Sepedi Language Module And Classroom Literacy Education Essay

Sepedi Language Module And Classroom Literacy Education Essay Try make an intro that introduces what you are being asked to write about. (set the scene) South Africa is an extremely diverse country consisting of many different races, religions and cultures. Language works hand-in-hand with these three elements and is something that sets our country apart from the rest of the world. (find a quote from eg Jacob Zuma about SAs languages) My mother tongue is English and my second language is Afrikaans and this year I was given the opportunity to choose one of the 11 official African languages as a language module. The University believes that this will give us more understanding of classroom literacies and and linguistic diversity in our country. I chose Sepedi as it The purpose of having classroom literacy is to empower students to become literate in a specific language and thereafter to be able to express themselves in a professional manner in terms of that language and the subject they choose to teach using that language. It serves no purpose to have students learn a specific subject in a language, say Afrikaans that they are not familiar with and perhaps even have no desire to learn, and then have to teach it in English or Sepedi. The reason therefore that Learning Institutions, such as accredited Universities like TUKS, offer Mother Tongue courses is precisely to counter this problem. One of the main purposes would be Empowerment which would seem to be the catalyst in the drive to educate students in their preferred language. Another main purpose would be to break down the barrier that was created, albeit (too old fashioned) invisibly, between the Western and the African culture. Once this is achieved there could be harmony in the cultural d iversities that exist. There is a huge linguistic diversity within all Educational Institutions in South Africa. South Africa is one of the exceptionally few countries in the world that has eleven official languages recorded in its Constitution. There are a handful of educational facilities that have been privatized and as part of their specific curriculum, that only offer one standard language being English, as the preferred language. This type of institution would commonly offer one or two African languages as an optional language but in addition have three or four European languages such as German, Spanish, Italian and French as second and third languages. Public schools, by virtue of the volume of students with an African mother tongue and or the financial capability, or lack thereof, of the parents or guardians mainly offer English as the preferred language, and one to three of the ten remaining official languages as second and third language options. Students opting for an African language as their p referred language of learning and subsequent teaching would however need to clearly understand that they would, by virtue of their choice, be limited in terms of expanding their horizons outside the boundaries of South Africa. To clarify my point here are some examples; Namibia which has Owambo, Damara, Herero, German, English and Afrikaans; Botswana that has Setswana, English, Kalanga, Kgalagadi, Afrikaans and English; Zimbabwe has Shona, Ndebele, English, Kalanga, Tonga and Mozambique which has Portuguese, Makhuwa, Tsonga, Lomwe, Sena, Shona. ******* ******* ******* Educators play a vital and essential role in the issue of sensitizing students to the diverse cultural differences in the language modules available. Whilst there may be those that share a different opinion on this issue, I believe it is essential that all basic education is done in English as this is the preferred International language on which virtually all education is based. Educators should never force students to learn a specific language because they personally either cannot speak it, like it or perhaps even are not able to teach that specific language. Having a second or third language can only be beneficial to those that can and will make use of this ability. I would see the benefit of having one or more additional language modules in African languages only for those students that have the desire to further their education in their desired field, or become teachers where they would be able to utilize what they have learnt pertaining specifically to the language they have chosen. Having said that, it is always beneficial to learn or have learnt any additional language. An implication of this would be that the student, who will ultimately be the teacher, will have to learn, and master, that specific language before they would be able to teach any learners or prospective students correctly. It serves no purpose to learn a language in a mediocre fashion and then attempt to teach learners in that mediocre fashion. The result would be catastrophic. So dramatic? In my personal opinion I feel that there are too many African language options available and then, by contrast, not enough foreign ones available as choices or options for students. This would be particularly applicable to students that have a desire to expand their education in a foreign country where the language barrier could be the deciding factor when it comes to an application for a position. It is always a prerequisite that any prospective candidate for a position in a foreign country is literate in that specific language or at least can show that they are learning or have an interest in the language. I also understand that there is a huge financial burden on Educational Institutions to have the infrastructure to be able to provide all these languages to their students. Software development is very expensive and takes a lot of time to develop and perfect. In addition to all the infrastructure and resources needed to offer all these languages, the Educational Institution would also have to employ additional mother tongue speaking and educated staff to teach these languages at a cost. The cost would have to be weighed up against the time spent by each educator and compared to the number of students per class to see if this would be a viable option. The chance that such classes would be, could be or could even become viable, is highly unlikely and therefore would become a financial burden for the Institution. I am also of the opinion that no Educational Institution should or should have to offer language modules in all eleven languages. The reason for this is twofold; one, that many of the African languages are very similar and could effectively be integrated into other languages and therefore do not warrant the vast expense of development and two, that the minority languages have so few students that it also does not make financial sense to do this. Sadly the financial implication plays a critical role in all decision making, not only in business but also in Education, in South Africa as in the rest of the world. ******** ******* ****** What you learnt in the module include 4 examples of vocab or phrases What you did in the module How others felt about the module Talk about indebele assignment and what you gained from that Overall do you feel that it was worth the time and effort? ******** *********** ****** In conclusion†¦ Sum up classroom literacies Sum up foreign languages Sum up financial implications Close off with forming your opinion

