Topic:
Functions:
Vocabulary:
Grammar:
Skills and strategies:
Culture:
To help people around the world
Describe an organization
The UN is based on a charter that has four main purposes:…
In addition, the UN helps protect human rights and works to improve
international laws, for example, those on child labour.
ambassador, operate, honour, charter, purpose, co-operate, touch, operation
peacekeeping, conflict, beret, worthy, labour, voluntary, press, awareness,
sum, fund, urgent, lack, earthquake, typhoon, civilian, remote, accessible,
draw, frustrated, conscience, reference, funding, aspect, precious, remind,
collection, face, mountainous, border, expense, primitive, firewood, source,
well, pump, container, fetch, hardship, basic, roof, occupation, force, fuel,
farm, malnutrition, means, commitment, chaos, flee, unusable, bullet, staff
outbreak, colleague, vacant, temporary, clinic, medication, minor, cut, heal,
shelter, comfort, barrier, meanwhile
Unreal conditions: Other uses
1. If you had listened to the talk about the UN yesterday, you would know the
Answer to the question now.
2. With (If I had) more money, I could help more people in need.
3. But for the (If there was no) help from the UN, those women would not have
been able to set up their fund.
4. I’m too busy now, otherwise / or (if I weren’t busy), I would help you do the
Work.
5. I would never go there even if I was given the chance to.
6. Nicholas is smiling as if he knew nothing about it.
7. If only I were a Goodwill Ambassador!
8. I wish there were no wars in the world.
By the end of this unit, students will be able to:
1. read a speech made by a UN Goodwill Ambassador and the diary entry of a
Medecins Sans Frontieres (MSF) nurse.
2. listen to a news report about problems in the mountains in northern Thailand
3. talk about ways in which students could help children in poor areas
4. write a proposal suggesting ways to help poor children
5. expand vocabulary related to international organizations
1. The roles of the UN and other international organizatio9ns
2. Life in the hills in northern Thailand
Teaching suggestions:
Period 1 Welcome to the unit
Teaching Objectives:
1. Enable students to think about different hard situations people around the world are facing and the importance of international aid.
2. Develop students’ listening, speaking, reading, writing and thinking ability.
3. Promote to form correct values.
Teaching Important and Difficult Point:
Improve students’ speaking and thinking ability.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1. Brainstorming
1.Dicussion
1) If one of your friends met with difficulty in doing his homework, what would you do? If he was ill? Or unhappy?
2) When flood happened in Hubei in 1998, what did people of other areas do to help?
(Have the students discuss the questions and then express their ideas.)
2. Talk about Tsunami in the Indian Ocean
1) Do you know what happened in the Indian Ocean in Dec.2004?
2) Pictures of the Tsunami in the Indian Ocean.
Did you do something to help? What did you do? Why?
3) Pictures of China’s help: donation, medical team
Do you think it right for China to do so? Why?
(When a country meets some difficulties, the other countries should help people there to overcome them, so that we can live peacefully together; International aid is very important for countries in need of help.)
Step 2. Picture talking
Picture 1
1. Show pictures of the UN peace-keeping force on the screen.
2. Questions:
1) Who are they?
2) How can they help people across the world?
3) Have you dreamed of being a soldier? Why or why not?
Picture 2
1. Show pictures of poor African people on the screen.
2. Questions:
1) What happened in this picture?
(The little boy was too weak to support his head because of hunger, there’s a hawk not far away, which seemed to be waiting for its dinner.)
2) Are there any poor people like them in China? Where are they? What can we do for them?
Picture 3
1. Show pictures of flood on the screen.
2. Questions:
1) What are they doing?
2) What difficulties will people face if a flood happens?
3) How can people solve the problems?
Picture 4
1. Show pictures of agriculture on the screen.
2. Questions:
1) Is agriculture important? Why?
2) What are the important things for agriculture?
Picture 5
1. Show a picture of doctors who are helping people in need in the countryside for free.
2. Questions:
1) What are the doctors doing? Where are they?
