Thursday, January 31, 2013

Fri, Feb 1 day 5, 3rd (last) blog topic






Last blog: something for the imagination.
http://www.ted.com/talks/karen_thompson_walker_what_fear_can_teach_us.html

This topic should inspire more self-reflection; nevertheless, draw specifically from the video / transcript with your minimum of 200 response. Don't forget to identify yourself, so as to get credit for your writing.


One day in 1819, 3,000 miles off the coast of Chile, in one of the most remote regions of the Pacific Ocean, 20 American sailors watched their ship flood with seawater. They'd been struck by a sperm whale, which had ripped a catastrophic hole in the ship's hull. As their ship began to sink beneath the swells, the men huddled together in three small whaleboats. These men were 10,000 miles from home, more than 1,000 miles from the nearest scrap of land. In their small boats, they carried only rudimentary navigational equipment and limited supplies of food and water. These were the men of the whaleship Essex, whose story would later inspire parts of "Moby Dick."
Even in today's world, their situation would be really dire, but think about how much worse it would have been then. No one on land had any idea that anything had gone wrong. No search party was coming to look for these men. So most of us have never experienced a situation as frightening as the one in which these sailors found themselves, but we all know what it's like to be afraid. We know how fear feels, but I'm not sure we spend enough time thinking about what our fears mean.
As we grow up, we're often encouraged to think of fear as a weakness, just another childish thing to discard like baby teeth or roller skates. And I think it's no accident that we think this way. Neuroscientists have actually shown that human beings are hard-wired to be optimists. So maybe that's why we think of fear, sometimes, as a danger in and of itself. "Don't worry," we like to say to one another. "Don't panic." In English, fear is something we conquer. It's something we fight. It's something we overcome. But what if we looked at fear in a fresh way? What if we thought of fear as an amazing act of the imagination, something that can be as profound and insightful as storytelling itself?
It's easiest to see this link between fear and the imagination in young children, whose fears are often extraordinarily vivid. When I was a child, I lived in California, which is, you know, mostly a very nice place to live, but for me as a child, California could also be a little scary. I remember how frightening it was to see the chandelier that hung above our dining table swing back and forth during every minor earthquake, and I sometimes couldn't sleep at night, terrified that the Big One might strike while we were sleeping. And what we say about kids who have fears like that is that they have a vivid imagination. But at a certain point, most of us learn to leave these kinds of visions behind and grow up. We learn that there are no monsters hiding under the bed, and not every earthquake brings buildings down. But maybe it's no coincidence that some of our most creative minds fail to leave these kinds of fears behind as adults. The same incredible imaginations that produced "The Origin of Species," "Jane Eyre" and "The Remembrance of Things Past," also generated intense worries that haunted the adult lives of Charles Darwin, Charlotte BrontĂŤ and Marcel Proust. So the question is, what can the rest of us learn about fear from visionaries and young children?
Well let's return to the year 1819 for a moment, to the situation facing the crew of the whaleship Essex. Let's take a look at the fears that their imaginations were generating as they drifted in the middle of the Pacific. Twenty-four hours had now passed since the capsizing of the ship. The time had come for the men to make a plan, but they had very few options. In his fascinating account of the disaster, Nathaniel Philbrick wrote that these men were just about as far from land as it was possible to be anywhere on Earth. The men knew that the nearest islands they could reach were the Marquesas Islands, 1,200 miles away. But they'd heard some frightening rumors. They'd been told that these islands, and several others nearby, were populated by cannibals. So the men pictured coming ashore only to be murdered and eaten for dinner. Another possible destination was Hawaii, but given the season, the captain was afraid they'd be struck by severe storms. Now the last option was the longest, and the most difficult: to sail 1,500 miles due south in hopes of reaching a certain band of winds that could eventually push them toward the coast of South America. But they knew that the sheer length of this journey would stretch their supplies of food and water. To be eaten by cannibals, to be battered by storms, to starve to death before reaching land. These were the fears that danced in the imaginations of these poor men, and as it turned out, the fear they chose to listen to would govern whether they lived or died.