Corporate Social Responsibility At British Petroleum Commerce Essay

Corporate Social Responsibility At British Petroleum Commerce Essay According to Mohr (1996), corporate responsibility is supported by the concepts of multidimensional definitions and social marketing. In the multidimensional definitions concept, the focus is on the major responsibilities expected from companies. These major responsibilities include economic, legal, ethical and philanthropic dimensions (Carroll, 1991). These responsibilities must be performed in order to benefit not only the company operators but also their employees, customers, the community and the general public. Kotler (1991) notes that the social marketing concept of corporate responsibility stresses that companies should operate in a way that maintains or enhances the well-being of its customers as well as its society. Petkus and Woodruff (1992) supported this concept further by stating that CSR is the avoidance of harm and the provision of good services. The definition given by the authors on corporate social responsibility may vary to a certain degree. However, the meanings of these definitions emphasize on one matter, and that is, a socially responsible organization must have priorities other that short-term profitability (Mohr, 1996). A study has been conducted with regards to the significance of corporate social responsibility to profitability (Mohr Webb, 2001). Although, further studies are still necessary in order to analyze the correlation of these factors, the findings of Mohr and Webb showed that social responsibility plays a significant role in consumer appeal. The perceptions of consumers however, tends to vary with regards to this aspect. Nonetheless, this stresses the importance of corporate responsibility not only on benefiting the stakeholders but also in achieving the goals of the companies towards growth and profitability. Primarily, the main goal of this report is to analyse the corporate social responsibility of British petroleum. Herein, the analysis will discuss how the company has been able to adhere to their responsibilities in the society which they operate. In addition, this paper will also discuss the comparison on the CSR approach of BP and The CO-OP. Overview of the Company British Petroleum known today as BP Amoco is a petroleum industry based in London. It is recognized as one of the top four oil and petroleum companies throughout the world. The company started in 1901when William Knox DArcy was given the permission by the Shah of Persia to explore the land for oil and founded one in May 1908. Because of this discovery, the Anglo-Persian Oil Company was established so as to expose these findings. The company has grown gradually because of this as World War I is happening; the British Government shows intense interest to the company which became the source of fuel oil of Royal Navy during WWI. In 1917, the war gives permission to the British Government to have full control of the company and named it British Petroleum. The company has continued to become one of the largest oil companies in Europe and because the company wanted to expand its market, BP merged wit the American Oil Company (AMOCO). Today, the company operated in more than 100 states in 6 continents including China. The main goal of this company is to drill and find oil. The major activities of BP Amoco is exploration and production of natural gas and crude oil; refining or decontamination, marketing, supply and transportation and production and marketing or petrochemicals. In addition, the company also engaged itself in solar power. The strategic use technology and strategic management can be considered as a factor for this achievement. The company also acquires Burmah Castrol and Atlantic Richfield Corporation (Arco) and has been able to launch a combined global branding. The company offers products and services which are divided into three categories; on the roads which include fuels and stations, fuel cards, Liquified Petroleum Gas (LPG), lubricants, roadside assistance and route planners, for the home which consists of products like LPG, online store and solar and renewable; and for business which include a ir BP, Bitumen, BP Marine, BP open books, BP shipping, petrochemicals, power, natural gas, lubricants liquified natural gas (LNG) and LPG, fuels, fuel cards and solar and renewable. In order to easily reach their customers, BP also uses the internet through its website. Corporate Social Responsibility of BP A facet of corporate social responsibility is the companys responsibility in the preservation and care of the environment. Oil companies, particularly the British Petroleum have battled issues coming out against them in relation to environmental issues. In fact, some environmental organisations have expressed dismay over the indiscriminate company performance of BP that resulted to harm in the environment. In August 1991, based on its analysis of Environmental Protection Agency (EPA) toxic release inventory data for 1990 (the most recent available), the Washington, D.C.