Genocide Paper Essay

I personally think genocide is wrong in every way you can think of. Why would anyone want to deliberately kill a group of people based on race or ethnicity? There have been much genocide to take place around the world, but some are better known than others. Some people have different theories on why genocide takes place. I think that genocide occurs for a couple reasons. The leaders of the genocide may feel that the group they are eliminating could be a potential threat somehow. Another reason may be to spread fear among real enemies, also to implement a belief or religious view. I don’t really see how the Jews were a threat to Hitler but by eliminating the Jews Hitler gained a lot of power. I think the leaders know that the groups of people are not threats I just think the biggest reason is to spread fear real enemies that will defiantly be a threat someday. They do it to make a point and show that they aren’t afraid to kill. I don’t agree with killing millions to prove that at all. Some genocide occurs because of economic wealth. And what I mean by this is that if one groups sees potential in something but another group is standing in the way of success they may just feel the need to eliminate the group so they can have economic wealth. I still don’t see what brings anyone happiness by killing millions of innocent people just because you want to prove that you’re the top country or something like that. Genocide is stupid in my opinion and I see no point for it whatsoever. The more I actually think about genocide the more I become in shock at the fact that there people in world who can kill and not think twice about. I’d feel bad if I killed a deer†¦I can’t even imagine killing a human. I noticed that there has not been genocide in the United States which I am very thankful for. I feel very bad for the people who are in foreign countries where genocide may not be frowned upon. I’m sure there are many people in those countries that wish they could live in the US. Whenever I think I have it bad I always just remember about the kids that were in Bosnia and Cambodia and the other places where genocides have occurred. I’m glad that the United States has helped countries who h ave been in genocide. Hopefully genocide will end one day and people in foreign countries won’t have to worry about it at all. I think they should really be strict about genocide in foreign countries and the US should be quick to help the country because usually the leader of the genocide is very powerful  and most of the time the country itself is not strong enough to defend itself so that’s where the united states could be a huge help because they are a very powerful country and would most likely defeat anyone. I’m just thankful I haven’t had to endure something like the holocaust or anything close to that because I don’t think I’d be able to. I have no clue how those people did it or how anyone who’s been in genocide has done it. I have a tremendous amount of respect for those people, talk about perseverance. I also have respect for the soldiers who try to stop the genocide that is occurring at the time and the sad part is most of them end up not survi ving, but they are sacrificing their lives for the people and I know the people are appreciative or at least they better be, I know I would be super appreciative of what they have done. There are a number of recorded accounts of genocide; the Holocaust, Darfur, Rwanda, former Yugoslavia, Bosnia, Cambodia and many more. The thought of systematically eradicating a group of people solely based on their religious belief, their racial background or political stance would seem superbly extreme to most people, how could genocide continue without notice or without being stopped? Time after time throughout history, there is either a lack of awareness about the genocide or the people that have the power to intercede have looked the other way or decided not to get involved. Whether or not the genocide directly affects us, it is a crime against humanity that should not be overlooked. The Armenian genocide, Beginning in 1915, ethnic Armenians living in the Ottoman Empire were rounded up, deported and executed on orders of the government. The combination of massacres, forced deportation marches and deaths due to disease in concentration camps is estimated to have killed more than 1 million ethnic Armenians, Assyrians and Greeks between 1915 and 1923. Another famous genocide was the holocaust. After coming to power in 1933, the Nazi Party implemented a highly organized strategy of persecution and murder. Their targets were the so-called â€Å"undesirables†: Jews, Slavs, Roma, the disabled, Jehovah’s Witnesses, and homosexuals, as well as political and religious dissidents.The Nazis began with stripping citizenship from German Jews on the basis of their religious identity. Shortly thereafter, in November 1938, the organized pogrom of Kristallnacht marked the beginning of mass deportations of German Jews to concentration camps. As the Nazis conquered large areas of Europe, Jews and others in Nazi-controlled areas  were also deported to camps. When the German Army invaded the Soviet Union, it soon gave rise to mobile killing squads operating throughout Eastern Europe and Russia, which killed more than one million Jews and tens of thousands of other civilians. The construction of extermination camps at Auschwitz-Birkan au, Treblinka, Belzec, Chelmno and Sobibor led to the Nazis’ killing of 2.7 million Jews and others through the use of cyanide gas, summary executions and medical experimentation. Poor living conditions in non-extermination camps led to the deaths of millions more. It is estimated that six million Jews, two out of every three living in Europe, and another 5 million people had been killed by 1945. The genocide of Cambodia was also another one. When the Khmer Rouge took control of the Cambodian government in 1975, they declared the beginning of a new age dedicated to a peasant-oriented society. Instead, after outlawing education, religion, healthcare and technology, the Khmer Rouge ordered the evacuation of Cambodia’s cities and forced these residents to labor without adequate food or rest. Those who were unable to keep up were often summarily executed. At the same time, the Khmer Rouge began to target suspected political dissidents. These citizens, including doctors, teachers and those suspected of being educated were singled out for torture at the notorious Tuol Sleng prison. In four years, between 1.7 and 2 million Cambodians died in the Khmer Rougeâ⠂¬â„¢s ‘Killing Fields. The genocide in Bosnia was very large and gory. Beginning in 1991, Yugoslavia began to break up along ethnic lines as political leaders such as Slobodan Milosevic began to use nationalist sentiment as a political tool. While Slovenian independence was relatively bloodless, Croatia’s declaration sparked a civil war between the province and the Yugoslav government. Troops from the mostly Serb Yugoslav army entered Croatian territory and committed widespread human rights abuses, including the siege of Vukovar and the shelling of Dubrovnik.In 1992, the republic of Bosnia and Herzegovina (Bosnia) also declared independence and the region quickly became the central theater of fighting between Serbs, Croats, and Bosniaks (Bosnian Muslims). During the wars in the former Yugoslavia, all belligerents committed abuses against the civilians. Soldiers and paramilitaries used rape, torture, forcible displacement, and summary executions to â€Å"ethnically cleanse† areas under their c ontrol. The actions of Serbian units, including the Bosnian Serb army and  paramilitaries, were particularly notorious for committing atrocities, including the massacres at Foca, Tuzla, Visegrad, and Srebrenica. At Srebrenica, Bosnian Serb forces under General Radko Mladic overran a U.N. safe-area and executed at least 7,500 Bosniak men and boys who were sheltering with Dutch peacekeeping troops.Due to the nature of the attacks on civilians during the Bosnian and Croatian wars, the United Nations created the International Criminal Tribunal for Yugoslavia in 1993. This tribunal is tasked with prosecuting offenders who contributed to the deaths of at least 96,000 people. The genocide in Rwanda started because of the civil war. Civil war broke out in Rwanda in 1990, further exacerbating tensions between the Tutsi minority and Hutu majority. Although a peace agreement was reached in 1992, political negotiations continued. In 1994, as he returned from the latest round of talks in neighboring Tanzania, Rwandan President Juvenal Habyarimana was killed when his plane was shot down outside of the country’s capital, Kigali. Habyarimana’s death provided the spark for an organized campaign of violence against Tutsi and moderate Hutu civilians across the country. Despite the efforts of United Nations peacekeepers, extremist Hutu groups killed between 800,000 and 1 million people across the country in only 100 days. In 1994, the United Nations created the International Criminal Tribunal for Rwanda (ICTR), dedicated to bringing those responsible for the genocide to justice. While slow-moving, the ICTR has determined that the widespread rapes committed during the Rwandan genocide may also be considered an act of torture and genocide on their own. Darfur is another genocide that has occurred. The conflict in Darfur began in the spring of 2003 when two Darfuri rebel movements — the Sudan Liberation Movement (SLM) and Justice and Equality Movement (JEM) — launched attacks against government military installations as part of a campaign to fight against the historic political and economic marg inalization of Darfur.The Sudanese government, engaged in tense negotiations with the Sudan People’s Liberation Movement/Army (SPLM/A) to end a two decade long civil war between North and South Sudan, responded swiftly and viciously to extinguish the insurgency. Through coordinated military raids with government-armed militia (collectively known as the janjaweed), the Sudanese military specifically targeted ethnic groups from which the rebels received much of their support, systematically destroying  the livelihoods of Darfuris by bombing and burning villages, looting economic resources, and murdering, raping and torturing non-combatant civilians.In March 2009, the International Criminal Court (ICC) issued an arrest warrant for Sudanese President Omar al-Bashir for two counts of war crimes and five counts of crimes against humanity. The following summer, the ICC added genocide to the charges against al-Bashir. The ICC has also issued arrest warrants for Ali Kushayb and Ahmad Haroun for a combined 92 counts of war crimes and crimes against humanity committed against civilians in Darfur. In March 2012, the ICC added Sudan’s current Minister of Defense Abdelrahim Mohamed Hussein to the list issuing an arrest warrant for crimes against humanity and war crimes in Darfur.The United Nations-African Union peacekeeping force (UNAMID) in Darfur replaced an underfunded and underequipped African Union peacekeeping mission in Darfur in January 2008. UNAMID to this day remains without the necessary resources to protect the 1.9 million internally displaced persons (IDPs) who live in large camps across Darfur. The government has increasingly obstructed UNAMID and humanitarian organizations by restricting access, often leaving the most vulnerable civilians cut off from outside aid. There are also an estimated 263,000 Darfuri refugees living across the Sudanese border in neighboring Chad. Overall, the UN estimates that more than 4.7 million people in Darfur (out of a total population of roughly 7.5 million) are still affected by the conflict.Women living in IDP camps risk rape or harassment if they leave the camp to access water, collect firewood, or plant crops; however, due to the limited access of aid, they often do not have a choice. Gender based violence (GBV) has been used as a tool to oppress women throughout the crisis and those who target women do so with impunity. Due to cultural and religious taboos, GBV often goes unreported and perpetrators are rarely held accountable for their crimes. The most famous well-known genocide is the holocaust. The holocaust had a huge effect on the US and many other places. The Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews by the Nazi regime and its c ollaborators. â€Å"Holocaust† is a word of Greek origin meaning â€Å"sacrifice by fire.