Now we might just as easily call these fears by a different name. What if instead of calling them fears, we called them stories? Because that's really what fear is, if you think about it. It's a kind of unintentional storytelling that we are all born knowing how to do. And fears and storytelling have the same components. They have the same architecture. Like all stories, fears have characters. In our fears, the characters are us. Fears also have plots. They have beginnings and middles and ends. You board the plane. The plane takes off. The engine fails. Our fears also tend to contain imagery that can be every bit as vivid as what you might find in the pages of a novel. Picture a cannibal, human teeth sinking into human skin, human flesh roasting over a fire. Fears also have suspense. If I've done my job as a storyteller today, you should be wondering what happened to the men of the whaleship Essex. Our fears provoke in us a very similar form of suspense. Just like all great stories, our fears focus our attention on a question that is as important in life as it is in literature: What will happen next? In other words, our fears make us think about the future. And humans, by the way, are the only creatures capable of thinking about the future in this way, of projecting ourselves forward in time, and this mental time travel is just one more thing that fears have in common with storytelling.
As a writer, I can tell you that a big part of writing fiction is learning to predict how one event in a story will affect all the other events, and fear works in that same way. In fear, just like in fiction, one thing always leads to another. When I was writing my first novel, "The Age Of Miracles," I spent months trying to figure out what would happen if the rotation of the Earth suddenly began to slow down. What would happen to our days? What would happen to our crops? What would happen to our minds? And then it was only later that I realized how very similar these questions were to the ones I used to ask myself as a child frightened in the night. If an earthquake strikes tonight, I used to worry, what will happen to our house? What will happen to my family? And the answer to those questions always took the form of a story. So if we think of our fears as more than just fears but as stories, we should think of ourselves as the authors of those stories. But just as importantly, we need to think of ourselves as the readers of our fears, and how we choose to read our fears can have a profound effect on our lives.
Now, some of us naturally read our fears more closely than others. I read about a study recently of successful entrepreneurs, and the author found that these people shared a habit that he called "productive paranoia," which meant that these people, instead of dismissing their fears, these people read them closely, they studied them, and then they translated that fear into preparation and action. So that way, if their worst fears came true, their businesses were ready.
And sometimes, of course, our worst fears do come true. That's one of the things that is so extraordinary about fear. Once in a while, our fears can predict the future. But we can't possibly prepare for all of the fears that our imaginations concoct. So how can we tell the difference between the fears worth listening to and all the others? I think the end of the story of the whaleship Essex offers an illuminating, if tragic, example. After much deliberation, the men finally made a decision. Terrified of cannibals, they decided to forgo the closest islands and instead embarked on the longer and much more difficult route to South America. After more than two months at sea, the men ran out of food as they knew they might, and they were still quite far from land. When the last of the survivors were finally picked up by two passing ships, less than half of the men were left alive, and some of them had resorted to their own form of cannibalism. Herman Melville, who used this story as research for "Moby Dick," wrote years later, and from dry land, quote, "All the sufferings of these miserable men of the Essex might in all human probability have been avoided had they, immediately after leaving the wreck, steered straight for Tahiti. But," as Melville put it, "they dreaded cannibals." So the question is, why did these men dread cannibals so much more than the extreme likelihood of starvation? Why were they swayed by one story so much more than the other? Looked at from this angle, theirs becomes a story about reading. The novelist Vladimir Nabokov said that the best reader has a combination of two very different temperaments, the artistic and the scientific. A good reader has an artist's passion, a willingness to get caught up in the story, but just as importantly, the readers also needs the coolness of judgment of a scientist, which acts to temper and complicate the reader's intuitive reactions to the story. As we've seen, the men of the Essex had no trouble with the artistic part. They dreamed up a variety of horrifying scenarios. The problem was that they listened to the wrong story. Of all the narratives their fears wrote, they responded only to the most lurid, the most vivid, the one that was easiest for their imaginations to picture: cannibals. But perhaps if they'd been able to read their fears more like a scientist, with more coolness of judgment, they would have listened instead to the less violent but the more likely tale, the story of starvation, and headed for Tahiti, just as Melville's sad commentary suggests.
And maybe if we all tried to read our fears, we too would be less often swayed by the most salacious among them. Maybe then we'd spend less time worrying about serial killers and plane crashes, and more time concerned with the subtler and slower disasters we face: the silent buildup of plaque in our arteries, the gradual changes in our climate. Just as the most nuanced stories in literature are often the richest, so too might our subtlest fears be the truest. Read in the right way, our fears are an amazing gift of the imagination, a kind of everyday clairvoyance, a way of glimpsing what might be the future when there's still time to influence how that future will play out. Properly read, our fears can offer us something as precious as our favorite works of literature: a little wisdom, a bit of insight and a version of that most elusive thing -- the truth. Thank you. (Applause)

