Reflection 116

Prelim
A culture of peace is an integral approach for the prevention of violence and violent conflicts.
This is a promotion of a sustainable economic and social development, respect for human rights,
equality between men and women, and the free flow of information and disarmament. The
culture of peace has become as a UNESCO program from the early days we saw it becoming a
global movement. A monograph of culture of peace was undergone different stages until
confirmed by the UN General Assembly in 1999, and put into practice. The UNESCO mandate
includes the idea that war as an institution is based upon a culture of war that is broader and
deeper than the wars themselves. Its like an iceberg or avalanche: war is the tip which may or
may not be visible any given moment yet truly destructible once foresee. Culture appears in the
very name of UNESCO which was established as an cultural organization of the United Nations.
UNESCO is concerned with values, traditions, modes of behavior and way of life.
The declaration of UN Resolutions was adopted by UN General Assembly from
September 13, 1999. The original draft of the document had been submitted by UNESCO to the
UN almost a year before. The resolution was considered and as a result it went into nine months
of informal diplomatic discussions, many compromises were made, including a very important
concession by which the possibility of a voluntary fund to support activities for a culture of
peace, was removed from the resolution. As a result, in the succeeding years, the UN secretariat
has had no budget and no actions for the culture of peace. And, as discussed elsewhere, all
mention of the culture of war was removed from the text of the resolution, thus making it
difficult for readers to understand the underlying rationale.
Overall the culture of peace undergone different stages in its underlying development, the
development and declaration of culture of peace results from an authentic process of
transformation, both individual and collective. The culture of peace give way a solution to
underlying problems of conflict and violence and protection among child and women.

Midterm

The Rio declaration on Environmental and Development was created in 1992 as an

improvement upon the Stockholm Declaration of the United Nations Conference on the Human
Environment, and as a reaffirmation of its commitments. The goal was to establish a new
equitable global partnership among States and key sectors of societies, to work towards
international integrity of the global environmental and development system, recognizing the
integral and interdependent nature of the earth. Different principles are concerned in both human
being and development of Environmental societies.
Classroom management is a process by which teachers and schools create and maintain
appropriate behavior of students in classrooms settings. The purpose of implementing the
classroom management strategies is to enhance prosocial behavior and increase student academic
engagement. Effective classroom management establishes and sustains an orderly environment in
the classroom, it increases meaningful academic learning and facilitates social and emotional
growth. Effective classroom management decreases negative behaviors and increases time spent
academically engaged. The classroom management effectivity increases student success by
creating an orderly learning environment that enhances students academic skills and
competencies, as well as their social and emotional development.
Different strands in teaching performance makes the students to value the learning and
helps the teachers populate the knowledge. Strands provide guidelines informing both the
teachers and students on how they will build a foundation that helps both in creating an effective
classroom development. Strands does not only focus in the learning of students, peace education
included that aims to develop skills, attitudes and knowledge and a co-operative learning
method.

Semi Finals

Gender development has different theories generated for past decade, these theories
contributed as foundation of the said topic. Gender development involved cultural emphasis,
school years, oedipal resolution, separation from mother, adult knowledge, series of stages, and
etc. that involved in the making of time. Gender development is process of identifying oneself
being a male or female, gender roles are expected set thinking and behavior patterns for males
and females. Principle of gender equity or equality in the workplace is generally accepted,
discriminatory parties persist in many organizations despite regulations to the contrary. It is very
important to create an open and friendly atmosphere between different genders to lessen the
discrimination issues, the gender equity will shape the change of different developing counties,
breaking the chain between genders will also break the wall connected to one another. Equal
rights should exist between men and women. Within this gender equality exist the gender
inequality in which men is always at the top of the table. Women get less while men resource are
abundant or greater, gender inequality sees that men are powerful than women in different
aspects which includes power. In terms of power the society sees that men are definite which
must hold greater power than women, gender might be different and countries have their own
perspective in seeing the gender equality such men and women are capable of holding the equal
roles in the society including education. Education must always be in equal form regardless of
the gender investing in the education is not only a positive effect to own self but the society
itself. Schools must not promote the separation of men and women in different activities but
creates a task that will promotes them equally. Skills are not varied on gender. Thus education
must be on equal stance regardless of the gender.