- based public interest group Citizen Action named BP among the top 10 polluters in the United States (BP: A Legacy of Apartheid, Pollution and Exploitation 2006). The findings brought out by environmental agencies and concerned environmentalist groups have caused the firm to take measures regarding the issue. Two years after Lord John Browne took over the BP administration, the firm rolled out a new marketing strategy that involved emphasis on environmental responsibility. In 1997, the British Petroleum supported the Kyoto Protocol, a worldwide agreement that seeks to prevent global warming by reducing greenhouse emissions. Subsequent efforts to minimise their business impact to the natural environment (providing cleaner burning fuels, reducing emissions, ending all facilitation payments (bribes) and political contributions) were also much publicised by the company, not only in observance of their corporate social responsibility, but also as a way of maintaining their stakeholders trust. These attempts on the part of the firm were questioned for their real intention, particularly the question will it lead the world in a sustainable energy revolution, truly moving beyond petroleum, or will it be content to profit from the exploitation of an increasingly taxed planet while draping itself in green? (Assadourian, 2004). Having been able to realize their corporate social responsibilities, the British petroleum has been able to solve the issue and attempt to have an enormous reinvention in 2000. The main goal of this reinvention is to alter the perception the people regarding BP in terms of its business operation and its role in the society. This reinvention is also a part of the adherence of the company to their social responsibilities and which costs $200 million. British petroleum was the first oil industry which started to address the issue of global climate change. It can be said that the corporate social responsibility challenge for the British petroleum has been threefold. The first one is to the challenge of translating the social responsibility commitment into an efficient and consistent approach in the global market. The next is to be able to meld the BP its subsidiaries like Arco and Amoco to social investments and the last is to satisfy and meet the external expectations from the society. These CSR commitment has been strengthened through the changes or reinvention mentioned above which include their advertisement of the Beyond Petroleum. In doing and meeting their organisational goal of being committed to social responsibilities, the company had been able to conduct rigorous planning with more than 130 fully functions Business Units. In this regard, each of the each of the Business Units has largely autonomous business operations with its own identity, history, imperatives and relationships. The Corporate social responsibility strategy of BP has also been able to give importance to three performance measures which include the social, environmental and financial which are known as the triple bottom line. The commitment of the BP with their social responsibility ensures that wherever they operation, their activities should be able to establish economic benefits and opportunities by enhancing the quality of life of individually, specifically those who are directly influenced by the company. The CSR commitment of the British Petroleum focuses on five aspects which include the employee relationships, ethical conducts, health safety and environmental performance, financial aspect and control (British Petroleum, 2008). In order to ensure that they are able to get affiliated with different international and global organisations for Human rights such as the United Nations, US-UK Voluntary Principles and others, for the labour relationships they follow the standards of the ILO Tri partite Declaration of Principles Concerning Multinational Enterprises and Social Policy and for environmental accountabilities they are linked with the GHG emissions reduction, ISO14000 and Clean Fuels Programs. Just like British Petroleum, other organisations are also able to adhere to the concept of being socially responsible and THE CO-OP is never an exemption. The corporate social responsibility of this company works in various stakeholders such as individual members, employees, customers, corporate members, suppliers, the wider community, and the cooperative members. In doing so, the company has provide community investment of  £7.3m, which is equal to 3.2% pre-tax profit, up from 2.5% in year 2003.