† The Nazis, who came to power in Germany in January 1933, believed that Germans were â€Å"racially superior† and that the Jews, deemed â€Å"inferior,† were an alien threat to the so-called German racial community. During the  era of the Holocaust, German authorities also targeted other groups because of their perceived â€Å"racial inferiority†:Roma (Gypsies), the disabled, and some of the Slavic peoples (Poles, Russians, and others). Other groups were persecuted on political, ideological, and behavioral grounds, among them Communists, Socialists, Jehovah’s Witnesses, and homosexuals. In 1933, the Jewish population stood at over nine million. Most European Jews lived in countries that Nazi Germany would occupy or influence during World War ll By 1945, the Germans and their collaborators killed nearly two out of every three European Jews as part of the â€Å"Final Solution,† the Nazi policy to murder the Jews of Europe. Although Jews, whom the Naz is deemed a priority danger to Germany, were the primary victims of Nazi racism, other victims included some 200,000 Roma (Gypsies). At least 200,000 mentally or physically disabled patients, mainly Germans, living in institutional settings, were murdered in the so-called Euthasium program. As Nazi tyranny spread across Europe, the Germans and their collaborators persecuted and murdered millions of other people. Between two and three million Soviet Prisoners of War were murdered or died of starvation, disease, neglect, or maltreatment. The Germans targeted the non-Jewish Polish intelligentsia for killing, and deported millions of Polish and Soviet civilians for forced labor in Germany or in occupied Poland, where these individuals worked and often died under deplorable conditions. From the earliest years of the Nazi regime, German authorities persecuted homosexuals and others whose behavior did not match prescribed social norms. German police officials targeted thousands of political opponents (including Communists, Socialists, and trade unionists) and religious dissidents (such as Jehovah’s Witnesses). Man y of these individuals died as a result of incarceration and maltreatment. In the early years of the Nazi regime, the National Socialist government established concentration camps to detain real and imagined political and ideological opponents. Increasingly in the years before the outbreak of war, SS and police officials incarcerated Jews, Roma, and other victims of ethnic and racial hatred in these camps. To concentrate and monitor the Jewish population as well as to facilitate later deportation of the Jews, the Germans and their collaborators created ghettos, transit camps, and forced-labor camps for Jews during the war years. The German authorities also established numerous forced-labor camps, both in the  so-called Greater German Reich and in German-occupied territory, for non-Jews whose labor the Germans sought to exploit. Following the invasion of the Soviet Union in June 1941, Einsatzgruppen (mobile killing units) and, later, militarized battalions of Order Police officials, moved behind German lines to carry out mass-murder operations against Jews , Roma, and Soviet state and Communist Party officials. German SS and police units, supported by units of the Wehrmacht and the Waffen SS, murdered more than a million Jewish men, women, and children, and hundreds of thousands of others. Between 1941 and 1944, Nazi German authorities deported millions of Jews from Germany, from occupied territories, and from the countries of many of its Axis allies to ghettos and to killing centers, often called extermination camps, where they were murdered in specially developed gassing facilities. In the final months of the war, SS guards moved camp inmates by train or on forced marches, often called â€Å"death marches,† in an attempt to prevent the Allied liberation of large numbers of prisoners. As Allied forces moved across Europe in a series of offensives against Germany, they began to encounter and liberate concentration camp prisoners, as well as prisoners en route by forced march from one camp to another. The marches continued until May 7, 1945, the day the German armed forces surrendered unconditionally to the Allies. For the western Allies, World War II officially ended in Europe on the next day, May 8 (V-E Day), while Soviet forces announced their â€Å"Victory D ay† on May 9, 1945. In the aftermath of the Holocaust, many of the survivors found shelter in displaced persons (DP) camps administered by the Allied powers. Between 1948 and 1951, almost 700,000 Jews emigrated to Israel, including 136,000 Jewish displaced persons from Europe. Other Jewish DPs emigrated to the United States and other nations. The last DP camp closed in 1957. The crimes committed during the Holocaust devastated most European Jewish communities and eliminated hundreds of Jewish communities in occupied Eastern Europe entirely. I think the holocaust was a terrible thing and I feel extremely bad for all the Jews because for no reason at all they were killed and put in camps and basically tortured for a long time. Hitler deserved to die; I just wish he had died a lot earlier before 6 million Jews were killed because of him. They did not deserve to die. I wish someone would have shot Hitler right when the holocaust started. The bad part is the Jews didn’t even know what was  happening. When they were approached the Nazis lied to Jews about where they were going. They told them that the concentration camps were a lot nic er then they really were. They said they would receive food 3 times a day and that there was no mandatory labor, basically making the Jews want to come to the camps. And by the time the Jews realized they were lying it was too late. Another awful thing the Germans did to trick the Jews was they said that the Jews were going to get a shower when really they were going to die. The showers were really gas chambers. So what they did is they made the Jews get completely naked and then they would make them all go in the chamber and in the mean time the Jews were all excited because they were finally going to get to take a shower. The saddest part was that even tiny children were put in the gas chambers. I don’t understand how those Germans could sit there and watch kids as young as 8 die slowly. It disgusts me that they would do that. I just wish the US had known about these camps sooner because I’m sure many lives could have been saved. I still don’t see why it had to be the Jews. Why did it even have to happen? I don’t get why genocide has to happen at all, I see absolutely no point to it at all. Basically genocide is a mass murder of people based on race or religion. Why do people feel t he need to kill people based on that? There are other ways to deal with them. Killing shouldn’t even be a last resort. In my opinion people can do what they want and anyone who thinks a race should be eliminated just because deserves to be executed or be put in prison for the rest of his/her life. It is clear from empirical and historical research that democide, including genocide (however defined), are facets of totalitarian systems, and to a lesser extent of authoritarian ones. The degree to which people are not democratically free increases the likelihood of some kind of domestic genocide or democide, as in totalitarian Stalin’s Soviet Union, Hitler’s Germany, and Mao’s Communist China; or fascist Chiang Kai-shek’s China, Franco’s Spain, and Admiral Miklos Horthy’s Hungary; or dictator Saddam Hussein’s Iraq, Idi Amin’s Uganda, and Mustafa Kemal Ataturk’s Turkey. Those governments that commit virtually no domestic genocide, or other government domest ic murder or extermination campaigns, are the modern democracies that recognize civil liberties and political rights. To predict where genocide is likely to occur, look first at the totalitarian governments, and next at the authoritarian ones. Whatever the political institutions of a government, the  possibility of genocide sharply increases when it is involved in international or domestic wars. The Holocaust is one clear example. There was the mass murder of Jews before 1939, but not as a government policy to murder all Jews wherever they were or came under German control. That policy did not come into existence until Germany was well into World War II. Similarly with the mass murder of Armenians by the Young Turk government. During World War I, the Turk’s alliance with Germany and the Russian invasion of Eastern Turkey provided the Young Turks with the excuse to purify Turkey of Armenians and Christians once and for all. Similarly with Stalin’s deportation of ethnic/national minorities, such as Germans, Greeks, Meskhetians, Tartars, Ukrainians, and others during World War II that caused the death of around 750,000 of them. Perhaps a million or more were thus murdered during the Mexican Revolution from 191 0-20. And other examples of genocide being executed during military incursions, civil wars, or the fight for independence are the genocides by Angola, Burma, Chile, both Congos, Colombia, El Salvador, Indonesia, Iran, Iran, Lebanon, Myanmar, Nigeria, Rwanda, Sudan, Syria, Yugoslavia (Serbia and Croatia), and so on for many others. War has always been an excuse, cover, or stimulus for genocide and mass murder. There has been considerable research on why a perpetrator should want to destroy a group or, if not destroy the group as such, murder people because of their group membership. Motives are