Tuesday, January 29, 2013

Wed, Jan 30 blogging day 3 new topic




Listen or read the following:
New topic: Remaining ethical in medical research. Lots to ponder here. Please remain focused on the material, not the presenter. Do some outside research, if needed. You must have textual evidence, in order to receive full credit. As you listen, take notes, much as you would in a college lecture. Due my midnight tonight.  I put the transcript below.


http://www.youtube.com/watch?v=HOBlWaH-Owo

As previously, you will respond with insightful comments, questions, tangential information to this topic. This will be a minimum of 200 words. Make sure you identify yourself, and naturally, take care with your grammar, syntax and spelling.


Transcript:

I'd like to share with you the story of one of my patients called Celine.

Celine is a housewife and lives in a rural district of Cameroon in west Central Africa. Six years ago, at the time of her HIV diagnosis, she was recruited to participate in the clinical trial which was running in her health district at the time. When I first met Celine, a little over a year ago, she had gone for 18 months without any antiretroviral therapy, and she was very ill. She told me that she stopped coming to the clinic when the trial ended because she had no money for the bus fare and was too ill to walk the 35-kilometer distance. Now during the clinical trial, she'd been given all her antiretroviral drugs free of charge, and her transportation costs had been covered by the research funds. All of these ended once the trial was completed, leaving Celine with no alternatives. She was unable to tell me the names of the drugs she'd received during the trial, or even what the trial had been about. I didn't bother to ask her what the results of the trial were because it seemed obvious to me that she would have no clue. Yet what puzzled me most was Celine had given her informed consent to be a part of this trial, yet she clearly did not understand the implications of being a participant or what would happen to her once the trial had been completed.
Now, I have shared this story with you as an example of what can happen to participants in the clinical trial when it is poorly conducted. Maybe this particular trial yielded exciting results. Maybe it even got published in a high-profile scientific journal. Maybe it would inform clinicians around the world on how to improve on the clinical management of HIV patients. But it would have done so at a price to hundreds of patients who, like Celine, were left to their own devices once the research had been completed.
I do not stand here today to suggest in any way that conducting HIV clinical trials in developing countries is bad. On the contrary, clinical trials are extremely useful tools, and are much needed to address the burden of disease in developing countries. However, the inequalities that exist between richer countries and developing countries in terms of funding pose a real risk for exploitation, especially in the context of externally-funded research. Sadly enough, the fact remains that a lot of the studies that are conducted in developing countries could never be authorized in the richer countries which fund the research.
I'm sure you must be asking yourselves what makes developing countries, especially those in sub-Saharan Africa, so attractive for these HIV clinical trials? Well, in order for a clinical trial to generate valid and widely applicable results, they need to be conducted with large numbers of study participants and preferably on a population with a high incidence of new HIV infections. Sub-Saharan Africa largely fits this description, with 22 million people living with HIV, an estimated 70 percent of the 30 million people who are infected worldwide. Also, research within the continent is a lot easier to conduct due to widespread poverty, endemic diseases and inadequate health care systems. A clinical trial that is considered to be potentially beneficial to the population is more likely to be authorized, and in the absence of good health care systems, almost any offer of medical assistance is accepted as better than nothing. Even more problematic reasons include lower risk of litigation, less rigorous ethical reviews, and populations that are willing to participate in almost any study that hints at a cure. As funding for HIV research increases in developing countries and ethical review in richer countries become more strict, you can see why this context becomes very, very attractive.
The high prevalence of HIV drives researchers to conduct research that is sometimes scientifically acceptable but on many levels ethically questionable. How then can we ensure that, in our search for the cure, we do not take an unfair advantage of those who are already most affected by the pandemic? I invite you to consider four areas I think we can focus on in order to improve the way in which things are done.
