Catastrophes, Cultures, and the Angry Earth Essay

Catastrophes, Cultures, and the Angry Earth - Essay Example â€Å"The waters came and took our house and all of our belongings. Now we have returned and officials tell us that we can’t rebuild here, our land will be used for something else. This is our land, we want it back, and we want our lives back.† -----Anonymous Survivor in Aceh, 2005 â€Å"We would all love to see Tokyo rebuilt along the lines of Paris or Berlin, but do we have the resources? No! Why should people in rural areas who suffer each year, toil and sweat yet more for those of Tokyo? Rural areas need attention too, they are the foundation of the nation.† -----Japanese Parliamentarian, 1923 Answer: In the course, the main idea being taught revolves around the nature of the human society specifically during the time of catastrophes and disasters. Based on the quotation that introduced the course according to the historian Marc Bloch, calamities are instruments that help see, study, and analyze the nature of human society. This can be attributed to the fact that as a human body, society has the capacity to maintain, to operate, and to defend itself. It also has the capacity to rebuild once it had been destroyed. The only question in the process of coping with the different forms of trials and disasters is the manner by which it can be undertaken. The course is aimed to open the minds of the students to the need for larger and more holistic objectives in the society which can help understand the reason for the need for continuous improvement of the different groups in the society such as political, economic, and social institutions. Due to the continuous exposure to natural disasters, human society had learned to establish ways and means to cope with the effects of calamities and disasters. The lessons of the pasts and the technologies of the present are used as tools to plan and to cope with possible dangers in the future. Discussion of the First Quote: Calamity in Aceh The first quote was expressed by an anonymous survivor in the calamity that affected Aceh in 2005. Based on the quote, aside from the natural calamity which is the flood that affected many lives, there are other issues that hinder the process of recovery and reconstruction. Upon the return of the survivors to their land, officials prohibited reconstruction. Thus, the aside from the fact that the natural calamity took their home, the social and political issues and policies affected their land. There are different issues that can be discussed in the quote since it expressed a view of the different dynamics that can occur in times of disasters. One is the background of the disaster in Aceh. Aceh, formally known as Nanggroe Aceh Darussalam (or the State of Aceh, Abode of Peace) is considered as one of the most Islamic region of Indonesia. The culture and traditions of Aceh is strongly based on Islamic principles and practices. For that matter, religion can be considered as one of the guiding view in times of major calamities and natural disasters (Clarke, Fanany, and Kenny, 2010, p. 30). Due to the influence of Islam in the culture of Aceh, it is considered as one of the main context in terms of the study of the event of 2005. The Islamic law, or sharia, is known to affect the post-tsunami state of Aceh resulting to the question on the re construction and rehabilitation efforts in the area. The political policy in the state had been considered as one of the most highlighted factor in the rehabilitation problems since it is the only state in the country that applies Islamic law. The application of religious laws on political context can be considered as a point of continuous criticism since it can greatly affect the road to reconstruction of Aceh (Clarke, Fanany,

Classroom Management and Discipline to Accommodate the Needs of a Research Proposal

Classroom Management and Discipline to Accommodate the Needs of a Diverse Student Population - Research Proposal Example Instead, the changing demographics of students require teachers to engage in continuous professional development. The introduction will give an overview of the structure of the essay. Apart from the Introduction, there are three major parts of the essay that builds on the argument that I wish to present. The final part is the conclusion, which summarizes the points I will raise to emphasise my argument. The second section will give a comparative analysis of major theories and philosophical issues in learning and its relationship with classroom management. This discussion with then highlight effective classroom management, specifically those that minimise disruptive behaviours while optimizing learning. This section will examine the relationship of learning theories and classroom management. It will draw out from major philosophical trends that manifest in the relevant literature discussing classroom management. It will touch on behavioural management techniques and learning theories. Based on the previous discussion, I will present what are the contemporary strategies and techniques on classroom management. The strategies will be compared based on the objectives that they aim to address. I will then discuss the impact of context in lesson planning and classroom management. I will discuss the importance of socio-cultural background and justify the need to incorporate these factors in the learning environment. I will discuss the common practices to accommodate and adapt instruction to the diverse needs of the students. This section will provide a critical analysis of the issues relating to addressing the challenge of teaching a diverse population. The conclusion will re-introduce the purpose of the essay and provide a summary of the issues discussed. It will then give a comprehensive overview in support of the argument that I wish to