often complex and intertwined, but one can usually pull out among the mix a major motive. One such motive is to destroy a group that is perceived as a threat to the ruling power. Such, for example, was the 1970 parliamentary elections in Pakistan that showed the political power of East Pakistan and threatened the control over it by West Pakistan, and the power of the military government. They thus militarily seized East Pakistan and murdered over a million Bengali leaders, intellectuals, professionals, and any Hindus that the military were able to capture. Such was also the case with the strong resistance of the Ukrainian farmer to Stalin’s program of collectivization in 1931-32 coupled with the threat of Ukrainian nationalism to communist control. So, when what would have been a mild famine hit the region in 1932, Stalin magnified the famine many fold by seizing food and its sources (livestock, pets, seed grain, shooting birds in the trees, etc.) and boycotting the import of food to Ukraine. Even visitors to Ukraine were  searched and food taken away from them before they entered the Soviet Republic. About 5 million Ukrainians were starved to death. In conclusion, I think genocide has no place in this world whatsoever. I think anyone who is a part of genocide is terrible people. I just feel like there are many other solutions to problems then mass murder. Innocent people do not deserve to die because of a leader’s religious view or any views at all. Do I think it’s possible that this century could be a century of death? My answer is possibly. I say this because I feel like people only think that because a lot of people have died. How can we really tell if this century is a century of death if we can only compare to past centuries? If we could look into future centuries and see how many people will die then we could figure it out. My prediction is more and more people will die in upcoming centuries only because the population will be so great. But I could easily be wrong. So like I said I hope genocide will come to an end one day or at least be stopped before people are killed. I would hope that someone will be brav e enough to stand up to a leader of genocide. My opinion on genocide will never change. Till the day I die I will think genocide has no place in this world or anywhere else. And that all those Jews that were killed and basically anyone who was killed in a genocide deserved to live. The leaders did not. I personally think genocide is wrong in every way you can think of. Why would anyone want to deliberately kill a group of people based on race or ethnicity? There have been much genocide to take place around the world, but some are better known than others. Some people have different theories on why genocide takes place. I think that genocide occurs for a couple reasons. The leaders of the genocide may feel that the group they are eliminating could be a potential threat somehow. Another reason may be to spread fear among real enemies, also to implement a belief or religious view. I don’t really see how the Jews were a threat to Hitler but by eliminating the Jews Hitler gained a lot of power. I think the leaders know that the groups of people are not threats I just think the biggest reason is to spread fear real enemies that will defiantly be a threat someday. They do it to make a point and show that they aren’t afraid to kill. I don’t agree with killing millions to prove that at all. Some genocide occurs because of economic wealth. And what I mean by this is that if one groups sees potential in something but another group is standing in the way of success they may just feel the need to eliminate the group so they can have economic wealth. I still don’t see what brings anyone happiness by killing millions of innocent people just because you want to prove that you’re the top country or something like that. Genocide is stupid in my opinion and I see no point for it whatsoever. The more I actually think about genocide the more I become in shock at the fact that there people in world who can kill and not think twice about. I’d feel bad if I killed a deer†¦I can’t even imagine killing a human. I noticed that there has not been genocide in the United States which I am very thankful for. I feel very bad for the people who are in foreign countries where genocide may not be frowned upon. I’m sure there are many people in those countries that wish they could live in the US. Whenever I think I have it bad I always just remember about the kids that were in Bosnia and Cambodia and the other places where genocides have occurred. I’m glad that the United States has helped countries who have been in genocide. Hopefully genocide will end one day and people in foreign countries won’t have to worry about it at all. I think they should really be strict about genocide in foreign countries and the US should be quick to help the country because usually the leader of the genocide is very powerful  and most of the time the country itself is not strong enough to defend itself so that’s where the united states could be a huge help because they are a very powerful country and would most likely defeat anyone. I’m just thankful I haven’t had to endure something like the holocaust or anything close to that because I don’t think I’d be able to. I have no clue how those people did it or how anyone who’s been in genocide has done it. I have a tremendous amount of respect for those people, talk about perseverance. I also have respect for the soldiers who try to stop the genocide that is occurring at the time and the sad part is most of them end up not surviving, but they are sacrificing their lives for the people and I know the people are appreciative or at least they better be, I know I would be super appreciative of what they have done. There are a number of recorded accounts of genocide; the Holocaust, Darfur, Rwanda, former Yugoslavia, Bosnia, Cambodia and many more. The thought of systematically eradicating a group of people solely based on their religious belief, their racial background or political stance would seem superbly extreme to most people, how could genocide continue without notice or without being stopped? Time after time throughout history, there is either a lack of awareness about the genocide or the people that have the power to intercede have looked the other way or decided not to get involved. Whether or not the genocide directly affects us, it is a crime against humanity that should not be overlooked. The Armenian genocide, Beginning in 1915, ethnic Armenians living in the Ottoman Empire were rounded up, deported and executed on orders of the government. The combination of massacres, forced deportation marches and deaths due to disease in concentration camps is estimated to have killed more than 1 million ethnic Armenians, Assyrians and Greeks between 1915 and 1923. Another famous genocide was the holocaust. After coming to power in 1933, the Nazi Party implemented a highly organized strategy of persecution and murder. Their targets were the so-called â€Å"undesirables†: Jews, Slavs, Roma, the disabled, Jehovah’s Witnesses, and homosexuals, as well as political and religious dissidents.The Nazis began with stripping citizenship from German Jews on the basis of their religious identity. Shortly thereafter, in November 1938, the organized pogrom of Kristallnacht marked the beginning of mass deportations of German Jews to concentration camps. As the Nazis conquered large areas of Europe, Jews and others in Nazi-controlled areas  were also deported to camps. When the German Army invaded the Soviet Union, it soon gave rise to mobile killing squads operating throughout Eastern Europe and Russia, which killed more than one million Jews and tens of thousands of other civilians. The construction of extermination camps at Auschwitz-Birkan au, Treblinka, Belzec, Chelmno and Sobibor led to the Nazis’ killing of 2.7 million Jews and others through the use of cyanide gas, summary executions and medical experimentation. Poor living conditions in non-extermination camps led to the deaths of millions more. It is estimated that six million Jews, two out of every three living in Europe, and another 5 million people had been killed by 1945. The genocide of Cambodia was also another one. When the Khmer Rouge took control of the Cambodian government in 1975, they declared the beginning of a new age dedicated to a peasant-oriented society. Instead, after outlawing education, religion, healthcare and technology, the Khmer Rouge ordered the evacuation of Cambodia’s cities and forced these residents to labor without adequate food or rest. Those who were unable to keep up were often summarily executed. At the same time, the Khmer Rouge began to target suspected political dissidents. These citizens, including doctors, teachers and those suspected of being educated were singled out for torture at the notorious Tuol Sleng prison. In four years, between 1.7 and 2 million Cambodians died in the Khmer Rougeâ⠂¬â„¢s ‘Killing Fields. The genocide in Bosnia was very large and gory. Beginning in 1991, Yugoslavia began to break up along ethnic lines as political leaders such as Slobodan Milosevic began to use nationalist sentiment as a political tool. While Slovenian independence was relatively bloodless, Croatia’s declaration sparked a civil war between the province and the Yugoslav government. Troops from the mostly Serb Yugoslav army entered Croatian territory and committed widespread human rights abuses, including the siege of Vukovar and the shelling of Dubrovnik.In 1992, the republic of Bosnia and Herzegovina (Bosnia) also declared independence and the region quickly became the central theater of fighting between Serbs, Croats, and Bosniaks (Bosnian Muslims). During the wars in the former Yugoslavia, all belligerents committed abuses against the civilians. Soldiers and paramilitaries used rape, torture, forcible displacement, and summary executions to â€Å"ethnically cleanse† areas under their control. The actions of Serbian units, including the Bosnian Serb army and  paramilitaries, were particularly notorious for committing atrocities, including the massacres at Foca, Tuzla, Visegrad, and Srebrenica. At Srebrenica, Bosnian Serb forces under General Radko Mladic overran a U.N. safe-area and executed at least 7,500 Bosniak men and boys who were sheltering with Dutch peacekeeping troops.Due to the nature of the attacks on civilians during the Bosnian and Croatian wars, the United Nations created the International Criminal Tribunal for Yugoslavia in 1993. This tribunal is tasked with prosecuting offenders who contributed to the deaths of at least 96,000 people. The genocide in Rwanda started because of the civil war. Civil war broke out in Rwanda in 1990, further exacerbating tensions between the Tutsi minority and Hutu majority. Although a peace agreement was reached in 1992, political negotiations continued. In 1994, as he returned from the latest round of talks