The first of these is informed consent. Now, in order for a clinical trial to be considered ethically acceptable, participants must be given the relevant information in a way in which they can understand, and must freely consent to participate in the trial. This is especially important in developing countries, where a lot of participants consent to research because they believe it is the only way in which they can receive medical care or other benefits. Consent procedures that are used in richer countries are often inappropriate or ineffective in a lot of developing countries. For example, it is counterintuitive to have an illiterate study participant, like Celine, sign a lengthy consent form that they are unable to read, let alone understand. Local communities need to be more involved in establishing the criteria for recruiting participants in clinical trials, as well as the incentives for participation. The information in these trials needs to be given to the potential participants in linguistically and culturally acceptable formats.
The second point I would like for you to consider is the standard of care that is provided to participants within any clinical trial. Now, this is subject to a lot of debate and controversy. Should the control group in the clinical trial be given the best current treatment which is available anywhere in the world? Or should they be given an alternative standard of care, such as the best current treatment available in the country in which the research is being conducted? Is it fair to evaluate a treatment regimen which may not be affordable or accessible to the study participants once the research has been completed? Now, in a situation where the best current treatment is inexpensive and simple to deliver, the answer is straightforward. However, the best current treatment available anywhere in the world is often very difficult to provide in developing countries. It is important to assess the potential risks and benefits of the standard of care which is to be provided to participants in any clinical trial, and establish one which is relevant for the context of the study and most beneficial for the participants within the study.
That brings us to the third point I want you think about: the ethical review of research. An effective system for reviewing the ethical suitability of clinical trials is primordial to safeguard participants within any clinical trial. Unfortunately, this is often lacking or inefficient in a lot of developing countries. Local governments need to set up effective systems for reviewing the ethical issues around the clinical trials which are authorized in different developing countries, and they need to do this by setting up ethical review committees that are independent of the government and research sponsors. Public accountability needs to be promoted through transparency and independent review by nongovernmental and international organizations as appropriate.
The final point I would like for you to consider tonight is what happens to participants in the clinical trial once the research has been completed. I think it is absolutely wrong for research to begin in the first place without a clear plan for what would happen to the participants once the trial has ended. Now, researchers need to make every effort to ensure that an intervention that has been shown to be beneficial during a clinical trial is accessible to the participants of the trial once the trial has been completed. In addition, they should be able to consider the possibility of introducing and maintaining effective treatments in the wider community once the trial ends. If, for any reason, they feel that this might not be possible, then I think they should have to ethically justify why the clinical trial should be conducted in the first place.
Now, fortunately for Celine, our meeting did not end in my office. I was able to get her enrolled into a free HIV treatment program closer to her home, and with a support group to help her cope. Her story has a positive ending, but there are thousands of others in similar situations who are much less fortunate.
Although she may not know this, my encounter with Celine has completely changed the way in which I view HIV clinical trials in developing countries, and made me even more determined to be part of the movement to change the way in which things are done.
I believe that every single person listening to me tonight can be part of that change. If you are a researcher, I hold you to a higher standard of moral conscience, to remain ethical in your research, and not compromise human welfare in your search for answers. If you work for a funding agency or pharmaceutical company, I challenge you to hold your employers to fund research that is ethically sound. If you come from a developing country like myself, I urge you to hold your government to a more thorough review of the clinical trials which are authorized in your country. Yes, there is a need for us to find a cure for HIV, to find an effective vaccine for malaria, to find a diagnostic tool that works for T.B., but I believe that we owe it to those who willingly and selflessly consent to participate in these clinical trials to do this in a humane way.
Thank you.

Tuesday, January 29 blogging day 2




Sharing school information:
Annual Black History Celebration is planning an African Fashion Show 
(it says that the application is due by December 21, but I just received this yesterday. I suggest you call my St. Louis, if you are interested.

