The document discusses the issue of landmines in Cambodia. It notes that nearly 40,000 Cambodians have been injured by landmines since 1979, with an estimated 4-6 million unexplored landmines still remaining in the country that could take 100 years to clear. There are tens of millions of additional landmines across 78 countries that could take over 1,100 years to remove. Efforts to clear the landmines are underway through organizations like the Cambodian Mine Action and Victim Assistance Authority, Mines Advisory Group, and Halo Trust.
tüm detayları bulabileceğiniz ve çok gelişmiş internetten çalışma sistemimiz üzerinden üye olabileceğiniz bilgiler htpp://www.e-kazanclar.com sitesinde.
Network Dünyasına Hoşgeldiniz!
İŞİNİZİ BÜYÜTMENİZİN YOLLARI
Püf nokta 1
Network Marketing İLETİŞİM demektir.
Ne kadar çok insana merhaba diyebilirseniz işiniz o kadar hızlı büyür.
BU İŞ SAYI İŞİDİR
PLANLAMAK 1) Ça ğ lar Network ile yapabileceklerinizi ka ğ ıt üzerine dökün. 2) Bu planlar ı n ı z ı SPONSORUNUZLA Veya MÜDÜRÜNÜZLE payla şı n. PÜF NOKTA : PLANINIZI YAPTIKTAN SONRA, PLANINIZI ÇALIŞIN Yapılacak İşler: 1
ÜRÜNLERLE ve PUAN TOPLAMAKLA TANIŞMAK Yapılacak İşler: 2
ÜRÜNLERİ TANIMAK
Ürünleri tanımak için en iyi yol KULLANMAKTIR.
Kendinize kullanabileceğiniz ürünleri seçin ve HEMEN kullanmaya başlayın.
UNUTMAYIN : “Hiçbirşey sizin şahsen yaşadığınız deneyimlerin yerini tutamaz”
ÇAĞLAR NETWORK’TEN KONUŞMAYA BAŞLAYIN
Diğer konular size para kazandırmaz ama ÇAĞLAR NETWORK’ten konuşmak size hızla para kazandırır.
Edindiğiniz bilgileri heyecanla çevrenize aktarmaya başlayın.
Reklam yapın, Reklam yapın, Reklam yapın ….
1-1 SATIŞ GÖRÜŞMESİ Potansiyel adayınıza sırasıyla; -Şirketimizden kısa bilgi. -Sağlık veya Yaşam Problemlerinden… -Ürünleri nasıl kullanacağını göstererek ve Yaşam kalitesini nasıl yükselteceğini anlatarak -Deneyimlerinizi anlatın, ve kullanması için TAVSİYEDE bulunun. Yapılacak İşler: 3 Workshop ’ larda detaylı bilgi edinin lütfen.
UNUTMAYIN :
Memnun müşteri sizden sürekli mal alır.
Memnun müşteri sürekli yeni ürünler dener.
Memnun müşteri sürekli yeni müşteriler kazandırır.
Memnun müşteri size en iyi ÜYE olur .
Memnun müşteri size SÜREKLİ PARA KAZANDIRIR:
TAVSİYE
İl k 4 Haftanızı ürünleri tanımak ve
perakende müşterileriniz i oluşturmak için harcayın. Bu süre içinde sadece kullanmaya ve satışa konsantre olun.
Bu süreç içinde altyapınızı ve eğitimlerinizi tamamlayın.