Essay examples --

The overall attractiveness of the PC manufacturing business is affected by several factors. These include general macroeconomic conditions as well as industry specific factors such as the unique economic features of the industry, competitive forces, forces of change, the market position and expected behavior of the various competitors already in the industry, and the industry’s key success factors. This report examines each of these factors in turn to arrive at an overall assessment of the attractiveness of the industry, and the types of companies that would, or would not be, attracted to it. The analysis starts with an assessment of the macroeconomic conditions affecting the market The PC marketplace has plausibly grasped its maximum penetration in words of households and businesses. At this point, substitute due to wreck and obsolescence due to increasingly demanding requests are the main drivers of new PC by (see Pace of Technical Change – page 15). Substitute reports for 80% of U.S. PC purchases. As countless of these demanding requests are in the home-computer marketplace dema...

Female Genital Mutilation :: Female Circumcision

Female circumcision, better known as Female Genital Mutilation, is an ugly monster finally rearing its head from out of the depths of time. It can attack a girl at any age, with a little prompting from her society, and the aid of an unsuspecting human wielding the knife. Usually, it is performed from a few days after birth to puberty, but in some regions, the torture can be put off until just before marriage or the seventh month of pregnancy (Samad, 52). Women that have gone beyond the primary level of education are much less likely to fall victim to the tradition ("Men's...", 34). The average victim is illiterate and living in a poverty-stricken community where people face hunger, bad health, over-working, and unclean water ("Female...", 1714). This, however, is not always the case. As one can see in the following story of Soraya Mire, social classes create no real barriers. Soraya Mire, a 13-year-old from Mogadishu, Somolia, never knew what would happen to her the day her mother called her out of her room to go buy her some gifts. When asked why, her mother replied, "I just want to show you how much I love you." As Soraya got into the car, she wondered where the armed guards were. Being the daughter of a Somolian general, she was always escorted by guards. Despite her mother's promise of gifts, they did not stop at a store, but at a doctor's home. "This is your special day," Soraya's mother said. "Now you are to become a woman, an important woman." She was ushered into the house and strapped down to an operating table. A local anesthetic was given but it barely blunted the pain as the doctor performed the circumcision. Soraya was sent home an hour later. Soraya broke from her culture's confining bonds at the age of 18 by running away from an abusive arranged marriage. In Switzerland, she was put in a hospital emergency room with severe menstrual cramps because of the operation. Seven months later, the doctor performed reconstructive surgery on her. Now in the U.S., Soraya is a leading spokeswoman against FGM (Bell, 58). In addition to being active in the fight against FGM, she is a American filmmaker. She has come a long way. Being well-educated about the facts of FGM also brings to light the ugly truth. "It is happening on American soil," insists Soraya. Mutilations are occurring every day among innigrants and refugees in the U.S. (Brownlee, 57). Immigrants have also brought the horrifying practice to Europe, Australia, and Canada (McCarthy, 14). Normally, it is practiced in North and Central Africa ("Men's.