2) What do they do to help?
Picture 6
1. Show a picture of a poor family.
2. Questions:
1) Describe the family in the picture, what are the differences between your life and theirs?
2) How can they change their life? Do you have any good ideas?
Step 3 Discussion
1.What organizations do you know of that can help with the situations in the pictures?
2.Have you ever helped people in need? What did you do to help them?
Step 4 Homework
1.Preview “Reading”
2.Write a short essay about your feelings of helping others.
Period 2-3 Reading
Teaching Objectives:
1. Enable students to know about the UN and a Goodwill Ambassador.
2. Develop students’ speaking, reading, writing and thinking ability.
3. Promote to form correct values.
Teaching Important and Difficult Point:
1. Improve students’ reading and thinking ability.
2. Master some language points: honour, refer, set out, take on, lack, sum, urgent, apart from, worthy.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1. Lead-in
1. Show a picture of the UN building the emblem of the UN
with the question” What do you know about the UN?”
2. Show a picture of the Earth Summit with the question “What kind of problems do you think the UN usually discusses?”
Step 2. Fast reading
1. Who is Tang Ning?
Tang Ning is a successful businesswoman and a UN Goodwill Ambassador.
2. How many countries belong to the UN? 191 countries
3. Which countries has Tang Ning visited?
She has visited countries where the UN operates programmes to help people.
Step 3. Further reading
1. Listening for further information.
2. Main idea of each part:
Part1 (para1-2) Brief Introduction of the UN
Part2 (para3-4) What Tang did as a UN Goodwill Ambassador
Part3 (para5) The problems the UN helps solve
3. What? An international group...that want to…
When? In Oct, 1945 by 51 countries
Today? 191 countries all together
A Goodwill Ambassador? Being a…means that I visit…
To keep…
1)Part1 To develop…
Charter To co-operate…
To be a center …
Soldiers? From different countries that belong to the UN.
The UN assists? With the help of…, the UN assists …
Retell Part1
What? To visit countries where…
How? If I visit…, the television and press will…,
this will increase…
2)Part2 Who? Some women
In South Africa What? one rand-add it to…--
to sell…--to buy…--to expand
Who set up it? The UNIFEM
Retell Part 2
3)Part3
1) What does the UN help to do?
Apart from the urgent problems caused by wars and conflicts, the UN helps countries with other problems such as lack of education, lack of food, poverty, disasters and diseases.
2) What did the meeting in 2000 agree to do? What are the goals?
At a UN meeting in 2000, all 191 members agree to try and meet eight development goals by the year 2015. One of the goals is to ensure that fresh drinking water is available to everyone. Another is to ensure all children complete primary education.
4. Fill in the blanks (Ex on P53)
Step 4 Discussion
1. Tang Ning is a successful businesswoman. How do you think that would help her in her role as a Goodwill Ambassador?
2. Would you like to be a Goodwill Ambassador?
Why or why not?
Step 5 Language Points
1.refer refered, referring
1)認(rèn)為…由于; 歸諉，歸功；指點(diǎn)某人去
Eg. He refers the failure of the match to his own carelessness.
他認(rèn)為比賽失敗是由于他自己的粗心。
The invention of gunpowder is referred to China.
火藥的發(fā)明歸功于中國。
I was referred to the manager.
人家叫我去找經(jīng)理。
2) vi. 提及，談到；指；參考
Eg. Don’t refer to that matter again!
別再提那件事了！
He told us not to refer to the dictionary often while reading.
他叫我們閱讀時不要老是查字典。
The problem he referred to at the meeting yesterday has not been solved.他昨天會上談到的那個問題還沒解決。
3) referee n.鑒定人，審查人；裁判員
reference n. 參考，參照
keep it for reference 備作參考
a reference book 參考書
2.hono（u）r
1) n. 名譽(yù)，光榮
Eg. give/pay/do/show honor to sb
向某人表示敬意
have the honour of doing/to do 有…的榮幸
do sb the honour of… 給某人…的榮幸
a sense of honour 廉恥心
2）vt. 尊敬 (respect)
3. take on
1）承擔(dān)，接受
Eg. take on heavy responsibility 挑重?fù)?dān)
It’s difficult for him to take on the role of being the host of the party. 對他來說，做晚會主持人有點(diǎn)困難。
2) 呈現(xiàn)（面貌），具有（特征）
Eg. My hometown has taken on a new look.