4. Haftadan itibaren kazandığınız deneyimlerle beraber Organizasyonunuzu kurmaya başlayın.
ORGANİZASYONUNUZU KURMAK
İŞİNİZİ BÜYÜTÜRKEN KULLANACAĞINIZ TEKNİKLER KİŞİSEL GÜCÜNÜZ EKİP GÜCÜ ŞİRKETİN GÜCÜ
KİŞİSEL GÜCÜNÜZ Kullanıcı Olmak Rozet Takmak Şahsi Listeyi Oluşturmak Referans Almak Ürün Katalogları VCD”ler Dergiler Anket Yapmak Promosyon Yapmak Müşteri Takibi El ilanı Pano ilanı Gazete ilanı
İŞE BAŞLARKEN KİŞİSEL KONTAK LİSTESİ YAPMAK Unutmayın çevrenizde nefes alıp veren herkes Çağlar Network üyesi veya Müşteriniz olabilir. İşinize başlamanın ilk adımıdır. Listenizi yaparken VİZYONUNUZU geniş tutun. Listenizde kişilerin *İSİMLERİ ve SOYADLARI *TELEFONLARI ve MESLEKLERİ *ÖZEL NOTLARI olmalı. Yapılacak İşler: 4
KONTAK LİSTESİNİN KULLANIMI KONTAKLARINIZI SIRAYA KOYUN ve EN KÖTÜDEN, EN İYİYE DOĞRU aramaya başlayın. EN AZ 10 KİŞİ ile Tecrübe edinmek için antrenman yapın UNUTMA
The Data Challenge For Arts Nonprofits: Spreadsheets And StoriesSnow Dowd
Change Management for Nonprofits Facing Demands for Data:
Data is a lively topic in the private and public sectors. In May of last year, the National Endowment for the Arts (NEA) announced that for the first time in its 47-year history grants would be awarded to researchers to investigate the value and impact of the arts using “existing, high-quality data sets.” (NEA Newsroom, May 30, 2012). To date they have awarded $240,000 to 14 projects. Discussion and research are ongoing and resources are proliferating but as technology and methodology evolve so do expectations and standards. Data sets have been (and continue to be) developed and made available to nonprofit groups, as have tools that can be applied to analyze and visualize data to support decision-making and advocacy. However, a nationwide survey of nonprofits conducted in 2012 to investigate their relationships to data uncovered a dichotomy, “…either they were doing a lot with their metrics or not much at all.” (NTEN & Idealware, The State of Nonprofit Data, 2012, p.3). Many of the data sets, research reports, and tools that I have found to support data gathering and analysis would be available to any nonprofits in the survey, which led to my thesis that the adoption of successful data strategies has less to do with the availability of these types of external resources and more to do with internal culture and process. I have investigated strategies used for agile software development and design innovation, models for strategic planning and organizational change management, and principals from leadership theory, the biology of learning and emotional intelligence to propose a framework for thinking about data that can help nonprofit organizations successfully evolve in a data-driven era without undermining the heart or the complexity of their work in the arts and culture sector.
tüm detayları bulabileceğiniz ve çok gelişmiş internetten çalışma sistemimiz üzerinden üye olabileceğiniz bilgiler htpp://www.e-kazanclar.com sitesinde.
Network Dünyasına Hoşgeldiniz!
İŞİNİZİ BÜYÜTMENİZİN YOLLARI
Püf nokta 1
Network Marketing İLETİŞİM demektir.
Ne kadar çok insana merhaba diyebilirseniz işiniz o kadar hızlı büyür.
BU İŞ SAYI İŞİDİR
PLANLAMAK 1) Ça ğ lar Network ile yapabileceklerinizi ka ğ ıt üzerine dökün. 2) Bu planlar ı n ı z ı SPONSORUNUZLA Veya MÜDÜRÜNÜZLE payla şı n. PÜF NOKTA : PLANINIZI YAPTIKTAN SONRA, PLANINIZI ÇALIŞIN Yapılacak İşler: 1
ÜRÜNLERLE ve PUAN TOPLAMAKLA TANIŞMAK Yapılacak İşler: 2
ÜRÜNLERİ TANIMAK
Ürünleri tanımak için en iyi yol KULLANMAKTIR.
Kendinize kullanabileceğiniz ürünleri seçin ve HEMEN kullanmaya başlayın.
UNUTMAYIN : “Hiçbirşey sizin şahsen yaşadığınız deneyimlerin yerini tutamaz”
ÇAĞLAR NETWORK’TEN KONUŞMAYA BAŞLAYIN
Diğer konular size para kazandırmaz ama ÇAĞLAR NETWORK’ten konuşmak size hızla para kazandırır.
Edindiğiniz bilgileri heyecanla çevrenize aktarmaya başlayın.
Reklam yapın, Reklam yapın, Reklam yapın ….
1-1 SATIŞ GÖRÜŞMESİ Potansiyel adayınıza sırasıyla; -Şirketimizden kısa bilgi. -Sağlık veya Yaşam Problemlerinden… -Ürünleri nasıl kullanacağını göstererek ve Yaşam kalitesini nasıl yükselteceğini anlatarak -Deneyimlerinizi anlatın, ve kullanması için TAVSİYEDE bulunun. Yapılacak İşler: 3 Workshop ’ larda detaylı bilgi edinin lütfen.