in neighboring Tanzania, Rwandan President Juvenal Habyarimana was killed when his plane was shot down outside of the country’s capital, Kigali. Habyarimana’s death provided the spark for an organized campaign of violence against Tutsi and moderate Hutu civilians across the country. Despite the efforts of United Nations peacekeepers, extremist Hutu groups killed between 800,000 and 1 million people across the country in only 100 days. In 1994, the United Nations created the International Criminal Tribunal for Rwanda (ICTR), dedicated to bringing those responsible for the genocide to justice. While slow-moving, the ICTR has determined that the widespread rapes committed during the Rwandan genocide may also be considered an act of torture and genocide on their own. Darfur is another genocide that has occurred. The conflict in Darfur began in the spring of 2003 when two Darfuri rebel movements — the Sudan Liberation Movement (SLM) and Justice and Equality Movement (JEM) — launched attacks against government military installations as part of a campaign to fight against the historic political and economic marginalization of Darfur.The Sudanese government, engaged in tense negotiations with the Sudan People’s Liberation Movement/Army (SPLM/A) to e nd a two decade long civil war between North and South Sudan, responded swiftly and viciously to extinguish the insurgency. Through coordinated military raids with government-armed militia (collectively known as the janjaweed), the Sudanese military specifically targeted ethnic groups from which the rebels received much of their support, systematically destroying  the livelihoods of Darfuris by bombing and burning villages, looting economic resources, and murdering, raping and torturing non-combatant civilians.In March 2009, the International Criminal Court (ICC) issued an arrest warrant for Sudanese President Omar al-Bashir for two counts of war crimes and five counts of crimes against humanity. The following summer, the ICC added genocide to the charges against al-Bashir. The ICC has also issued arrest warrants for Ali Kushayb and Ahmad Haroun for a combined 92 counts of war crimes and crimes against humanity committed against civilians in Darfur. In March 2012, the ICC added Sudan’s current Minister of Defense Abdelrahim Mohamed Hussein to the list issuing an arrest warrant for crimes against humanity and war crimes in Darfur.The United Nations-African Union peacekeeping force (UNAMID) in Darfur replaced an underfunded and underequipped African Union peacekeeping mission in Darfur in January 2008. UNAMID to this day remains without the necessary resources to protect the 1.9 million internally displaced persons (IDPs) who live in large camps across Darfur. The government has increasingly obstructed UNAMID and humanitarian organizations by restricting access, often leaving the most vulnerable civilians cut off from outside aid. There are also an estimated 263,000 Darfuri refugees living across the Sudanese border in neighboring Chad. Overall, the UN estimates that more than 4.7 million people in Darfur (out of a total population of roughly 7.5 million) are still affected by the conflict.Women living in IDP camps risk rap e or harassment if they leave the camp to access water, collect firewood, or plant crops; however, due to the limited access of aid, they often do not have a choice. Gender based violence (GBV) has been used as a tool to oppress women throughout the crisis and those who target women do so with impunity. Due to cultural and religious taboos, GBV often goes unreported and perpetrators are rarely held accountable for their crimes. The most famous well-known genocide is the holocaust. The holocaust had a huge effect on the US and many other places. The Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews by the Nazi regime and its collaborators. â€Å"Holocaust† is a word of Greek origin meaning â€Å"sacrifice by fire.† The Nazis, who came to power in Germany in January 1933, believed that Germans were â€Å"racially superior† and that the Jews, deemed â€Å"inferior,† were an alien threat to the so-called German racial community. During the  era of the Holocaust, German authorities also targeted other groups because of their perceived â€Å"racial inferiority†:Roma (Gypsies), the disabled, and some of the Slavic peoples (Poles, Russians, and others). Other groups were persecuted on pol itical, ideological, and behavioral grounds, among them Communists, Socialists, Jehovah’s Witnesses, and homosexuals. In 1933, the Jewish population stood at over nine million. Most European Jews lived in countries that Nazi Germany would occupy or influence during World War ll By 1945, the Germans and their collaborators killed nearly two out of every three European Jews as part of the â€Å"Final Solution,† the Nazi policy to murder the Jews of Europe. Although Jews, whom the Nazis deemed a priority danger to Germany, were the primary victims of Nazi racism, other victims included some 200,000 Roma (Gypsies). At least 200,000 mentally or physically disabled patients, mainly Germans, living in institutional settings, were murdered in the so-called Euthasium program. As Nazi tyranny spread across Europe, the Germans and their collaborators persecuted and murdered millions of other people. Between two and three million Soviet Prisoners of War were murdered or died of starvation, disease, neglect, or maltreatment. The Germans targeted the non-Jewish Polish intelligentsia for killing, and deported millions of Polish and Soviet civilians for forced labor in Germany or in occupied Poland, where these individuals worked and often died under deplorable conditions. From the earliest years of the Nazi regime, German authorities persecuted homosexuals and others whose behavior did not match prescribed social norms. German police officials targeted thousands of political opponents (including Communists, Socialists, and trade unionists) and religious dissidents (such as Jehovah’s Witnesses). Many of these individuals died as a result of incarceration and maltreatment. In the early years of the Nazi regime, the National Socialist government established concentration camps to detain real and imagined political and ideological opponents. Increasingly in the years before the outbreak of war, SS and police officials incarcerated Jews, Roma, and other victims of ethnic and racial hatred in these camps. To concentrate and monitor the Jewish population as well as to facilitate later deportation of the Jews, the Germans and their collaborators created ghettos, transit camps, and forced-labor camps for Jews during the war years. The German authorities also established numerous forced-labor camps, both in the  so-called Greater German Reich and in German-occupied territory, for non-Jews whose labor the Germans sought to exploit. Following the invasion of the Soviet Union in June 1941, Einsatzgruppen (mobile killing units) and, later, militarized battalions of Order Police officials, moved behind German lines to carry out mass-murder operations against Jews, Roma, and Soviet state and Communist Party officials. German SS and police units, supported by units of the Wehrmacht and the Waffen SS, murdered more than a million Jewish men, women, and children, and hundreds of thousands of others. Between 1941 and 1944, Nazi German authorities deported millions of Jews from Germany, from occupied territories, and from the countries of many of its Axis allies to ghettos and to killing centers, often called extermination camps, where they were murdered in specially developed gassing facilities. In the final months of the war, SS guards moved camp inmates by train or on forced marches, often called â€Å"death marches,† in an attempt to prevent the Allied liberation of large numbers of prisoners. As Allied forces moved across Europe in a series of offensives against Germany, they began to encounter and liberate concentration camp prisoners, as well as prisoners en route by forced march from one camp to another. The marches continued until May 7, 1945, the day the German armed forces surrendered unconditionally to the Allies. For the western Allies, World War II officially ended in Europe on the next day, May 8 (V-E Day), while Soviet forces announced their â€Å"Victory Day† on May 9, 1945. In the aftermath of the Holocaust, many of the survivors found shelter in displaced persons (DP) camps administered by the Allied powers. Between 1948 and 1951, almost 700,000 Jews emigrated to Israel, including 136,000 Jewish displaced persons from Europe. Other Jewish DPs emigrated to the United States and other nations. The last DP camp closed in 1957. The crimes committed during the Holocaust devastated most European Jewish communities and eliminated hundreds of Jewish communities in occupied Eastern Europe entirely. I think the holocaust was a terrible thing and I feel extremely bad for all the Jews because for no reason at all they were killed and put in camps and basically tortured for a long time. Hitler deserved to die; I just wish he had died a lot earlier before 6 million Jews were killed because of him. They did not deserve to die. I wish someone would have shot Hitler right when the holocaust started. The bad part is the Jews didn’t even know what was  happening . When they were approached the Nazis lied to Jews about where they were going. They told them that the concentration camps were a lot nicer then they really were. They said they would receive food 3 times a day and that there was no mandatory labor, basically making the Jews want to come to the camps. And by the time the Jews realized they were lying it was too late. Another awful thing the Germans did to trick the Jews was they said that the Jews were going to get a shower when really they were going to die. The showers were really gas chambers. So what they did is they made the Jews get completely naked and then they would make them all go in the chamber and in the mean time the Jews were all excited because they were finally going to get to take a shower. The saddest part was that even tiny children were put in the gas chambers. I don’t understand how those Germans could sit there and watch kids as young as 8 die slowly. It disgusts me that they would do that. I just wish the US had known about these camps sooner because I’m sure many lives cou ld have been saved. I still don’t see why it had to be the Jews. Why did it even have to happen? I don’t get why genocide has to happen at all, I see absolutely no point to it at all. Basically genocide is a mass murder of people based on race or religion. Why do people feel the need to kill people based on that? There are other ways to deal with them. Killing shouldn’t even be a last resort. In my opinion people can do what they want and anyone who thinks a race should be eliminated just because deserves to be executed or be put in prison for the rest of his/her life. It is clear from empirical and historical research that democide, including