我的家鄉(xiāng)呈現(xiàn)一片新貌。
注： take up 拿起收起
take off 脫掉（外套）（飛機(jī)）起飛
take apart 拆開
take sth back 撤銷，收回
4. in addition 另外，還有
in addition to 除…之外還有…
Eg. 除了英語之外，他還會說法語。
He speaks French in addition to English.
He speaks English, in addition, he also speaks French.
5. sum
1）n.總數(shù)，金額
Eg. The sum of two and three is five.二與三之和為五。
He paid a big sum for this car.
他付了一大筆錢買這輛車。
2) v.總計，共達(dá) summed, summing
Eg. sum up the costs of the production.
計算出生產(chǎn)成本
sum up the main point 概括要點(diǎn)
He sum up the situation in a minute.
他很快看清了當(dāng)時的情況。
6. lack
1) n. 缺乏，不足 （of）
Eg. A lack of skill/cash 缺乏技能/資金
There’s no lack of food here.
這里不缺食物。
The plant died for lack of water.
這些植物由于缺水而死。
2) v. 缺乏，沒有
Eg. He lacks confidence. 他缺乏自信。
It lacks five minutes of nine. 差五分到九點(diǎn)。
7. set out 提出，表明；
動身，出發(fā)（for）；裝飾
Eg. 他在會上清楚的表明了他的觀點(diǎn)。
He set out his ideas clearly at the meeting.
他兒子昨天動身去加拿大了。
His son set out for Canada yesterday.
Finally, he set out to write his new novel with the help of his wife.
在妻子的幫助下，他最終開始著手寫他的新小說。
注：1) set out to do = set about doing 開始著手做某事
2) set aside 留出；不顧
set off 動身，出發(fā)
set up 建立，創(chuàng)建
Eg. 1) He set aside some money every month to help the poor.
他每月留出一些錢去幫助窮人。
2) They set up a computer company together after graduation.
畢業(yè)之后他們一起開了一家電腦公司。
Step 6 Homework
1. Review the language points of this part.
2. Read the text again and try to retell using your own words.
Period 4 Word power
Teaching Objectives:
1. Enable students to know about different organizations of the UN.
2. Develop students’ thinking ability and help them master some knowledge about the UN.
3. Promote to form correct values.
Teaching Important and Difficult Point:
The names and use of some important international organizations.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1. International Organizations
1. Read the short passage and pay attention to the names of the organizations in blue.
2. International organizations
Specialized agencies:
(1) International Labour Organization
國際勞工組織
(2) Food and Agricultural Organization
聯(lián)合國糧農(nóng)組織
(3) UN Educational, Scientific and Cultural Organization
聯(lián)合國教科文組織
(4) World Health Organization
世界衛(wèi)生組織
(5) International Civil Aviation Organization
國際民用航空組織
(6) The Universal Postal Union
萬國郵政聯(lián)盟
(7) World Bank Group
世界銀行組織
(8) International Monetary Fund
國際貨幣基金組織
Programmes and funds:
(9) UN Children’s Fund
聯(lián)合國兒童基金會
(10) UN Environment Programme
聯(lián)合國環(huán)境規(guī)劃署
(11) UN Drugs Control Programme
聯(lián)合國毒品控制署
(12) UN Development Programme
聯(lián)合國開發(fā)計劃署
(13) UN Development Fund for Women
聯(lián)合國婦女發(fā)展基金會
Step 2 Fill in the blanks
EX on P55
Step 3 Acronyms
IMF International Monetary Fund
FAO Food and Agricultural Organization
ILO International Labour Organization
UNESCO UN Educational, Scientific and Cultural Organization
WHO World Health Organization
UNEP UN Environment Programme
Step 4 Homework
1.Try to remember the names of the international organizations.
