective School leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning.Some key elements of Instructional leadership and what I believe to be most important and effective elements in the leadership role include the following:Prioritization: Instructional Leaders make adult learning a priority and set high expectations for performance (NAESP, 2001). While leaders cannot neglect other duties, teaching and learning is where the majority of a leader’s scheduled time needs to be allocated.Visible Presence: Placing the focus on learning objectives, modeling behaviors of learning, and designing programs and activities on instruction are essential for instructional leadership (Whitaker, 1997). Having leaders as teachers of instruction serves as a model for many teachers who may struggle with certain concepts and can help build trust and relationships.Curriculum: Principals need to know about the changing concepts of curriculum (Approaches to Leadership). The goal of any leader should be to increase student achievement; therefore, the curriculum, instruction, and assessments must all be aligned with the standards. Leaders need to be knowledgeable with curriculum and state standards and provide professional development and continuous learning for adults.Data: In their focus on improving achievement, effective leaders use multiple sources of information to assess performance (NAESP, 2001). Many leaders use data to help guide the instructional focus and professional development for teachers. Effective leaders skillfully gather information that determines how well a school organization is meeting goals and use that information to refine strategies designed to meet or extend the goals.Effective leaders make student success pivotal to their work and,  accordingly, pay attention to and communicate about i nstruction, curriculum, and student mastery of learning objectives, and are visible in the school. Learning needs to occur throughout an organization, and instructional leaders need to become participants in the learning process in order to shape and encourage the implementation of effective learning models in their schools. To illustrate, effective leaders don't just arrange for professional development; rather, they participate in staff training provided to their staffs.Additionally, good leaders foster the idea of working together as a valuable enterprise because they understand that this kind of collaborative learning community ultimately will build trust, collective responsibility, and a school wide focus on improved student learning (Mendez-Morse, 1991).