UNUTMAYIN :
Memnun müşteri sizden sürekli mal alır.
Memnun müşteri sürekli yeni ürünler dener.
Memnun müşteri sürekli yeni müşteriler kazandırır.
Memnun müşteri size en iyi ÜYE olur .
Memnun müşteri size SÜREKLİ PARA KAZANDIRIR:
TAVSİYE
İl k 4 Haftanızı ürünleri tanımak ve
perakende müşterileriniz i oluşturmak için harcayın. Bu süre içinde sadece kullanmaya ve satışa konsantre olun.
Bu süreç içinde altyapınızı ve eğitimlerinizi tamamlayın.
4. Haftadan itibaren kazandığınız deneyimlerle beraber Organizasyonunuzu kurmaya başlayın.
ORGANİZASYONUNUZU KURMAK
İŞİNİZİ BÜYÜTÜRKEN KULLANACAĞINIZ TEKNİKLER KİŞİSEL GÜCÜNÜZ EKİP GÜCÜ ŞİRKETİN GÜCÜ
KİŞİSEL GÜCÜNÜZ Kullanıcı Olmak Rozet Takmak Şahsi Listeyi Oluşturmak Referans Almak Ürün Katalogları VCD”ler Dergiler Anket Yapmak Promosyon Yapmak Müşteri Takibi El ilanı Pano ilanı Gazete ilanı
İŞE BAŞLARKEN KİŞİSEL KONTAK LİSTESİ YAPMAK Unutmayın çevrenizde nefes alıp veren herkes Çağlar Network üyesi veya Müşteriniz olabilir. İşinize başlamanın ilk adımıdır. Listenizi yaparken VİZYONUNUZU geniş tutun. Listenizde kişilerin *İSİMLERİ ve SOYADLARI *TELEFONLARI ve MESLEKLERİ *ÖZEL NOTLARI olmalı. Yapılacak İşler: 4
KONTAK LİSTESİNİN KULLANIMI KONTAKLARINIZI SIRAYA KOYUN ve EN KÖTÜDEN, EN İYİYE DOĞRU aramaya başlayın. EN AZ 10 KİŞİ ile Tecrübe edinmek için antrenman yapın UNUTMA
The Data Challenge For Arts Nonprofits: Spreadsheets And StoriesSnow Dowd
Change Management for Nonprofits Facing Demands for Data:
Data is a lively topic in the private and public sectors. In May of last year, the National Endowment for the Arts (NEA) announced that for the first time in its 47-year history grants would be awarded to researchers to investigate the value and impact of the arts using “existing, high-quality data sets.” (NEA Newsroom, May 30, 2012). To date they have awarded $240,000 to 14 projects. Discussion and research are ongoing and resources are proliferating but as technology and methodology evolve so do expectations and standards. Data sets have been (and continue to be) developed and made available to nonprofit groups, as have tools that can be applied to analyze and visualize data to support decision-making and advocacy. However, a nationwide survey of nonprofits conducted in 2012 to investigate their relationships to data uncovered a dichotomy, “…either they were doing a lot with their metrics or not much at all.” (NTEN & Idealware, The State of Nonprofit Data, 2012, p.3). Many of the data sets, research reports, and tools that I have found to support data gathering and analysis would be available to any nonprofits in the survey, which led to my thesis that the adoption of successful data strategies has less to do with the availability of these types of external resources and more to do with internal culture and process. I have investigated strategies used for agile software development and design innovation, models for strategic planning and organizational change management, and principals from leadership theory, the biology of learning and emotional intelligence to propose a framework for thinking about data that can help nonprofit organizations successfully evolve in a data-driven era without undermining the heart or the complexity of their work in the arts and culture sector.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This article is used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This Study Guide is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This presentation is created by grade 7 student as part of a Social Studies course of Kru Tuke-Karnteera Ingkhaninan the English Program of Sa-nguan Ying School, Suphan Buri, Thailand.