genocide (however defined), are facets of totalitarian systems, and to a lesser extent of authoritarian ones. The degree to which people are not democratically free increases the likelihood of some kind of domestic genocide or democide, as in totalitarian Stalin’s Soviet Union, Hitler’s Germany, and Mao’s Communist China; or fascist Chiang Kai-shek’s China, Franco’s Spain, and Admiral Miklos Horthy’s Hungary; or dictator Saddam Hussein’s Iraq, Idi Amin’s Uganda, and Mustafa Kemal Ataturk’s Turkey. Those governments that commit virtually no domestic genocide, or other government domestic murder or extermination campaigns, ar e the modern democracies that recognize civil liberties and political rights. To predict where genocide is likely to occur, look first at the totalitarian governments, and next at the authoritarian ones. Whatever the political institutions of a government, the  possibility of genocide sharply increases when it is involved in international or domestic wars. The Holocaust is one clear example. There was the mass murder of Jews before 1939, but not as a government policy to murder all Jews wherever they were or came under German control. That policy did not come into existence until Germany was well into World War II. Similarly with the mass murder of Armenians by the Young Turk government. During World War I, the Turk’s alliance with Germany and the Russian invasion of Eastern Turkey provided the Young Turks with the excuse to purify Turkey of Armenians and Christians once and for all. Similarly with Stalin’s deportation of ethnic/national minorities, such as Germans, Greeks, Meskhetians, Tartars, Ukrainians, and others during World War II that caused the death of around 750,000 of them. Perhaps a million or more were thus murdered during the Mexican Revolution from 1910-20. And other examples of genocide being executed during military incursions, civil wars, or the fight for independence are the genocides by Angola, Burma, Chile, both Congos, Colombia, El Sa lvador, Indonesia, Iran, Iran, Lebanon, Myanmar, Nigeria, Rwanda, Sudan, Syria, Yugoslavia (Serbia and Croatia), and so on for many others. War has always been an excuse, cover, or stimulus for genocide and mass murder. There has been considerable research on why a perpetrator should want to destroy a group or, if not destroy the group as such, murder people because of their group membership. Motives are often complex and intertwined, but one can usually pull out among the mix a major motive. One such motive is to destroy a group that is perceived as a threat to the ruling power. Such, for example, was the 1970 parliamentary elections in Pakistan that showed the political power of East Pakistan and threatened the control over it by West Pakistan, and the power of the military government. They thus militarily seized East Pakistan and murdered over a million Bengali leaders, intellectuals, professionals, and any Hindus that the military were able to capture. Such was also the case with the strong resistance of the Ukrainian farmer to Stalin’s program of collectivization in 1931-32 coupled with the threat of Ukrainian nationalism to communist control. So, when what would have been a mild famine hit the region in 1932, Stalin magnified the famine many fold by seizing food and its sources (livestock, pets, seed grain, shooting birds in the trees, etc.) and boycotting the import of food to Ukraine. Even visitors to Ukraine were  searched and food taken away from them before they entered the Soviet Republic. About 5 million Ukrainians were starved to death. In conclusion, I think genocide has no place in this world whatsoever. I think anyone who is a part of genocide is terrible people. I just feel like there are many other solutions to problems then mass murder. Innocent people do not deserve to die because of a leader’s religious view or any views at all. Do I think it’s possible that this century could be a century of death? My answer is possibly. I say this because I feel like people only think that because a lot of people have died. How can we really tell if this century is a century of death if we can only compare to past centuries? If we could look into future centuries and see how many people will die then we could figure it out. My prediction is more and more people will die in upcoming centuries only because the population will be so great. But I could easily be wrong. So like I said I hope genocide will come to an end one day or at least be stopped before people are killed. I would hope that someone will be brav e enough to stand up to a leader of genocide. My opinion on genocide will never change. Till the day I die I will think genocide has no place in this world or anywhere else. And that all those Jews that were killed and basically anyone who was killed in a genocide deserved to live. The leaders did not.

Exchange of letters Essay

This book is about the exchange of letters between two ladies named Urbana and Felisa; and through these letters Fr. Modesto de Castro made known the desirable behavior that everyone-young and old, women and men-should observe in dealing with other people well. It is thought by many that the ideal conduct described in this book should be emulated by Filipinos and should not be cause for embarrasment even in these days. Filipinos do not need an Emily Post to teach them good manners because we already have Father de Castro who left behind golden rules which Filipinos ought to follow not only then but even now and in the time to come. In these times when our societies are dominated by new patterns of behavior and when even laws governing the home have changed and been swept away by the winds buffeting our shores brought about by Western values, now, more than at any other time, there is a need to return to the past periodically. This is not to strip ourselves bare of new ways which we have donned in entering into new relation- ships, but to see mirrored in the waters glimpses of a beautiful and glorious past. What we experienced is inscribed in the book of life thus: ‘Those who fail to look back at the past/will never arrive at their destination. â€Å") (Those of you who are mothers who have the duty to teach your chil- dren those great truths announced in the Sacred Scripture, you shouldstrive to fulfill these weighty responsibilities for which you have to account before God. ) (The knowledge that teaches a person how to deal with his/her neighbor comes from love of one’s neighbor; love of neighbor comes from love of God. Thus, one who loves God knows how to deal with his/her neighbor well, and anyone who does not know should strive to learn, because this knowledge springs from good action which God delights in. Those who know how to deal with their neighbor possess good man- ners, for they are careful that their action, behavior, and speech are within certain boundaries pleasing to God and to their fellowmen. Thus, this knowledge is a precious gem to a woman, honor to a gen- tleman, ornament to a young man, beauty and loveliness associated with good behavior that captures the heart. But if you neglect your responsibilities, allow them to grow lacking in guidance, stripped of good manners, and forced to account for them- selves before God, and when the time comes for them to live their lives, and you see only bad harvest, woe to you; you will be blamed because you have been neglectful parents. ) (The name ‘Urbana† connotes good manners. In her letters to her sis- ter Felisa, a young woman, a child, a married couple, a young man can learn some lessons to suit their various conditions. From Felisa a young woman can learn how to avoid dangers to her purity; and Felisa’s proper behavior can guide anyone who wants to preserve her goodness and modesty. ) (And if from the examples I proferred, you mothers would deign to pick up some lessons, internalize and observe them, and I witness how your children have profited from your labor to make the lessons bear fruit, can you guess what I will say? I will say that I have come across good fortune, for I am like the sower and the seeds I scattered fell on good soil. Before you say anything, reflect on it first, and follow St. Augustine’s advice, that any utterance must be measured, and weighed by the mind. Be careful, for an evil word once spoken can never be taken back again. When speaking, avoid gesticulating excessively, speak quietly so as not to shatter the listener’s eardrums; neither is it proper to speak too deliberately because a person who is too full of himself, apart from having little credibility, becomes a butt of joke and a source of irrita- tion to the listener. When the hand, the face or the clothes become dirty, clean up first before going to school. . . . When talking to another, avoid showing timidity, speak forthrightly, do not speak with too much sweetness or affectation, do not scratch, or scrub the hand nor wet the finger with saliva to scrub . . . . Do not give half-eaten or dirty food to another. ) (Even a strong body weakens, gets sick and even though still young, it ages prematurely and dies due to excessive drinking. The most san- guine color fades, and the face becomes pale, . The agility of youth, the excitement of middle life, the splendor of beauty wither away; all these wine makes a mockery of. ) (In time, after numerous dalliances, her honor is shattered, her fami- ly’s reputation is tarnished while the townsfolk tattle, but the most painful is the loss of the souls of these unfortunate women, and the many people who sinned because of these women’s bad examples. Who will God blame for these sins but the negligent parents? ) (First, the couple must be alike in class and character. Second, love must exist. Third, love must be in moderation. Fourth, they should trust each other. Fifth, the woman must not be much richer than the man. Sixth, the couple must be of the same age, or almost the same age. Seventh, the woman’s beauty must not be extraordinary. Eighth, both must be peace-loving and despise sinful merrymaking. Ninth, neither must be fond of incessant gambling. Tenth, they should neither be miserly nor prodigal. Eleventh, both should be industrious and despise laziness. Twelfth, both should avoid ostentatious display. Thirteenth, both should possess inner strength and endurance. ) Walking in a studied manner is not appropriate, nor is provocatively swaying the hips nor coyly glancing at a young man proper, because a woman will be faulted for breach of decorum. ) (When a young woman, through the way she walks, acts and uses her eyes, displays anything that runs counter to proper behavior, she in effect is inviting a man to treat her scornfully. ) (The world is a place of suffering, where pain comes from the parent, the spouse and child, and from other members of the family. If a woman’s threshold of suffering is low, marriage will offer no fulfillment. ) (If you, Felisa, can endure the pain, embrace the heavy cross invari- ably placed on the shoulders of a married woman, I say accept this weighty burden. if you strive . . . to follow the path of goodness and holiness that are a woman’s treasures, and which Solomon searched for and that the Holy Spirit praised, then 1 say to you, accept the sac- rament of matrimony. )