The Scarlet Letter: My Experience Essay -- Literary Analysis, Nathani

As a child of the age of hyper-information, I am usually introduced to concepts in their rawest possible form. Concepts that are streamlined so that they may glide their way elegantly into my understanding like the 2001: A Space Odyssey union of shuttle and station, backed by strains of the lilting Blue Danube [1]. Digesting Nathaniel Hawthorne’s ultra-dense Scarlet Letter, therefore, felt more properly compared to a Surgeon’s retrieval of his Rolex from the open chest cavity of an ill-fated patient, perhaps to a score of pounding, rapid, multi-tiered baroque fugues. Yes, the ideas and connections were there, and they were fascinating and orchestrated beautifully. But I often found my head aching as I labored through the mounds of florid language and dated syntax they were buried so deeply under, and often found myself making estimates as to the number of Word-A-Day calendars Hawthorne must have owned [2]. It’s tragic though, really, because it is not Hawthorne’s fault that his novel has become the bane of so many high school English students’ existence. The times have a-chang’d, and along with them attention spans have decreased, and many systems for information extraction and condensation have been developed to accommodate them. Just as a surgeon presented the option of retrieving his lost wristwatch from either, A) a hinged jewel box, or B), the innards of a living human being would most likely check the box marked â€Å"A† with much gusto and not so much rumination, a student with the option to circumvent the pain of actually reading Hawthorn’s masterpiece, choosing instead to receive the concepts from the novel in the form of easy-to-digest Sparknotes tidbits, would likely do so [3]. The subject matter of the novel has al... ...f needs [12] and my ability to act upon it and endure far lesser consequences. But the oppression is still there. However, the positives remain as well. The prolific nature of the American college system can be attributed in large part to the Puritan’s value of knowledge and education. Reading The Scarlet Letter was a slog. But it never felt frivolous. The themes have become less groundbreaking and weighty but are still pertinent, and the writing style has been greatly dulled by time, but not to the point of being impenetrable. If nothing else, it expanded my mental lexicon, and gave me a new understanding for why someone would ever be compelled to endeavor in so self torturous an activity as running a marathon. I felt, at the novel’s conclusion, a euphoria of relief akin to that described by sweat drenched long distance runners. And I lost 20 pounds to boot.

Identify the positive outcomes for children

Identify the positive outcomes for children and young people that practitioners should be striving to achieve BY jess663 CYP core 37 2. 1 Identify the positive outcomes for children and young people that practitioners should be striving to achieve The 5 positive outcomes for children and young people that practitioners should be striving to achieve under the framework of Every Child Matters are: 1 – To be healthy: enjoying good physical and mental health and living a healthy lifestyle. Physically healthy Mentally and emotionally healthy Sexually healthyHealthy lifestyles Choose not to take illegal drugs Being healthy is not Just about eating lots of fruit and drinking 8 glasses of water each day. It's about young people enjoying a healthy lifestyle, feeling good about themselves and having good emotional and mental health. We hope that all children should have access to health services, good nutrition and a good lifestyle. 2 – Stay safe: being protected from harm and ne glect. Safe from maltreatment, neglect, violence and sexual exploitation Safe from accidental injury and death Safe from bullying and discriminationSafe from crime and anti-social behaviour in and out of school Have security, stability and are cared for We should always make sure that all of the children are protected and safeguarded. We follow the correct procedure with regards to child protection issues. We ensure the building is safe. We risk assess the hall and make sure the windows and doors are secure. We make sure that all staff are appropriately checked and vetted. We ensure that there is no equipment that is dangerous. During circle time we go over the rules and regulations in the setting.We do a fire drill once a term so they know what to do. 3 – Enjoy and achieve: getting the most out of life and developing the skills for adulthood. We should be enabling learners to make good progress in their work and personal development and to enjoy their education, including: R eady for school Attend and enjoy school social development and enjoy recreation We make sure the children are enjoy coming to our setting, providing a range of activities, making sure it is fun as well as enabling them to learn.We get feedback from them about what activities they like or o not like. We give the children a certain degree of choice for activities and snack. The parents also get newsletters about what we are doing each term and are encouraged to speak to their child about the topic, come along and speak to the child's keyworker or member of staff, or bring items in relevant to the specific topic, opening hours, holidays etc. Make a positive contribution: being involved with the community and society and not engaging in anti-social or offending behaviour.Engage in decision making and support the community and environment Engage in aw-abiding and positive behaviour in and out of school Develop positive relationships and choose not to bully and discriminate Develop self-c onfidence and successfully deal with significant life changes and challenges Develop enterprising behaviour If we try our best to ensure that the child has a happy time at our setting, it helps their confidence and self-esteem. They will want to take part and socialise. They enjoy what they are doing when they come to us and want to take part in what we offer for them.As they grow up they will want to go to school and have a good ducation and then go on to get a good Job and have a good quality of life. 5 – Achieve economic well-being: not being prevented by economic disadvantage from achieving their full potential in life. Engage in further education, employment or training on leaving school Ready for employment Live in decent homes and sustainable communities Access to transport and material goods Live in households free from low income This links to making a positive contribution. If they are happy and want to achieve, then they will want to be successful and achieve and h ave a good quality of life.