This article is used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This Study Guide is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
4. THE CURRENT ISSUE
Nearly 40,000 people in Cambodia
suffered since 1979
5. THE CURRENT ISSUE
Nearly 40,000 people in Cambodia
suffered since 1979
estimated 4-6 million unexplored
landmines in Cambodia. (100 years)
6. THE CURRENT ISSUE
Nearly 40,000 people in Cambodia
suffered since 1979
estimated 4-6 million unexplored
landmines in Cambodia. (100 years)
Tens of millions of landmines in the
78 countries (1,100 years)
7. THE CURRENT ISSUE
Nearly 40,000 people in Cambodia
suffered since 1979
estimated 4-6 million unexplored
landmines in Cambodia. (100 years)
Tens of millions of landmines in the
78 countries (1,100 years)
34-40% of victims are under 15
8. THE CURRENT ISSUE
Nearly 40,000 people in Cambodia
suffered since 1979
estimated 4-6 million unexplored
landmines in Cambodia. (100 years)
Tens of millions of landmines in the
78 countries (1,100 years)
34-40% of victims are under 15
Cost $3 to produce landmines
9. THE CURRENT ISSUE
Nearly 40,000 people in Cambodia
suffered since 1979
estimated 4-6 million unexplored
landmines in Cambodia. (100 years)
Tens of millions of landmines in the
78 countries (1,100 years)
34-40% of victims are under 15
Cost $3 to produce landmines
$1,000 to clear
12. WHAT IS A LANDMINE?
an explosive buried below ground
surface
13. WHAT IS A LANDMINE?
an explosive buried below ground
surface
explode when being stepped on
14. WHAT IS A LANDMINE?
an explosive buried below ground
surface
explode when being stepped on
destroy legs/ kill small child
15. WHAT IS A LANDMINE?
an explosive buried below ground
surface
explode when being stepped on
destroy legs/ kill small child
Half of victim become amputees
16. WHAT IS A LANDMINE?
an explosive buried below ground
surface
explode when being stepped on
destroy legs/ kill small child
Half of victim become amputees
over 35,000 amputees in Cambodia
19. ANTI-PERSONNEL MINES
designed to kill/ injure people
explode if being stepped
designed to injure rather than kill
caused blindness, burns, destroyed
limbs and wounds
damage the tracks or wheel of
vehicles
24. ANTI-TANK MINES
created after the invention of the
tank in WWI
set off when a tank passes over
designed to immobilize or
destroy vehicles
25. ANTI-TANK MINES
created after the invention of the
tank in WWI
set off when a tank passes over
designed to immobilize or
destroy vehicles
typically larger than APL
26. ANTI-TANK MINES
created after the invention of the
tank in WWI
set off when a tank passes over
designed to immobilize or
destroy vehicles
typically larger than APL
require more pressure
27. CAMBODIA’S LANDMINES
Planted in war zones
laid by hand or seeded from
aircraft
around village, road, bridges,
river banks, field, forest
still dangerous after a long time
28. CAMBODIA’S LANDMINES
areas remain minded for years after
Map of Mines and Potential UXO Contamination conflicts
threaten lives, prevent economic growth
and development
land unusable for farming, schools, living
Casualties decreased every year
2001- 813 casualties
2009- 244 casualties (47 killed, 197
injured)
2010- 286 casualties
29. CAMBODIA’S LANDMINES
areas remain minded for years after
Map of Mines and Potential UXO Contamination conflicts
threaten lives, prevent economic growth
and development
land unusable for farming, schools, living
Casualties decreased every year
2001- 813 casualties
2009- 244 casualties (47 killed, 197
injured)
2010- 286 casualties
30. HOW ARE THEY REMOVED?
Deminer
lies on stomach and probes the
ground with a knife on the side
plastic-made landmines so a metal
detector does not work
A demining machine for open sandy
soil- desert
Trained Dogs with good sense of smell
31. AKIRA- THE DEMINER
Orphaned child by the Khmer
Rouge
Child soldier for the KR in 1980s
Began clearing and collecting
mines in 1995
About 50,000 landmines were
cleared by Akira
http://www.youtube.com/watch?v=qx4Bz2IZWmg
33. LANDMINE MUSEUM
tell the world horrors of
landmines
brought wounded and orphaned
children home and raised as his
children
34. LANDMINE MUSEUM
tell the world horrors of
landmines
brought wounded and orphaned
children home and raised as his
children
35. LANDMINE MUSEUM
tell the world horrors of
landmines
brought wounded and orphaned
children home and raised as his
children
36. LANDMINE MUSEUM:
ACTIVITIES
provide education and training to rural
people on landmine safety
clearing mines and unexploded
ordnance (UXO)
training soldiers working in de-mining
and thier families
providing home and school at the
museum for child survivors
38. ATTEMPT TO CLEAR MINES
The Cambodia Mine Action and
Victim Assistance Authority
(CMAA)
the Mines Advisory Group
(MAG)
The Halo Trust
39. ATTEMPT TO CLEAR MINES
The Cambodia Mine Action and
Victim Assistance Authority
(CMAA)
the Mines Advisory Group
(MAG)
The Halo Trust
40. ATTEMPT TO CLEAR MINES
The Cambodia Mine Action and
Victim Assistance Authority
(CMAA)
the Mines Advisory Group
(MAG)
The Halo Trust
41. SHOULD LANDMINES BE
USED?