2.Preview “Grammar and usage”
Period 5 Grammar and Usage
Teaching Objectives:
1. Enable students to know about mixed conditionals.
2. Develop students’ reading, writing and thinking ability and the ability of using unreal conditionals
Teaching Important and Difficult Point:
Improve students’ ability of using unreal conditionals with “but for, if only, would rather, even if, as if”.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and more exercises
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1 Revision
1.如果那時我有足夠的錢，我就能買下那輛車了。
If I had had enough money, I could have bought that car.
2.如果今天沒下雨，他就能出去跟朋友踢足球了。
If it were not raining, he could go out to play football with his friends.
3.如果那天他沒遲到，就不會被叫到辦公室了。
If he had not been late that day, he would not have been asked to the office.
4.如果父母沒有幫我，我不可能成功地開辦這個工廠。
If my parents hadn’t helped me, I couldn’t have set up this factory successfully.
Step 2 Mixed conditionals
1.錯綜時間條件虛擬語氣，主句和從句謂語動詞時態(tài)由不同假設(shè)條件而定
1）If you had listened to the talk about the UN, you would know
the answer to the question.
2）If it had been finer, the crops would be growing better.
3）如果我昨天記下了他的電話號碼，現(xiàn)在就能聯(lián)系到他了。
If I had taken down his phone number yesterday, I could reach him now.
2. Implied conditions
( otherwise, or, with, without, but for )
(1) With (If I had) more money, I could help more people in need.
(2) But for (If it had not been) me, you would not succeed.
(3) I am too busy, otherwise/or (if I weren’t so busy) I would help you.
(4) But for his help, We couldn’t have finished the task ahead of time.
3. Unreal situations introduced by even if,
as if, as though, if only（如果…該多好啊）.
(1) I could not go there even if I were given the chance to.
(2) He talks as though he had been to America.
(3) If only I were a Goodwill Ambassador!
(4) 如果我昨天見到我喜歡的那個歌手了該多好��！
If only I had seen my favorite singer star yesterday!
4. Unreal situations after wish and would rather
(1) I wish there were no wars in the world.
(2) I would rather you hadn’t told me about this.
(3) 我真希望我上次考試及格了。
I wish I had passed the exam last time.
(4) 我情愿今天是工作日而不是周末。
I would rather today is a workday but not a weekend.
Step 3 Consolidation
1. Ex A and B on P56-57
2. Ex about “Grammar” on the WB
Step 4 Homework
1.Review what you have learnt by doing some exercises.
2.Preview “Task”.
Period 6-7 Task
Teaching Objectives:
1. Enable students to think about how to help the poor children.
2. Develop students’ listening, reading, writing and thinking ability.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1 Revision
1. Check the homework.
2. Do some translation about unreal conditionals.
Step 2 Skills building 1: listening for problems and causes
1. When you are listening to a news report, you often need to think about the problems being discussed and the causes of the problems. You can pay attention to the phrases below:
1)Problems: As you can see…, The result is…, As a result…, As I said earlier…, … and so…, This means…, A common problem is that…, Another problem is that…
2) Causes: This is because…, Unfortunately,… , … because…, …because of…, … as …
2. Listening practice
1) Have the students go through the blanks before listening.
2) Have the students listen to Parts A and B, fill in as much of the table as the can. Then check the answers and play some sentences if necessary.
3. Read Part C to complete the table in Parts A and B.
Step 3 Skills building 2: discussing in groups
1. Sentences and sentence structures of different functions
1) Making suggestions:
I think it would be a good idea to …
We could help by…
I would l like to suggest that…
It would be a good idea if we could…
2) Asking for opinions
What do you think?
Does anyone else have any suggestions?
Does anyone else have any other ideas?
Can you suggest anything else?