Hotel Rwanda Essay

In the film Hotel Rwanda, the story of Paul Rusesabagina’s life is put on display. It opens with a scene with the characters Paul and Dube, a fictional character based on the Tutsi workers of the Milles Collines. Paul is discussing what â€Å"style† is to Dube; they proceed to drive to pick up supplies from Georges Rutaganda. Rutaganda is a businessman and the leader of the Interhamwe militia group responsible for the genocide. At first, Paul appears to be his friend, yet when Rutaganda asks Paul to join the Interhamwe, Paul refuses saying he is too busy. Immediately we see Paul is a good person who doesn’t want any trouble. Later, we find out why Paul doesn’t want to be a part of the Interhamwe; his wife and children are Tutsis. As the movie goes on, the Interhamwe get stronger and stronger as the political unrest is growing. Once the Hutu president’s plane is shot down, the Hutus begin to â€Å"cut the tall trees down† as the radio announce r explains. This was a sign to being the mass murdering of all Tutsi people, especially Tutsi children. Paul begins to worry about his own family’s safety and once their neighborhood gets attacked, he brings many people to the Milles Collines, where he works. Due to the Milles Collines being a five star hotel, Paul is worried he is lowering the standard of the hotel. At this point, Paul is trying to hide the fact that he is hiding Tutsi’s in the hotel. He is trying to keep the reputation to avoid suspicion from the Interhamwe rebels. Soon, however, the UN guards who have been assisting the Milles Collines with safety are being told to evacuate. They take with them all of the non-Rwandan peoples and leave the others left with no protection. There are many close calls with the Interhamwe and the refugees, but Paul avoids the conflicts by buying off the generals and bribing them for more time. The UN soldiers finally return with visas for many of the families to leave the country to escape persecution; however not all of the families could leave and it was a difficult process for Paul having to leave, not knowing the outcome of so many he had tried to help. At the last second, Paul decides to stay and help the others while leaving his family. The  Interhamwe find out that the UN are smuggling Tutsi refugees out and ambush them. The UN car ends up returning to the Milles Collines and does not help any of the refugees. Eventually, after another conflict with the Interhamwe, the refugees escape to the safe side of Rwanda with the UN soldiers. My overall impression of the movie was depressing, yet inspiring. The whole genocide itself was unbelievably cruel, but Paul’s actions to work against the genocide were so inspiring. It is very important to show the film Hotel Rwanda in Catholic Social Justice because during the genocide so many rights were taken away from those who had no say in the matter. At one point in the film, the character Jack Daglish, one of the journalists and photographers who filmed in Rwanda, asked one of the women if she was Hutu or Tutsi; she answered Hutu. The same encounter went on with another girl sitting right next to the Hutu woman, yet the other woman said she was Tutsi. The irony of those encounters is that both women looked like they could be twins. The Hutus and the Tutsis have no real differences. Another reason students should be watching this movie in Catholic Social Justice is that it teaches students to stand up for what is right. There were countless times in the movie where Paul could have denied refugees from entering or left with his family to save just them; but yet, he stayed and fought for what he knew was right. This is the definition of a hero and a role model for children everywhere. Over the course of the movie, many human rights were violated and abused. Firstly, and most importantly, the Tutsis right to life was taken away. They were brutally attacked, raped, tortured, and murdered simply for being a Tutsi. The Interhamwe did not care about anything besides exterminating the Tutsi population. Secondly, the Tutsi’s right to security was taken away. During the genocide, the Interhamwe came to a Tutsi’s house, ransacked it, lit it on fire, and proceeded to kill them with no intention, other than to kill. None of the Tutsis had any security whatsoever, and were always on the lookout for someone looking to kill them. Thirdly, the right to justice/free speech was clearly taken away. Not only did the Hutu rebel