Business that profit from selling
them
Military
maim or kill 10,000 civilians
Physical, psychological,
economic hardship
42. HOW CAN WE HELP?
encourages countries to
support a treaty banning the
use, projection, stockpiling
and transfer of antipersonal
landmines
treaty signed by
44. INTERNATIONAL CAMPAIGN TO
BAN LANDMINES
ban on the use, production, stockpiling,
and transfer of anti personnel landmines
The 1997 Mine Ban Treaty
clearing mined areas
helping community
45. ASSIGNMENT
Write a 800 word reflection on this
week’s lessons and topics we have
discussed in class. Your journal should
include:
a summary of what you learned
additional research and discussion
on a topic you’ve found interesting
Due on Sunday 8 pm your time
This sign warning children not to play with landmines in one of the province in Cambodia. The smaller photo shows explosive devices in the mine museum in Cambodia\n
Nearly 40,000 people in Cambodia have suffered from injuries in 1979\nThere is an estimated 4-6 millions unexplored landmines in Cambodia, and at this rate it will take 100 years to clear all the mines in Cambodia. \nLandmines is global issue. Not only Cambodia, but also 78 nations around the world are suffering from landmines. \nThe International Campaign to Ban Landmines estimates that there are tens of millions of landmines in the ground in 78 countries which will take 1,100 years to clear. \nUNICEF estimates that 30-40 percent of mine victims are children under 15 years old.\nLandmines cost as little as $3 to produce and as much as $1,000 per mine to clear.\n\n
Nearly 40,000 people in Cambodia have suffered from injuries in 1979\nThere is an estimated 4-6 millions unexplored landmines in Cambodia, and at this rate it will take 100 years to clear all the mines in Cambodia. \nLandmines is global issue. Not only Cambodia, but also 78 nations around the world are suffering from landmines. \nThe International Campaign to Ban Landmines estimates that there are tens of millions of landmines in the ground in 78 countries which will take 1,100 years to clear. \nUNICEF estimates that 30-40 percent of mine victims are children under 15 years old.\nLandmines cost as little as $3 to produce and as much as $1,000 per mine to clear.\n\n
Nearly 40,000 people in Cambodia have suffered from injuries in 1979\nThere is an estimated 4-6 millions unexplored landmines in Cambodia, and at this rate it will take 100 years to clear all the mines in Cambodia. \nLandmines is global issue. Not only Cambodia, but also 78 nations around the world are suffering from landmines. \nThe International Campaign to Ban Landmines estimates that there are tens of millions of landmines in the ground in 78 countries which will take 1,100 years to clear. \nUNICEF estimates that 30-40 percent of mine victims are children under 15 years old.\nLandmines cost as little as $3 to produce and as much as $1,000 per mine to clear.\n\n
Nearly 40,000 people in Cambodia have suffered from injuries in 1979\nThere is an estimated 4-6 millions unexplored landmines in Cambodia, and at this rate it will take 100 years to clear all the mines in Cambodia. \nLandmines is global issue. Not only Cambodia, but also 78 nations around the world are suffering from landmines. \nThe International Campaign to Ban Landmines estimates that there are tens of millions of landmines in the ground in 78 countries which will take 1,100 years to clear. \nUNICEF estimates that 30-40 percent of mine victims are children under 15 years old.\nLandmines cost as little as $3 to produce and as much as $1,000 per mine to clear.\n\n
Nearly 40,000 people in Cambodia have suffered from injuries in 1979\nThere is an estimated 4-6 millions unexplored landmines in Cambodia, and at this rate it will take 100 years to clear all the mines in Cambodia. \nLandmines is global issue. Not only Cambodia, but also 78 nations around the world are suffering from landmines. \nThe International Campaign to Ban Landmines estimates that there are tens of millions of landmines in the ground in 78 countries which will take 1,100 years to clear. \nUNICEF estimates that 30-40 percent of mine victims are children under 15 years old.\nLandmines cost as little as $3 to produce and as much as $1,000 per mine to clear.\n\n
Nearly 40,000 people in Cambodia have suffered from injuries in 1979\nThere is an estimated 4-6 millions unexplored landmines in Cambodia, and at this rate it will take 100 years to clear all the mines in Cambodia. \nLandmines is global issue. Not only Cambodia, but also 78 nations around the world are suffering from landmines. \nThe International Campaign to Ban Landmines estimates that there are tens of millions of landmines in the ground in 78 countries which will take 1,100 years to clear. \nUNICEF estimates that 30-40 percent of mine victims are children under 15 years old.\nLandmines cost as little as $3 to produce and as much as $1,000 per mine to clear.\n\n