3) Expressing agreement/disagreement
I agree / disagree because…
That’s a great idea, but…
I’m sorry but I don’t think that would work because…
Ok, that sounds like a good idea.
Unfortunately, I don’t think that will work.
4) Making conclusions
So to summarize, our group has decided to…
In conclusion, we have decided to…
2. Making suggestions
After learning about the problems of the hill tribe children in northern Thailand, have a discussion with your classmates to give suggestions about how to help them.
Step 4 Skills building 3: writing a proposal
Have the students read about the important factors included in a proposal and make sure they are clear about them.
Step 5 composing a proposal
Have the students write a proposal to UNICEF based on the information you have gathered about how to help the hill tribe children in northern Thailand. Your proposal should include: Title, Group members, Introduction, Proposal, and Benefits.
Step 6 Homework
1. Finish your proposal.
2. Preview “Project”.
Period 8-9 Project
Teaching Objectives:
1. Enable students to understand the passage better.
2. Develop students’ listening, reading, writing and thinking ability.
3. Enable the students to make an action plan.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1 Lead-in
1. Some pictures to show a beautiful Africa.
2. Some pictures to show a poor Africa.
3. Some pictures to show China’s help to Africans.
Step 2 Fast Reading
1. Why did the MFS nurse go to Africa?
Because of the flood.
2. Where has the MSF nurse been to in Africa?
Kenya and Sudan
3. Besides speaking English and French, how can Africans be communicated with? By body language
Step 3 Further Reading
1. Listening for further information
2. Questions:
Para 1
1) How did she help?
Set up feeding centers to ensure that people got food and we checked the health of babies to make sure they were putting on weight. We had a vaccination campaign to stop children dying from measles.
2) What dangers did she face?
Fighting in villages far from the city; looking out for bullets and running from one place to another became way of life; water borne diseases such as malaria and typhoid; mud and water everywhere, making it difficult to travel from place to place.
Para 2
1) Where was the A temporary clinic?
In a vacant health center in the north side of the town.
2) What problems can it solve?
People who have regular medication cannot get hold of it in a disaster such as this.
Minor injuries also need to be taken care of , especially as it is so wet.
3) What are other problems they must face?
In the rest of the city, shelter and access to food and clean water are big problems.
The fields and harvest have been destroyed and so malnutrition will be a problem in the future. People have started to worry about that they will not get enough food.
Para 3
1. How do they communicate?
By speaking English or French, or using acting skills.
2. What are horrible things for her?
It is quite horrible to imagine losing everything, including some of your family.
That was a really horrible job to bury the dead bodies as quickly as possible to stop disease spreading.
Para 4
1. What is the main idea of this paragraph?
About the MSF nurse’s feelings of working there.
2. Does she enjoy the experience of working there? Why?
Yes. This experience makes her appreciate all the things she has and gives her the chance to see things from another side.
Step 4 Discussion
1. If you have a chance to go to Africa now, what do you think you can do to help?
2. What problem do you think should be solved first? Why?
3. If you are asked to help a group of people, who would you choose to help? Why?
Step 5 Homework
1. Write a composition about one of your experiences of helping the others.
2. Finish the exercises of this unit
Quiz:
1. _____ today, he would get there by Friday.
A. Would he leave B. Was he leaving C. Were he to leave D. If he leave
2. Should it rain, the crops _____ .
A. would be saved B. would have been saved
C. will be saved D. had been saved
3. You _____ come earlier. The bus left a moment ago.
A. would B. should have C. may D. have
4. He treated me as if _____ his own son.
A. I am B. I would be C. I was D. I were
5. I _____ you some money, but I hadn’t any on me then.
A. would lend B. would have lent C. could lend D. may have lent
6. A few minutes earlier and we _____ the rain.
A. have caught B. had caught
C. could have caught D. were to catch
7. --- “Have you ever been to Beijing?” --- “No, but I wish I _____”
A. have B. will C. do D. had
8. I’m glad I went over all my notes; otherwise _____ .
A. I may have failed B. I’d fail C. I’d have failed D. I’ll have failed
9. --- “What will you do during the summer holiday?”