Attention Principals, Teachers, Counselors and anyone who knows of a student in RCSD who would love to participate in the Black History Month Fashion show on February 9, 2013. The theme of this year's show is "Beautiful of Africa". The models sought can be male and female and in grades K-12. Students do not need to be professional, but have a positive attitude and committed to being part of a team. Models will be provided with outfits that are authentically West African. All applications should be sent to Djinga St. Louis at CO-3 via the district courier. The event is part of the District-Wide Celebration of Black History Month. For more information please contact Djinga St. Louis @ (585)262-8430 or djinga.st.louis@rcsdk12.org.


Black History Month Fashion Show
Saturday, February 9, 2013 at Central Office, 11am-1pm

APPLICATION* FOR BLACK HISTORY MONTH MODELS
*Please note that all applicants need to be able to attend all rehearsals and are responsible for transportation to and from the rehearsal site.

·         Rehearsal dates: January 4, 9, 11, 16, 18, 30 February 1 & 8.
·         Rehearsal times: 4pm-6pm. All applicants will be notified with details by letter and phone.
·         Rehearsal location will be determined

Today’s date: ________________

Name _______________________________________Grade ________School_____________

Home Address: _______________________________________________________________

Best Number to Contact Applicant: ______________________________________________

Please check one:   ___male                      ___ female

Parent Name (please print) _________________________________

I agree that my child can participate in the fashion show AND I will be responsible for my child’s transportation to and from rehearsals.

Parent Signature ________________________________________________


Students will be supervised by Djinga St. Louis, Director of African & African American Studies and Princess Conteh, owner of the former T’jahn’s Out of Africa.

Contact Djinga St.  Louis @ 262-8430 for any questions.

Please give applications to school clerical staff by December 21, 2012 and they will be collected by the Black History Month Committee.

  Good work with yesterday's blogging. Most people focused on her content, not on personality. I  will check with those individuals whose posts I didn't receive to make sure I did not overlook their work.  If you did not post, please, nevertheless, respond to the others. 
 Today's assignment. Response to Monday's TED talk.

Read through yesterday's reflections and select two to which you would like to respond. Make insightful comments, challenge, pick apart their logic- or lack there of. Use information from what you read or heard to clarify a point. Avoid emotional phrasing and, above all, remain respectful.

These responses should be a minimum of 100 words each.  Careful with spelling and grammar. Remember that this is a public blog. POST ON YESTERDAY"S BLOG UNDER REPLY

Friday, January 25, 2013

Monday, Jan 28 blogging unit

YOU NEED YOUR EAR BUDS!

New ASSIGNMENT: Blogging There is a lot of information. Please take the time and read.

Blogging emerged in the late 1990s, coinciding with the advent of web publishing tools that facilitated the posting of content by non-technical users.Blogs are usually the work of a single individual, occasionally of a small group, and often are themed on a single subject. (Blog can also be used as a verb, meaning to maintain or add content to a blog.)

Although not a must, most good quality blogs are interactive, allowing visitors to leave comments and even message each other on the blogs; it is this interactivity that distinguishes them from other static websites. In that sense, blogging can be seen as a form of social networking. Indeed, bloggers do not only produce content to post on their blogs but also build social relations with their readers and other bloggers.

MECHANICS

This unit will consist of responding to three discussion points. What this will entail is that every couple of days, you will listen or read a  prompt to which you will respond. These responses should be subjective, much as one would write an editorial; however, they should not be diatribes, but insightful, reflective observations. At the same time, again like an editorial, there will be some controversy. Not everyone will have the same reaction. Your intitial response should be a minimum of 200 words. You should make reference to particular statements you have heard or read, make comments, pose questions and bring up tangential information. All responses are on the blog for everyone to read. Lead off your response with (blank says). These must be posted by midnight that day, in order for you to get credit. (You will easily be able to complete these in class.) The following day, you will scan the many observations, choose two and respond to them in a minimum of 100 words. Again both must be posted by midnight for credit. Note, you may comment on anyone's blog from any journalism class.

1. Read or listen to  the article.
2. Respond and post your postion / obsevation / reflection. (You might want to check your information.) Your initial response should be no fewer than 200 words. While the tone may be more conversational, you should adhere to correct standards of grammar, punctuation and spelling. This gives much more credence to what you say. As well, it will be noted in the grading.
3. Now read some of your classmates' responses and respond to at least two of these in a minumum of 100 words each.  Make sure to identify yourself and to whom you are addressing. ( ie. dmpalond in response to Michael) Again, these are not attacks, but thoughtful reflections and observations. Also, you may want to do a little background reading to support your position.