Nearly 40,000 people in Cambodia have suffered from injuries in 1979\nThere is an estimated 4-6 millions unexplored landmines in Cambodia, and at this rate it will take 100 years to clear all the mines in Cambodia. \nLandmines is global issue. Not only Cambodia, but also 78 nations around the world are suffering from landmines. \nThe International Campaign to Ban Landmines estimates that there are tens of millions of landmines in the ground in 78 countries which will take 1,100 years to clear. \nUNICEF estimates that 30-40 percent of mine victims are children under 15 years old.\nLandmines cost as little as $3 to produce and as much as $1,000 per mine to clear.\n\n
A landmine is an explosive that is buried just below the surface of the ground to keep enemy soldiers from crossing into your territory. The landmine explodes when someone steps the ground above it. It usually destroys the person’s leg and sometimes it destroys both legs. If the victim is a child, they usually die. If they are an adult, but can’t get to a hospital soon enough, which is often the case in Cambodia, then they die. Over half of the victims survive and become amputees. Cambodia has over 35,000 amputees. One out of every 340 people is an amputee.\n\n
A landmine is an explosive that is buried just below the surface of the ground to keep enemy soldiers from crossing into your territory. The landmine explodes when someone steps the ground above it. It usually destroys the person’s leg and sometimes it destroys both legs. If the victim is a child, they usually die. If they are an adult, but can’t get to a hospital soon enough, which is often the case in Cambodia, then they die. Over half of the victims survive and become amputees. Cambodia has over 35,000 amputees. One out of every 340 people is an amputee.\n\n
A landmine is an explosive that is buried just below the surface of the ground to keep enemy soldiers from crossing into your territory. The landmine explodes when someone steps the ground above it. It usually destroys the person’s leg and sometimes it destroys both legs. If the victim is a child, they usually die. If they are an adult, but can’t get to a hospital soon enough, which is often the case in Cambodia, then they die. Over half of the victims survive and become amputees. Cambodia has over 35,000 amputees. One out of every 340 people is an amputee.\n\n
A landmine is an explosive that is buried just below the surface of the ground to keep enemy soldiers from crossing into your territory. The landmine explodes when someone steps the ground above it. It usually destroys the person’s leg and sometimes it destroys both legs. If the victim is a child, they usually die. If they are an adult, but can’t get to a hospital soon enough, which is often the case in Cambodia, then they die. Over half of the victims survive and become amputees. Cambodia has over 35,000 amputees. One out of every 340 people is an amputee.\n\n
A landmine is an explosive that is buried just below the surface of the ground to keep enemy soldiers from crossing into your territory. The landmine explodes when someone steps the ground above it. It usually destroys the person’s leg and sometimes it destroys both legs. If the victim is a child, they usually die. If they are an adult, but can’t get to a hospital soon enough, which is often the case in Cambodia, then they die. Over half of the victims survive and become amputees. Cambodia has over 35,000 amputees. One out of every 340 people is an amputee.\n\n
A landmine is an explosive that is buried just below the surface of the ground to keep enemy soldiers from crossing into your territory. The landmine explodes when someone steps the ground above it. It usually destroys the person’s leg and sometimes it destroys both legs. If the victim is a child, they usually die. If they are an adult, but can’t get to a hospital soon enough, which is often the case in Cambodia, then they die. Over half of the victims survive and become amputees. Cambodia has over 35,000 amputees. One out of every 340 people is an amputee.\n\n
Anti-Personnel Mines (APL): Anti-personnel mines are designed to kill or injure an individual as opposed to destroying vehicles. Anti-personnel mines explode from the contact or presence of a person. They are often designed to injure rather than kill, causing injuries like blindness, burns, destroyed limbs and shrapnel wounds. Some types of anti-personnel mines can also damage the tracks or wheels of armored vehicles.\n
Anti-Personnel Mines (APL): Anti-personnel mines are designed to kill or injure an individual as opposed to destroying vehicles. Anti-personnel mines explode from the contact or presence of a person. They are often designed to injure rather than kill, causing injuries like blindness, burns, destroyed limbs and shrapnel wounds. Some types of anti-personnel mines can also damage the tracks or wheels of armored vehicles.\n