--- “I don’t know, but it’s high time _____ something.”
A. I’m deciding B. I’ll decide C. I decided D. I decide
10. What should we do if it _____ tomorrow?
A. should snow B. would snow C. snow D. will snow
11. If only I _____ my watch!
A. hadn’t lost B. haven’t lost C. didn’t lost D. don’t lose
12. You _____ such a serious mistake if you had followed his advice.
A. may not make B. might not make
C. shouldn’t have made D. might not have made
13. We _____ the work on time without your help.
A. hadn’t had finished B. didn’t have finished
C. couldn’t have finished D. can’t have finished
14. --- “Where have you been?”
--- “I got caught in traffic; otherwise _____ sooner.”
A. I would be here B. I have been here
C. I had been here D. I would have been here
15. If it were not for the fact that you _____ ill, I would ask you to do this right now.
A. were B. had been C. are D. should be
（答案：1-5 CABDB 6-10 CDCCA 11-15 ADCDC）
Related reading materials:
1About UNESCOWhat it is and what it does?
UNESCO - the United Nations Educational, Scientific and Cultural Organization (UNESCO) was founded on 16 November 1945. For this specialized United Nations agency, it is not enough to build classrooms in devastated countries or to publish scientific breakthroughs. Education, Social and Natural Science, Culture and Communication are the means to a far more ambitious goal: to build peace in the minds of men.
Today, UNESCO functions as a laboratory of ideas and a standard-setter to forge universal agreements on emerging ethical issues. The Organization also serves as a clearinghouse – for the dissemination and sharing of information and knowledge – while helping Member States to build their human and institutional capacities in diverse fields. In short, UNESCO promotes international co-operation among its 191* Member States and six Associate Members in the fields of education, science, culture and communication.
UNESCO is working to create the conditions for genuine dialogue based upon respect for shared values and the dignity of each civilization and culture.
This role is critical, particularly in the face of terrorism, which constitutes an attack against humanity. The world urgently requires global visions of sustainable development based upon observance of human rights, mutual respect and the alleviation of poverty, all of which lie at the heart of UNESCO’s mission and activities.
Through its strategies and activities, UNESCO is actively pursuing the Millennium Development
Goals, especially those aiming to:
halve the proportion of people living in extreme poverty in developing countries by 2015
achieve universal primary education in all countries by 2015
eliminate gender disparity in primary and secondary education by 2005
help countries implement a national strategy for sustainable development by 2005 to reverse current trends in the loss of environmental resources by 2015.
2. About WHO
The World Health Organization is the United Nations specialized agency for health. It was established on 7 April 1948. WHO's objective, as set out in its Constitution, is the attainment by all peoples of the highest possible level of health. Health is defined in WHO's Constitution as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.
WHO is governed by 192 Member States through the World Health Assembly. The Health Assembly is composed of representatives from WHO's Member States. The main tasks of the World Health Assembly are to approve the WHO programme and the budget for the following biennium and to decide major policy questions.
Countries
All countries which are Members of the United Nations may become members of WHO by accepting its Constitution. Other countries may be admitted as members when their application has been approved by a simple majority vote of the World Health Assembly. Territories which are not responsible for the conduct of their international relations may be admitted as Associate Members upon application made on their behalf by the Member or other authority responsible for their international relations. Members of WHO are grouped according to regional distribution (192 Member States).
3. FAO’s activities
FAO activities comprise four main areas:
Putting information within reach. FAO serves as a knowledge network. We use the expertise of our staff - agronomists, foresters, fisheries and livestock specialists, nutritionists, social scientists, economists, statisticians and other professionals - to collect, analyse and disseminate data that aid development. A million times a month, someone visits the FAO Internet site to consult a technical document or read about our work with farmers. We also publish hundreds of newsletters, reports and books, distribute several magazines, create numerous CD-ROMS and host dozens of electronic fora.