4. Grading: For each article- and the two responses of a minimum of 100 words- you will potentially receive 95 points. New articles will be posted every other day. Make sure that you have identified yourself clearly on the blog, so that you receive the appropriate credit. As this is on line, you won't have any difficulties completing this whether or not you are in class.

5. Last item: as there are between 73 and 146 responses everyday that I must check, NO LATE WORK WILL BE ACCEPTED. As well, it is imperative that you identify yourself clearly, so that you receive credit for your work.
Day 1: For your first blog, please listen to the following TED talk given by James Hansen, who heads the NASA Goddard Institute for Space Studies in New York City, a part of the Goddard Space Flight Center in Greenbelt, Maryland. He has held this position since 1981. He is also an adjunct professor in the Department of Earth and Environmental Sciences at Columbia University.

Note that there is a transcript, if you do not have your ear buds or need to check specifics from the talk. When you watch the following, note ideas on journalism, war and community and more.
http://www.youtube.com/watch?v=k2hQL9Zrokk

transcipt 
This is how war starts. One day you're living your ordinary life, you're planning to go to a party, you're taking your children to school, you're making a dentist appointment. The next thing, the telephones go out, the TVs go out, there's armed men on the street, there's roadblocks. Your life as you know it goes into suspended animation. It stops.
I'm going to steal a story from a friend of mine, a Bosnian friend, about what happened to her, because I think it will illustrate for you exactly what it feels like. She was walking to work one day in April, 1992, in a miniskirt and high heels. She worked in a bank. She was a young mother. She was someone who liked to party. Great person. And suddenly she sees a tank ambling down the main road of Sarajevo knocking everything out of its path. She thinks she's dreaming, but she's not. And she runs as any of us would have done and takes cover, and she hides behind a trash bin, in her high heels and her miniskirt. And as she's hiding there, she's feeling ridiculous, but she's seeing this tank go by with soldiers and people all over the place and chaos and she thinks, "I feel like Alice in Wonderland going down the rabbit hole, down, down, down into chaos, and my life will never be the same again."
A few weeks later, my friend was in a crowd of people pushing with her infant son in her arms to give him to a stranger on a bus, which was one of the last buses leaving Sarajevo to take children out so they could be safe. And she remembers struggling with her mother to the front, crowds and crowds of people, "Take my child! Take my child!" and passing her son to someone through a window. And she didn't see him for years. The siege went on for three and a half years, and it was a siege without water, without power, without electricity, without heat, without food, in the middle of Europe, in the middle of the 20th century.
I had the honor of being one of those reporters that lived through that siege, and I say I have the honor and the privilege of being there because it's taught me everything, not just about being a reporter, but about being a human being. I learned about compassion. I learned about ordinary people who could be heroes. I learned about sharing. I learned about camaraderie. Most of all, I learned about love. Even in the midst of terrible destruction and death and chaos, I learned how ordinary people could help their neighbors, share food, raise their children, drag someone who's being sniped at from the middle of the road even though you yourself were endangering your life, helping people get into taxis who were injured to try to take them to hospitals.
I learned so much about myself. Martha Gellhorn, who's one of my heroes, once said, "You can only love one war. The rest is responsibility." I went on to cover many, many, many wars after that, so many that I lost count, but there was nothing like Sarajevo.
Last April, I went back to a very strange -- what I called a deranged high school reunion. What it was, was the 20th anniversary of the siege, the beginning of the siege of Sarajevo, and I don't like the word "anniversary," because it sounds like a party, and this was not a party. It was a very somber gathering of the reporters that worked there during the war, humanitarian aid workers, and of course the brave and courageous people of Sarajevo themselves. And the thing that struck me the most, that broke my heart, was walking down the main street of Sarajevo, where my friend Aida saw the tank coming 20 years ago, and in that road were more than 12,000 red chairs, empty, and every single one of them symbolized a person who had died during the siege, just in Sarajevo, not in all of Bosnia, and it stretched from one end of the city to a large part of it, and the saddest for me were the tiny little chairs for the children.