Education in Schools Essay

The Inspectorate wishes to thank the following for the use of photographs: Clonakilty Community College, Clonakilty, Co Cork Saint Mark’s Community School, Tallaght, Dublin 24 Saint Mac Dara’s Community College, Templeogue, Dublin 6W Scoil Barra Naofa, Monkstown, Cork Scoil Nano Nagle and Talbot Senior National School, Clondalkin, Dublin 22 Whitechurch National School, Whitechurch Road, Dublin 16  © 2008 Department of Education and Science ISBN-0-0000-0000-X. Designed by Slick Fish Design, Dublin Printed by Brunswick Press, Dublin Published by Evaluation Support and Research Unit Inspectorate Department of Education and Science Marlborough Street Dublin 1 To be purchased directly from Government Publications Sales Office Sun Alliance House Molesworth Street Dublin 2 or by post from Government Publications Postal Trade Section Unit 20 Lakeside Retail Park Claremorris Co Mayo â‚ ¬20 Contents Foreword Executive summary xi xiii Part 1 Introduction Chapter 1 ICT in primary and post-primary education in Ireland 1. 1 1. 2 1. 3. Introduction Background ICT policy and investment in education 1. 3. 1 1. 3. 2 1. 3. 3 1. 4 1. 4. 1 1. 4. 2 1. 4. 3 1. 4. 4 1. 5 Policy for ICT in education ICT in the curriculum Investment in ICT in education Computers in schools Other ICT equipment in schools Expenditure on ICT and technical support Other areas covered in the census 1 2 3 6 6 9 11 12 12 14 15 16 16 17 18 18 20 21 21 22 23 24 25 27 28 30 30 30 30 30 ICT infrastructure census in schools (2005) Summary Evaluation methods Chapter 2 2. 1 2. 2 2. 3 2. 4 Introduction Approaches to evaluating ICT in schools Overview and aims of the evaluation National survey of primary and post-primary principals and teachers 2. 4. 1 2. 4. 2 2. 4. 3 2. 4. 4 Survey sampling methods Survey research methods Response rate Comparison of respondents and population 2. 5 2. 6 Case-study school evaluations 2. 6. 1 2. 6. 2 Primary schools Post-primary schools Observations during classroom inspections (primary) and subject inspections (post-primary) 27 2. 7 2. 8 On-line evaluation Evaluation outputs and terms 2. 8. 1 2. 8. 2 2. 8. 3. Outputs Junior and senior classes Quantitative terms used in this report iii ICT in Schools Part 2 Chapter 3 3. 1 3. 2 3. 3 3. 4 3. 5 ICT infrastructure and planning in schools ICT infrastructure in primary and post-primary schools 31 32 33 37 38 41 41 42 45 45 49 53 56 57 59 59 61 64 64 66 69 70 70 72 73 75 79 80 81 90 98 99 99 101 102 102 105. Introduction The ICT advisory service ICT and funding ICT maintenance, technical support, and obsolescence Access to computers 3. 5. 1 3. 5. 2 Access by teachers Access by students Organisation of ICT facilities in case-study primary schools Organisation of ICT facilities in case-study post-primary schools 3. 6. The use of computers in schools 3. 6. 1 3. 6. 2 3. 7 3. 8 3. 9. ICT peripherals Software Use of e-mail 3. 10. 1 3. 10. 2 3. 11. 1 3. 11. 2 The learning platform The school web site Main findings Recommendations ICT planning in primary and post-primary schools 3. 10 The on-line environment 3. 11 Summary of findings and recommendations Chapter 4 4. 1 4. 2 Introduction The planning process 4. 2. 1 4. 2. 2 4. 2. 3 4. 2. 4 The ICT steering committee The ICT co-ordinator The ICT plan The acceptable-use policy Teachers’ professional development Using ICT in classroom and lesson planning and preparation Planning for using ICT in teaching and learning Principals’ priorities for ICT development Teachers’ priorities for ICT development Main findings Recommendations. 4. 3 Implementation of ICT planning 4. 3. 1 4. 3. 2 4. 3. 3 4. 4 Forward planning 4. 4. 1 4. 4. 2 4. 5 Findings and recommendations 4. 5. 1 4. 5. 2 iv Part 3 Chapter 5 5. 1 5. 2 5. 3 ICT and teaching and learning in schools ICT and teaching and learning in primary schools 107 108 108 111 111 112 113 114 116 120 126 127 127 127 128 129 130 131 133 134 134 134 135 135 137 139 140 141 141 145 148 149 151 152 153 155 163 167 Introduction Teachers’ ICT qualifications and skills Classroom practice and ICT 5. 3. 1 5. 3. 2 5. 3. 3 5. 3. 4 5. 3. 5 5. 3. 6 5. 3. 7 Planning Frequency of ICT use Organisation of ICT use Focus of ICT use Use of resources and applications in the classroom Quality of provision Provision for students with special educational needs by mainstream class teachers Access to ICT Planning for the use of ICT Frequency of ICT use Focus of ICT use Use of resources and applications Quality of provision 5. 4 ICT in special education 5. 4. 1 5. 4. 2 5. 4. 3 5. 4. 4 5. 4. 5 5. 4. 6 5. 5 5. 6. Assessment Developing ICT in the classroom 5. 6. 1 5. 6. 2 Factors that constrain the development of ICT in the curriculum Factors that facilitate the development of ICT in the curriculum Main findings Recommendations ICT and teaching and learning in post-primary schools 5. 7 Findings and recommendations 5. 7. 1 5. 7. 2 Chapter 6 6. 1 6. 2 Introduction ICT qualifications and skills 6. 2. 1 6. 2. 2 Teachers’ ICT qualifications and skill levels Students’ ICT skill levels Timetabling of dedicated ICT lessons Curriculum and content of dedicated ICT lessons School principals’ support for the use of ICT in the classroom ICT in practice in the classroom Quality of provision 6. 3 Dedicated ICT lessons 6. 3. 1 6. 3. 2 6. 4 Classroom practice and ICT 6. 4. 1 6. 4. 2 6. 4. 3 6. 5 ICT and special educational needs v ICT in Schools 6. 6 6. 7 Assessment Developing ICT in the classroom 6. 7. 1 6. 7. 2 Factors that constrain the development of ICT in the classroom Factors that facilitate the development of ICT in the classroom Main findings Recommendations. 168 168 168 170 172 172 174 6. 8 Findings and recommendations 6. 8. 1 6. 8. 2 Part 4 Chapter 7 7. 1 7. 2 Summary of findings and recommendations Main findings and recommendations 177 178 179 179 181 182 184 184 186 188 188 189 191 194 197 Introduction Main findings 7. 2. 1 7. 2. 2 7. 2. 3 Infrastructure ICT Planning ICT in teaching and learning ICT infrastructure Professional development needs of teachers ICT infrastructure in schools Planning for ICT in schools ICT in teaching and learning 7. 3 Main recommendations for policy-makers and policy advisors 7. 3. 1 7. 3. 2 7. 4 Main recommendations for schools 7. 4. 1 7. 4. 2 7. 4. 3 References Appendix vi Abbreviations. AP AUP BOM CAD CEB CESI CPD DES ECDL EGFSN ERNIST ESI EU FETAC ICD ICT ISC LC LCA LCVP LSRT MLE NCC NCCA NCTE NPADC OECD PCSP PISA SCR SDP SDPI SDPS SDT SESE SESS SIP TIF VEC VLE WSE assistant principal acceptable use policy board of management computer-aided design Commercial Examining Board Computer Studies Society of Ireland continuing professional development Department of Education and Science European Computer Driving Licence Expert Group on Future Skills Needs European Research Network for ICT in Schools of Tomorrow Education Services Interactive (Project). European Union Further Education and Training Awards Council in-career development information and communications technology Information Society Commission Leaving Certificate (Established) Leaving Certificate—Applied Leaving Certificate Vocational Programme learning-support resource teacher managed learning environment National Competitiveness Council National Council for Curriculum and Assessment National Centre for Technology in Education National Policy Advisory and Development Committee Organisation for Economic Co-operation and Development Primary Curriculum Support Programme Programme for International Student Assessment student-computer ratio school development planning School Development Planning Initiative (Post-primary). School Development Planning Support (Primary) special-duties teacher Social, Environmental and Scientific Education Special Education Support Service Schools Integration Project Telecommunications and Internet Federation Vocational Education Committee virtual learning environment whole-school evaluation vii ICT in Schools Tables Table 1. 1 Table 1. 2 Table 1. 3 Table 2. 1 Table 2. 2 Table 2. 3 Table 2. 4 Table 3. 1 Table 4. 1 Table 4. 2 Table 4. 3. Table 4. 4 Table 4. 5 Table 4. 6 Table 5. 1 Table 5. 2 Table 5. 3 Table 5. 4 Table 5. 5 Table 5. 6 Table 5. 7 Table 5. 8 Table 5. 9 Funding of ICT in education policy initiatives Student-computer ratio (SCR) in each school sector in given years Proportion of schools having at least one fixed and one mobile data projector Comparison of survey sample. and population, primary schools Comparison of survey sample and population, post-primary schools Number and level of lessons observed, post-primary schools Quantitative terms used in the report Awareness and use of NCTE and ICT advisory services among teachers Teachers’ attendance at NCTE and ICT advisory service training courses Professional development preferences of post-primary teachers, by subject Teachers’ use of internet resources in planning and preparation for teaching Primary principals’ views on the strategic development of ICT Post-primary principals’ views on the strategic development of ICT Teachers’ priority areas for the development of ICT Proportion of primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced†. Proportion of primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† Inspectors’ observations on the use of ICT to facilitate teaching and learning in classrooms Teachers’ use of software and the internet to facilitate learning Most frequently used applications in the teaching of individual curricular areas Applications used by members of special-education support teams to promote the development of skills. Most frequently used applications to promote the development of individual learning priority areas Comparison of inspectors’ ratings of the quality of ICT provision in supporting children with special educational needs in mainstream and special-education support settings Table 5. 10 Table 6. 1 Table 6. 2 Table 6. 3 Sample of inspectors’ comments on the quality of ICT use in special-education support settings Proportion of post-primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced† Proportions of post-primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† 144 Timetabled dedicated ICT lessons in post-primary schools 149 142 133 132 131 130 113 117 117 111 109 12 13 14 24 25 29 30 36 83 88 93 100 100 102 Inspectors’ comments on the quality of use of ICT observed in teaching and learning 123 viii Table 6. 4 Table 6. 5 Table 6. 6 Table 6. 7 Table 6. 8 Table 6. 9. Commonly taught topics in dedicated ICT lessons Principals’ descriptions of how ICT is used in some subjects Principals’ views on the impact of ICT on teaching and learning Location of lessons observed during subject inspections ICT resources available in the classrooms of lessons observed Use of the internet and software in teaching and learning 151 153 154 155 155 161 Diagrams Fig. 2. 