Anti-Tank Mines: Anti-tank mines were created not long after the invention of the tank in the First World War. They set off when a tank passes over and are developed to prevent enemy armies from moving anti-tank mines as they immobilized or destroyed vehicles and their occupants. Anti-tank mines are typically larger than anti-personnel mines and require more pressure to detonate.\n\n
Anti-Tank Mines: Anti-tank mines were created not long after the invention of the tank in the First World War. They set off when a tank passes over and are developed to prevent enemy armies from moving anti-tank mines as they immobilized or destroyed vehicles and their occupants. Anti-tank mines are typically larger than anti-personnel mines and require more pressure to detonate.\n\n
Anti-Tank Mines: Anti-tank mines were created not long after the invention of the tank in the First World War. They set off when a tank passes over and are developed to prevent enemy armies from moving anti-tank mines as they immobilized or destroyed vehicles and their occupants. Anti-tank mines are typically larger than anti-personnel mines and require more pressure to detonate.\n\n
Anti-Tank Mines: Anti-tank mines were created not long after the invention of the tank in the First World War. They set off when a tank passes over and are developed to prevent enemy armies from moving anti-tank mines as they immobilized or destroyed vehicles and their occupants. Anti-tank mines are typically larger than anti-personnel mines and require more pressure to detonate.\n\n
Anti-Tank Mines: Anti-tank mines were created not long after the invention of the tank in the First World War. They set off when a tank passes over and are developed to prevent enemy armies from moving anti-tank mines as they immobilized or destroyed vehicles and their occupants. Anti-tank mines are typically larger than anti-personnel mines and require more pressure to detonate.\n\n
Anti-Tank Mines: Anti-tank mines were created not long after the invention of the tank in the First World War. They set off when a tank passes over and are developed to prevent enemy armies from moving anti-tank mines as they immobilized or destroyed vehicles and their occupants. Anti-tank mines are typically larger than anti-personnel mines and require more pressure to detonate.\n\n
Mines are planted in war zones. They may be laid by hand or “seeded” from an aircraft or by artillery. Mines may be laid around a village, along a road, on bridges, along river banks, in fields or in forests. Many mines float so that after heavy rains they are found in unexpected locations. Mines continue to be dangerous even if they have been in the ground a long time. When the military conflict ceases, mines remain hidden in the ground, a threat to the people who work the fields and walk the roads.\n\n
Because clearing mines is very expensive. So, in many places, fields and sometimes entire villages remain mined for years after conflicts. The presence of landmines severely threatens people’s life and also prevents the country’s economic growth and development. Long after wars are over, landmines make land unusable for farming, schools or living. Landmine & Cluster Munition Monitor reported In the year 2001, there were 813 landmine casualties and 232 were children. Each day 2-3 people step on a landmine in Cambodia while water carrying, going to school, or trying to earn a living, 95% are civilians. However, the number of casualties has been decreasing over the past years. In 2009, there were 244 casualties. Of this number 47 were killed, and 197 injured. Local people now know the heavily mined area so they stop going there. Some areas are now cleared and no new landmines are laid. There has been no fighting in Cambodia since 1999 when the last Khmer Rouge units defected to the government. In that same year, Cambodia ratified the Mine Ban Treaty and since then no new mines are being laid. \n
The person who removes landmines is called a deminer. She lies on her stomach and probes the ground inch by inch with a knife, hoping to touch the side of the landmine. When she discovers one, she carefully uncovers it and removes it for destruction. Most landmines are made of plastic so they cannot be found with a metal detector. Driving a big demining machine over the land only works on open sandy soil, like deserts, and it doesn’t find all the mines. Trained dogs are very good at finding landmines with their keen sense of smell.\n\n