I now cover Syria, and I started reporting it because I believed that it needs to be done. I believe a story there has to be told. I see, again, a template of the war in Bosnia. And when I first arrived in Damascus, I saw this strange moment where people didn't seem to believe that war was going to descend, and it was exactly the same in Bosnia and nearly every other country I've seen where war comes. People don't want to believe it's coming, so they don't leave, they don't leave before they can. They don't get their money out. They stay because you want to stay in your home. And then war and chaos descend.
Rwanda is a place that haunts me a lot. In 1994, I briefly left Sarajevo to go report the genocide in Rwanda. Between April and August, 1994, one million people were slaughtered. Now if those 12,000 chairs freaked me out with the sheer number, I want you just for a second to think of a million people. And to give you some example, I remember standing and looking down a road as far as I could see, at least a mile, and there were bodies piled twice my height of the dead. And that was just a small percentage of the dead. And there were mothers holding their children who had been caught in their last death throes.
So we learn a lot from war, and I mention Rwanda because it is one place, like South Africa, where nearly 20 years on, there is healing. Fifty-six percent of the parliamentarians are women, which is fantastic, and there's also within the national constitution now, you're actually not allowed to say Hutu or Tutsi. You're not allowed to identify anyone by ethnicity, which is, of course, what started the slaughter in the first place. And an aid worker friend of mine told me the most beautiful story, or I find it beautiful. There was a group of children, mixed Hutus and Tutsis, and a group of women who were adopting them, and they lined up and one was just given to the next. There was no kind of compensation for, you're a Tutsi, you're a Hutu, you might have killed my mother, you might have killed my father. They were just brought together in this kind of reconciliation, and I find this remarkable. So when people ask me how I continue to cover war, and why I continue to do it, this is why.
When I go back to Syria, next week in fact, what I see is incredibly heroic people, some of them fighting for democracy, for things we take for granted every single day. And that's pretty much why I do it.
In 2004, I had a little baby boy, and I call him my miracle child, because after seeing so much death and destruction and chaos and darkness in my life, this ray of hope was born. And I called him Luca, which means "The bringer of light," because he does bring light to my life. But I'm talking about him because when he was four months old, my foreign editor forced me to go back to Baghdad where I had been reporting all throughout the Saddam regime and during the fall of Baghdad and afterwards, and I remember getting on the plane in tears, crying to be separated from my son, and while I was there, a quite famous Iraqi politician who was a friend of mine said to me, "What are you doing here? Why aren't you home with Luca?" And I said, "Well, I have to see." It was 2004 which was the beginning of the incredibly bloody time in Iraq, "I have to see, I have to see what is happening here. I have to report it." And he said, "Go home, because if you miss his first tooth, if you miss his first step, you'll never forgive yourself. But there will always be another war."
And there, sadly, will always be wars. And I am deluding myself if I think, as a journalist, as a reporter, as a writer, what I do can stop them. I can't. I'm not Kofi Annan. He can't stop a war. He tried to negotiate Syria and couldn't do it. I'm not a U.N. conflict resolution person. I'm not even a humanitarian aid doctor, and I can't tell you the times of how helpless I've felt to have people dying in front of me, and I couldn't save them. All I am is a witness. My role is to bring a voice to people who are voiceless. A colleague of mine described it as to shine a light in the darkest corners of the world. And that's what I try to do. I'm not always successful, and sometimes it's incredibly frustrating, because you feel like you're writing into a void, or you feel like no one cares. Who cares about Syria? Who cares about Bosnia? Who cares about the Congo, the Ivory Coast, Liberia, Sierra Leone, all of these strings of places that I will remember for the rest of my life? But my métier is to bear witness and that is the crux, the heart of the matter, for us reporters who do this. And all I can really do is hope, not to policymakers or politicians, because as much as I'd like to have faith that they read my words and do something, I don't delude myself.
But what I do hope is that if you remember anything I said or any of my stories tomorrow morning over breakfast, if you can remember the story of Sarajevo, or the story of Rwanda, then I've done my job.
Thank you very much.