groups kill the Tutsis, they killed them for no reason. Over 90% of the Tutsi population were innocent bystanders who had never done anything wrong in their life,  yet because of prejudice and hatred, the Interhamwe killed 1 million people in 100 days. They killed 6-7 people per minute. That is the highest and fastest rate of any genocide taken place. Fourthly, the Tutsi’s right to property was taken. The Hutu rebel groups would destroy the Tutsi’s home, steal their goods, light their houses on fire, and murder the innocent people living there. The Tutsis had no freedom. And finally, the Tutsi’s spiritual rights were taken away. It didn’t matter what you did, how hard you cried, how much you begged, the Interhamwe were heatless beings who killed for fun. The Hutu rebel groups did not allow the Tutsis any spiritual rights, economic rights, or any rights at all. T hey killed whomever they saw and did it because they wanted too. Not only were human rights violated, but also the Themes of Catholic Social Justice were desecrated. The first theme, life and dignity of the human person, was obviously debased. To have over 1 million dead in 100 days is absolutely crazy! All humans are made in the likeness and image of God, therefore each should be treated with dignity and respect; however in the movie, the Interhamwe treat no one with dignity. The second theme, call to family, community and participation, was violated, but also upheld. God calls us to be social and to live within fellowship and community. God also explains that family is the most important thing in life because they teach us support. Obvious violations would be when the Interhamwe mercilessly kill child after child, parent after parent, without any regard to live in peace. But, this call is also upheld. Paul, his family, and his entire community live by this creed. They stick together through the deepest of times and are always there for each other even when they themselves have nothing to give. The third theme, option for the poor and vulnerable, has two sides to it again. God calls us to have a special place in our hearts for the poor and vulnerable. Clearly, the Interhamwe has no sympathy for any of the Tutsis, especially the poor and vulnerable. Paul, however, cares for those who cannot care for themselves. He helps the orphans when Madam Archer brings them to the hotel, he helps his neighbors seek shelter, and anyone else who need refuge during the time. The fourth theme, dignity of work and rights to work, was again, violated and upheld. From the Interhamwe perspective, they did not care who you were or what you did. If you were a Tutsi, you were a  cockroach who belonged dead. Despite this, however, Paul manages to keep the Milles Collines running and the hotel staff’s rights are upheld. God calls us to value the worker before we value work itself. When Paul becomes in charge, he values each and every worker handling each problem with grace and great leadership. The fifth and final theme is solidarity. God calls us to see everyone as your brother and sister’s keeper. The spirit of friendship and true community is the basis for a just world. Clearly, that is not the Interhamwe’s belief. They wanted to exterminate the entire Tutsi race and did not care how they did it. Paul and his community, over at the Milles Collines, cared for each other and worked together to stop this injustice from occurring. Despite the conditions they were in, the Hutu and Tutsi people who were living at the Milles Collines lived in harmony and worked together to defeat a common enemy. They worked together to ensure the common good- meaning that every person’s basic needs were met and their rights were respected. Although the Interhamwe violated every theme of Catholic Social Justice, Paul and his community upheld what God called us to do. Throughout the film, I was inspired in many ways. Paul’s ability to handle so many things being thrown at him was admirable. Although he broke down once, he handled it with the utmost grace and love. Not only did Paul try to ensure that every human’s basic rights, he also made sure that God’s call and the themes of Catholic Social Justice were also met. Paul Rusesabagina’s story is one of inspiration and courage. His story encourages me to get involved more so that people who don’t have a say will have their opinions voiced. Paul and his story will forever be remembered by many. Paul is not only a hero, but also a child of God.