Orphaned as a youngster by the Khmer Rouge, he was a child soldier first for the Khmer Rouge in the early 1980s, then with the Vietnamese Army in the second half of that decade, and then with the Cambodian army beginning in 1989. He began clearing and collecting mines in 1995. He works in Siem Reap and other provinces nearby. Much of his present work is in the Poipet area near the Thai border.\n\nThe land mine museum used to see fifty to one hundred visitors a day, but in mid-2000 the local government began efforts to shut his museum down. Citing concerns that tourists will be made afraid and therefore not come to Cambodia, they continue to pull down his signs along the road to Angkor Wat, and have harassed him with demands for money and threats of closure. \n\n
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The Landmine Museum was founded by ex-child soldier Aki Ra as a way to tell the world about the horrors landmines had affected on his Cambodia. He used the proceed to clear landmines wherever he could find them.\n\n\n\nIn the process of clearing small, remote villages, he bagan brining home wounded and orphaned children that he and his wife raised as their own, along side their own children.\n\nToday the Museum not only tells Aki Ra's unique history and the history of landmines in Cambodia, it is the home to nearly 3 dozen wounded, handicapped, poor and orphaned chidren. All are hosed, fed, schooled and given a future they would otherwise never have had.\n
The Landmine Museum was founded by ex-child soldier Aki Ra as a way to tell the world about the horrors landmines had affected on his Cambodia. He used the proceed to clear landmines wherever he could find them.\n\n\n\nIn the process of clearing small, remote villages, he bagan brining home wounded and orphaned children that he and his wife raised as their own, along side their own children.\n\nToday the Museum not only tells Aki Ra's unique history and the history of landmines in Cambodia, it is the home to nearly 3 dozen wounded, handicapped, poor and orphaned chidren. All are hosed, fed, schooled and given a future they would otherwise never have had.\n
Our activities include providing education and training to rural people about landmine safety, clearing mines and unexploded ordnance (UXO) from various provinces in Cambodia, and training soldiers to deactivate and clear landmines and UXO from the countryside. We also provide livelihood support for soldiers working in de-mining and their families, and a home and school at the Museum for child survivors of landmines. Through all our activities, we work to ensure that Cambodia will one day become free of landmines and UXO.\n
Let’s have a look at how Aki Ra work on mine clearing\n
Apart from Akira himself, there are three main organizations working to clear landmines in Cambodia: the Cambodia Mine Action and Victim Assistance Authority (CMAA), the Mines Advisory Group (MAG) http://www.maginternational.org/ and the Halo Trust. Between 1993 and 1999 the three groups cleared 66,027,761 square meters, or 66 square kilometers. Each year they have been clearing faster than the year before. In 1999, the three groups combined cleared 11,857,920 square meters, with CMAC, the government body that also coordinates all demining, clearing 9,573,821 square meters (NGO forum website).\n
Apart from Akira himself, there are three main organizations working to clear landmines in Cambodia: the Cambodia Mine Action and Victim Assistance Authority (CMAA), the Mines Advisory Group (MAG) http://www.maginternational.org/ and the Halo Trust. Between 1993 and 1999 the three groups cleared 66,027,761 square meters, or 66 square kilometers. Each year they have been clearing faster than the year before. In 1999, the three groups combined cleared 11,857,920 square meters, with CMAC, the government body that also coordinates all demining, clearing 9,573,821 square meters (NGO forum website).\n
Those in favor of landmines are the businesses that profit from selling them and the military. Landmines maim or kill 10,000 civilians every year. Victims have a lifetime of physical, psychological, and economic hardship. \n
An organization called the International Campaign to Ban Landmines (www.icbl.org) encourages countries to support a treaty banning the use, production, stockpiling, and transfer of antipersonnel landmines. In 1997 the treaty was signed by 147 countries and became law. Countries may no longer sign it, but they can choose to support it. The United States does not support the ban on landmines.\n\n
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students will write a 75-150 word reflection on the lessons and topics which we have discussed in class.  This reflection may include any of the following:\nadditional research on a topic they found interesting\nand so on…\nThese reflection journals will be due at the end of class on Fridays. \nStudents will write their reflection journals in a notebook or they may submit them by e-mail. \n