Sharing policy expertise. FAO lends its years of experience to member countries in devising agricultural policy, supporting planning, drafting effective legislation and creating national strategies to achieve rural development and hunger alleviation goals.
Providing a meeting place for nations. On any given day, dozens of policy-makers and experts from around the globe convene at headquarters or in our field offices to forge agreements on major food and agriculture issues. As a neutral forum, FAO provides the setting where rich and poor nations can come together to build common understanding.
Bringing knowledge to the field. Our breadth of knowledge is put to the test in thousands of field projects throughout the world. FAO mobilizes and manages millions of dollars provided by industrialized countries, development banks and other sources to make sure the projects achieve their goals. FAO provides the technical know-how and in a few cases is a limited source of funds. In crisis situations, we work side-by-side with the World Food Programme and other humanitarian agencies to protect rural livelihoods and help people rebuild their lives.
4. Helping Others
Christmas in America means different things to different people. To some people, Christmas means brightly wrapped packages under a decorated tree. To others, it means family reunions and a wonderful meal together. To Christians, it means Jesus' birthday. Christmas also means lending a helping hand to people in need. Along with all the hubbub of shopping for presents and sending Christmas cards, many people in America take time to help others.
In America and around the world, Christmas offers many opportunities to spread "peace on earth, good will toward men." For example, Salvation Army bell ringers are a familiar sight to most Christmas shoppers. They stand outside malls and stores collecting money for the needy. Many churches and other organizations collect toys and clothes as Christmas gifts for poor families. Going caroling is another traditional way to bring cheer to neighbors--especially the elderly and people who can't get out much. The Christmas spirit encourages people to help each other in many large and small ways.
The spirit of helping others isn't limited to Christmas, however. Americans help others year-round. Civic clubs such as the Lion's Club, the Elk's Club and the Rotary Club take part in local community projects. Many organizations exist just to help others. The Make a Wish Foundation gives terminally ill children a chance to have their dream come true. Habitat for Humanity helps poor people build their own houses. And besides supporting worthy causes with their money, thousands of Americans donate their time by serving as volunteers in hospitals, homeless shelters and schools.
5. HELPING PEOPLE WITH DISABILITIES
People with disabilities who are self-sufficient under normal circumstances may have to rely on the help of others in a disaster.
PROVIDE ASSISTANCE
Do you know someone with a disability?
People with disabilities often need more time than others to make necessary preparations in an emergency.
The needs of older people often are similar to those of persons with disabilities.
Because disaster warnings are often given by audible means such as sirens and radio announcements, people who are deaf or hard of hearing may not receive early disaster warnings and emergency instructions. Be their source of emergency information as it comes over the radio or television.
Some people who are blind or visually-impaired, especially older people, may be extremely reluctant to leave familiar surroundings when the request for evacuation comes from a stranger.
A guide dog could become confused or disoriented in a disaster. People who are blind or partially sighted may have to depend on others to lead them, as well as their dog, to safety during a disaster.
In most states, guide dogs will be allowed to stay in emergency shelters with owners. Check with your local emergency management officials for more information.
People with impaired mobility are often concerned about being dropped when being lifted or carried. Find out the proper way to transfer or move someone in a wheelchair and what exit routs from buildings are best.
Some people with mental retardation may be unable to understand the emergency and could become disoriented or confused about the proper way to react.
Many respiratory illnesses can be aggravated by stress. In an emergency, oxygen and respiratory equipment may not be readily available.
People with epilepsy, Parkinson's disease and other conditions often have very individualized medication regime's that cannot be interrupted without serious consequences. Some may be unable to communicate this information in an emergency.
Be ready to offer assistance if disaster strikes: If a disaster warning is issued, check with neighbors or coworkers who are disabled. Offer assistance whenever possible.
Prepare an emergency plan. Work with neighbors who are disabled to prepare an emergency response plan. Identify how you will contact each other and what action will be taken.