1 Fig. 2. 2 Fig. 2. 3 Fig. 3. 1 Fig. 3. 2 Fig. 3. 3 Fig. 3. 4 Fig. 3. 5 Fig. 3. 6 Fig. 3. 7 Fig. 3. 8 Fig. 3. 9 Fig. 3. 10 Fig. 4. 1 Fig. 4. 2 Fig. 4. 3 Fig. 4. 4 Fig. 4. 5 Fig. 4. 6 Fig. 4. 7 Fig. 4. 8 Fig. 4. 9 Fig. 4. 10 Fig. 4. 11 Fig. 4. 12 Fig. 4. 13 Fig. 5. 1 Fig. 5. 2 Fig. 5. 3 Survey response rates Mainstream lesson observations in primary schools Subjects reviewed at post-primary level Teachers’ ratings of NCTE and ICT advisory services Access to computers by primary teachers Access to computers by post-primary teachers Access to computers by fifth-class students Access to computers by fifth-year students Frequency of use of ICT peripherals by primary teachers Frequency of use of ICT peripherals by post-primary teachers Provision and use of e-mail address by subject taught, post-primary schools. The primary school web site: teachers’ responses The post-primary school web site: teachers’ responses Contents of ICT plans, primary schools Contents of ICT plans, post-primary schools Staff ICT training in primary schools within the previous three years Staff ICT training in post-primary schools within the previous three years Principals’ and teachers’ views on ICT training requirements, primary schools Principals’ and teachers’ views on ICT training requirements, post-primary schools Use of computers for lesson preparation Resources provided by mainstream primary teachers using ICT Use of the internet in planning and preparation for teaching, by subject Scoilnet visits by teachers. The most popular sections of Scoilnet among teachers Teachers’ ratings of Scoilnet Teachers’ views on what Scoilnet should contain Use and related proficiency of applications in teaching Extent to which mainstream teachers plan for the use of ICT Organisation of teaching and learning during use of ICT 23 28 29 34 41 42 43 44 54 54 58 62 62 77 77 81 82 86 87 90 91 93 94 95 96 97 110 112 113 ix ICT in Schools Fig. 5. 4 Fig. 5. 5 Fig. 5. 6 Fig. 5. 7 Fig. 5. 8 Fig. 5. 9 Fig. 5. 10 Fig. 5. 11 Fig. 5. 12 Fig. 5. 13 Fig. 5. 14 Fig. 6. 1 Fig. 6. 2 Fig. 6. 3 Fig. 6. 4 Fig. 6. 5 Fig. 6. 6 Fig. 6. 7 Fig. 6. 8 Fig. 6. 9 Fig. 7. 1. Frequency of ICT use to promote learning in curricular areas Frequency of ICT use among mainstream and special class teachers to facilitate development of skills Frequency of use of individual internet resources by internet users Inspectors’ rating of the quality of use of ICT in teaching and learning Students’ proficiency in individual tasks Level of ICT support for students with special educational needs in mainstream classrooms Level of access by students with special educational needs in special-education support settings. Extent to which special-education support team members plan for the use of ICT Inspectors’ observations of the use of ICT to facilitate teaching and learning in special-education support settings Frequency of ICT use in special-education support settings to facilitate development of skills Inspectors’ ratings of the quality of use of ICT in teaching and learning observed in special-education support settings Proficiency and use of applications in teaching Students’ use of computers Students’ ICT skill levels Use of ICT in the planning and preparation of observed lessons Main uses of ICT in teaching and learning in the subjects inspected, as reported by teachers. Frequency of use of computers in teaching Settings in which ICT is used in classrooms Use of the internet and applications, by subject area Inspectors’ rating of the quality of use of ICT in teaching and learning observed International student-computer ratios from PISA 2003 114 115 119 122 125 126 127 128 128 129 132 143 146 147 156 157 158 159 162 164 179 x Foreword. Information and communication technology has brought profound changes to almost all aspects of our lives in recent years. It has transformed activities as basic as how we work, communicate with each other, treat illnesses, travel, shop and enjoy our leisure time. The pace of change shows no sign of slowing: indeed, the development of ICT and its applications to areas such as the integration of media, are continuing at even faster rates than heretofore. In a relatively short period of time, ICT skills have become as fundamental to living a full life as being able to read, write and compute. Ireland has been a leading player in the development of the ICT industry. We have been a leading exporter of ICT hardware and software, and many of the key businesses in the industry have important bases here. Like other countries, we have also recognised that if our young people are to live full lives in a world transformed by ICT, they need to have opportunities to acquire and develop ICT skills from an early age. Since the late 1990s, we have made considerable investments in ICT infrastructure in schools, and in training for teachers and other professionals. Until now, little national research evidence has been published on the impact that the new technologies have had on schools and especially on teaching and learning. This report examines the extent to which ICT has been used in schools at both primary and post-primary levels and, more importantly, assesses the impact that ICT has had on teaching and learning, including the ways in which ICT is used to support the learning of students with special educational needs. The evaluation shows that while much progress has been achieved in the roll-out of ICT in schools, considerable challenges remain. The report presents findings and recommendations that will be of interest to teachers, principals, school support services, curriculum developers and policy-makers. I hope that it will inform debate and policy decisions on how we can ensure that young people have the skills, knowledge and attitudes necessary to benefit from the opportunities presented by this powerful technology in the years ahead. Eamon Stack Chief Inspector xi ICT in Schools xii Executive summary xiii ICT in Schools Executive summary. An evaluation of the infrastructure, planning and use of information and communications technology in teaching and learning was conducted by the Inspectorate in primary and post-primary schools during the school year 2005/06. The objectives of the evaluation were: †¢ to examine the extent to which ICT was used in primary and post-primary schools †¢ to evaluate the impact of ICT on teaching and learning †¢ to assess the ICT skills of students at selected points in the education system and to obtain their views on their experience of ICT in their schooling †¢ to obtain the views of principals and teachers on their ICT skills and their opinions of the impact and future role of ICT in education †¢ to make recommendations for policy development regarding ICT in schools. xiv Executive summary. The evaluation methods comprised: †¢ a national survey of primary (234) and post-primary (110) principals †¢ a national survey of primary (1,162) and post-primary (800) teachers †¢ case-study school evaluations by inspectors (32 primary schools, 20 post-primary schools) †¢ observations during classroom inspections (77 primary schools) †¢ observations during subject inspections (111 post-primary schools) †¢ a follow-up on-line survey of teachers in case-study post-primary schools. Summary of main findings The findings and recommendations are summarised here and are elaborated in chapter 7. Infrastructure †¢ The student-computer ratio (SCR) in Irish schools is 9. 1:1 at primary level and 7:1 at post-primary level. Information available from the OECD suggests that countries that have taken the lead in the provision of ICT in schools are aiming for or achieving a SCR of 5:1. †¢ In the main, schools make effective use of the grants provided by the DES for developing their ICT systems. However, schools generally spend considerably more on ICT than the sums made available through these grants schemes. †¢ The lack of technical support and maintenance is a significant impediment to the development of ICT in schools. †¢ At primary level, computer rooms are generally a feature of the larger schools. However, access by students to computers was found to be superior where the computers were located in the classrooms. At the post-primary level there is a greater permeation of computers in specialist rooms than in general classrooms. †¢ Schools were found to use a limited range of ICT peripherals, mainly printers, scanners, and digital cameras. Digital projectors were found in post-primary schools. At primary level, interactive whiteboards were present in a small number of schools. †¢ Schools that made dedicated computer facilities available to teachers reported that it led to the use of more high-quality and creative teaching resources in classrooms. xv ICT in Schools Planning †¢ Responsibility for ICT in a school can lie with an ICT steering committee, the principal, the deputy principal, an ICT co-ordinator, or a combination of these personnel. Greater efficiency is achieved where a named person has responsibility for ICT within a school and where their role is clearly defined. †¢ The majority (71%) of primary schools surveyed, but fewer than half (46%) of post-primary schools, were found to have a written ICT plan. These plans tend to concentrate more on infrastructural issues than on how ICT can be used to enhance teaching and learning. †¢ Most schools (83% of primary schools, 87% of post-primary schools) were found to have an acceptable-use policy (AUP). This is a product of the requirements of the Schools Broadband Access Programme and the safety-awareness initiatives of the NCTE. It is also an indication of the seriousness that schools attach to the risks associated with the use of the internet. †¢ The majority of teachers make some use of ICT in lesson planning and preparation. Newly qualified teachers are more likely to use ICT for this purpose than their more experienced colleagues. However, fewer teachers were found to plan for the use of ICT in teaching and learning. At the post-primary level, planning for the use of ICT in teaching varies between subjects. The programmes for Transition Year, LCVP and LCA specifically encourage planning for the use of ICT in teaching and learning. Teachers of these programmes regularly reported that their involvement also encouraged them to use ICT in their teaching with other class groups. †¢ School principals and teachers identified the provision and maintenance of hardware in schools and the provision of professional development opportunities in ICT as being strategically important for the development of ICT in their school. Generic programmes of professional development, because of their wider appeal, were found to have a greater take-up among teachers than topic-specific programmes. Teaching and learning †¢ Only 30% of primary teachers and 25% of post-primary teachers rated their ability as either â€Å"intermediate† or