EVACUATION
Be able to assist if an evacuation order is issued. Provide physical assistance in leaving the home/office and transferring to a vehicle.
Provide transportation to a shelter. This may require a specialized vehicle designed to carry a wheelchair or other mobility equipment.
6. History of United Nations
The name "United Nations", coined by United States President Franklin D. Roosevelt, was first used in the "Declaration by United Nations" of 1 January 1942, during the Second World War, when representatives of 26 nations pledged their governments to continue fighting together against the Axis Powers.
States first established international organizations to cooperate on specific matters. The International Telecommunication Union was founded in 1865 as the International Telegraph Union, and the Universal Postal Union was established in 1874. Both are now United Nations specialized agencies.
In 1899, the first International Peace Conference was held in The Hague to elaborate instruments for settling crises peacefully, preventing wars and codifying rules of warfare. It adopted the Convention for the Pacific Settlement of International Disputes and established the Permanent Court of Arbitration, which began work in 1902.
The forerunner of the United Nations was the League of Nations, an organization conceived in similar circumstances during the First World War, and established in 1919 under the Treaty of Versailles "to promote international cooperation and to achieve peace and security."
The International Labour Organization was also created under the Treaty of Versailles as an affiliated agency of the League. The League of Nations ceased its activities after failing to prevent the Second World War.
In 1945, representatives of 50 countries met in San Francisco at the United Nations Conference on International Organization to draw up the United Nations Charter. Those delegates deliberated on the basis of proposals worked out by the representatives of China, the Soviet Union, the United Kingdom and the United States at Dumbarton Oaks, United States, in August-October 1944. The Charter was signed on 26 June 1945 by the representatives of the 50 countries. Poland, which was not represented at the Conference, signed it later and became one of the original 51 member states.
The United Nations officially came into existence on 24 October 1945, when the Charter had been ratified by China, France, the Soviet Union, the United Kingdom, the United States and a majority of other signatories. United Nations Day is celebrated on 24 October each year.
7. Working with Us
MSF volunteers around the world give life-saving medical assistance to people who would otherwise be denied access to even the most basic health care. Every year, around 2,500 volunteers join local staff helping populations in danger. They bring their motivation, professional abilities and practical experience to their work in the field.
Working overseas with MSF in often very difficult conditions is tough and demanding but the rewards are immense.
Where does MSF work?
MSF is increasingly active in areas of conflict - countries where great numbers of people have been displaced by internal conflicts and war, and where the medical facilities are inadequate. Placements in these areas can be dangerous but our strict security policies ensure that risks to project workers are minimized.
The medical activities vary with each project, ranging from simple curative work and mother-child care, to surgery and epidemic control. In some cases, MSF projects may be quite similar to a primary health care programme, helping to build up a medical infrastructure.
Duration
MSF provides emergency relief but that does not mean these projects are always short-term. Many of the areas in which we operate are affected by long drawn-out conflicts and aid projects can go on for many years. For instance, we have been working in Angola since 1983. The rapidly changing conditions there make it impossible to plan more than a few months or even weeks ahead. This lack of predictability is typical of relief operations.
Personnel
Although MSF is pre-eminently a medical organization, it would not be able to operate without the support from its technical staff, such as logisticians, building engineers and water and sanitation experts. Dilapidated or destroyed hospitals and clinics need to be rebuilt and adequate sanitary facilities are essential to prevent the spread of epidemics or the occurrence of disease.
Many of the project staff are recruited from the local population. On average, for every expatriate posted to a specific project there are seven local workers. They provide everything from technical and administrative assistance to nursing and medical skills.
MSF UK continuously recruits from the UK and Ireland through its office in London, sending dozens of doctors, nurses, other allied medical professionals, logisticians and financial administrators to work on MSF projects in over 80 countries.
A large number of recruits are first-time volunteers. But they often return for future missions, attracted by the diversity of projects, the possibility of rapidly rising to senior positions in the field, and, most of all, by the sense of satisfaction of making a difference.