â€Å"advanced† with regard to using teaching and learning methods that are facilitated by ICT. Recently qualified teachers had a higher perception of their ICT skills than more experienced teachers. †¢ At the primary level, the inspectors reported evidence of the use of ICT to facilitate teaching and learning in 59% of the classrooms visited. However, the inspectors observed ICT actually being used in only 22% of the lessons observed. Nearly a quarter of all inspections showed a competent or optimal level of performance in relation to the use of ICT in the classroom. xvi Executive summary †¢ Where ICT is used in primary classrooms it predominates in core curricular areas, such as English and Mathematics, and in Social, Environmental and Scientific Education (SESE). †¢ The evaluation found that many fifth-class students in primary schools do not have the competence to complete basic tasks on the computer. While most students reported being able to perform many of the most basic computer tasks, such as turning a computer on and off and opening or saving a file, more than 30% reported that they were not able to print a document or to go on the internet by themselves. Almost half (47%) reported not being able to create a document by themselves. The majority did not know how to create a presentation (72%), use a spreadsheet (86%), or send an attachment with an e-mail message (88%). Competence in the use of ICT is limited for the most part to basic ICT skills, centred on the use of word-processing. †¢ Only 18% of the post-primary lessons observed by the inspectors involved an ICT-related activity. Students’ interaction with the technology was observed in only about a quarter of these instances. The most common ICT-related activity observed was the use of a data projector to make a presentation to a class group. Inspectors judged that effective integration of ICT in teaching and learning was occurring in approximately half of the lessons in which the use of ICT was observed (i. e. in approximately 11% of all lessons observed). †¢ Dedicated ICT lessons at the post-primary level are more prevalent among first-year classes, and are provided less frequently as students progress towards the Junior Certificate. The majority of schools concentrate on providing students with such lessons in their Transition Year, in the LCVP, and in the LCA. †¢ High levels of integration of ICT were found at the post-primary level in the science and applied science subjects and in subjects in the social studies I group. 1 Subjects were also identified that rarely made use of ICT, the most notable being Irish. †¢ The evaluation found that fifth-year students in post-primary schools had the confidence to perform many basic computer operations by themselves, for example saving, printing, deleting, opening and editing a document. However, it also found that they generally needed some assistance to perform more complicated tasks, such as moving files, copying files to external storage devices, and writing and sending e-mail. A relatively low proportion of these students reported being able to create a multimedia presentation. Students required most help with attaching a file to an e-mail message, constructing a web page, or dealing with computer viruses. While the post-primary inspectors generally commented positively on the students’ ICT work that they observed, they were also concerned that the tasks undertaken by the students were largely word-processing and presentation tasks. 1 Social Studies I group includes History; Geography; Art, Craft, and Design; and Music. Social Studies II group includes Religious Education; Physical Education; Civic, Social and Political Education (CSPE); and Social, Personal and Health Education (SPHE). xvii ICT in Schools †¢ ICT is widely used to facilitate the provision by schools of special education. Generally, ICT is used more frequently by members of the special-education team rather than by mainstream class teachers. The emphasis in students’ engagement with ICT in special-education settings is mainly on the support of literacy. Support for ICT †¢ The level of awareness among teachers of the ICT advisory service is generally low, with fewer than half the respondents at both the primary and the post-primary level reporting an awareness of it. Awareness is higher, however, among ICT co-ordinators than among other teachers. †¢ The use of the ICT advisory service is also low. At the primary level only 22% of all respondents reported having used the service, while at the post-primary level the corresponding figure was 15%. Summary of key recommendations for policy-makers and policy advisors †¢ The level of ICT infrastructure in schools needs to be improved. Specifically, Ireland should be working towards equipping not just all schools but all classrooms with an appropriate level of ICT infrastructure. Consideration should be given to equipping all classrooms with a computer for use by the teacher, broadband internet access with adequate bandwidth, and a fixed data projector and screen for use by the teacher in presentations. Furthermore, to ensure appropriate access to ICT by students, Ireland should strive to reduce its student-computer ratio (SCR) from the present 9. 1:1 in primary schools and 7:1 in post-primary schools. International evidence suggests that countries that have taken a lead in this area are aiming for or achieving a ratio of 5:1 or less in all schools. †¢ Improvements in ICT infrastructure will need to be supported by the introduction of a national ICT technical support and maintenance system for schools. Schools also need to be provided with the capacity to regularly upgrade their own ICT infrastructure. †¢ The pedagogical dimension of the ICT advisors’ role in an education centre could be more appropriately provided by the relevant school support services, in liaison with the ICT school coordinators. The technical dimension of the ICT advisors’ role could be provided in a number of ways, including for example, by having a commercially supplied ICT maintenance and support for schools. With an effective IT maintenance system in place, the pedagogical role of ICT coordinators within schools could be enhanced and supported with appropriate training. xviii Executive summary †¢ Support services should give priority to the integration of ICT in teaching and learning. There is an opportunity for such services to work more closely with schools, and with school ICT coordinators in particular, to determine staff training needs and assist in organising appropriate professional development courses for teachers. Support service personnel should aim to be proactive in providing examples of how ICT can be used to facilitate teaching and learning in any programmes provided. Furthermore, course organisers should take greater account of the wide range of ICT abilities and experiences commonly found in groups of teachers and should provide differentiated ICT learning experiences for course participants. †¢ Additional guidance should be provided to schools and teachers of students with special educational needs so that the needs of learners may be matched more appropriately with the technology available. †¢ There needs to be an increased emphasis on the application of ICT in teaching and learning in teacher education at pre-service, induction and continuing professional development stages. It is recommended that teacher education departments in third-level colleges should provide student teachers with the skills necessary to effectively use ICT in teaching and foster in them a culture of using ICT in their work. Consideration should also be given to extending and expanding significantly the current range of professional development courses available for teachers. A major focus of such an initiative should be on how ICT may be integrated fully in the teaching and learning of specific subjects and curricular areas. The ICT Framework for Schools, which the NCCA will issue in the near future, will be a further assistance to schools in this regard. Key recommendations for schools †¢ Schools and teachers should regularly review the use of ICT in their work. In particular, they should strive to ensure greater integration of ICT within teaching and learning activities in classrooms and other settings. †¢ Teachers should exploit the potential of ICT to develop as wide a range of students’ skills as possible, including the higher-order skills of problem-solving, synthesis, analysis, and evaluation. †¢ Principals should encourage and facilitate suitable ICT training for teachers. Schools should liase with relevant support services and should endeavour to establish mechanisms to facilitate the sharing of good practice among members of the staff. †¢ Schools should endeavour to provide all their students with an  appropriate and equitable level of experience of ICT at all class levels: at the primary level and at both junior and senior cycle at the post-primary level. xix ICT in Schools †¢ Schools should plan for the maintenance and upgrading of their ICT systems. †¢ Computer rooms, where they exist, should be used to maximum effect. Staff members and students should be provided with adequate access to the internet. Post-primary schools in particular should aim to increase the permeation of ICT in general classrooms. †¢ A designated staff member should be responsible for ICT development. An ICT plan should be developed, using a consultative process, and an appropriate-use policy (AUP) should also be established. †¢ Teachers should endeavour to integrate ICT more in their planning and preparation for teaching. †¢ Schools need to ensure that ICT is used to support students with special educational needs in the most effective and appropriate way. Schools need to ensure that they match students’ needs to the most appropriate technology available, and that ICT is used to support not only the acquisition of literacy but the widest range of students’ needs. †¢ Schools should exploit the benefits to be had from ICT in their assessment procedures and also in their administrative practices. xx Chapter 1 ICT in primary and post-primary education in Ireland Part 1 Introduction 1 ICT in Schools †¢ Part 1 Introduction 1. 1 Introduction Information and communications technology (ICT) is an accepted element in all our lives and has a central role to play in education. Since the appearance of the first Government policy on ICT in education in 1997, a substantial investment has been made in ICT facilities and training in Irish schools. In Ireland, as in other countries, the debate about ICT in education concentrates on the potential impact of ICT on teaching and learning and on the measures that need to be adopted to ensure that the potential of ICT to enrich students’ learning experience is realised. This Inspectorate report presents the findings of a major evaluation of the impact of ICT on teaching and

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