Asia Pacific Leadership Program

The Asia Pacific Leadership Program (APLP) is the center of excellence for leadership education in Asia Pacific and a signature program of the East-West Center. The program links advanced and interdisciplinary analysis of emergent regional issues with experiential leadership learning.

APLP graduates leave the East-West Center with an expanded regional perspective. They are knowledgeable about the societies and issues of the Asia Pacific region and empowered to exercise leadership and promote cooperation in a variety of cultural, geographical and institutional environments.

In short, APLP alumni are navigators of change.

To learn more about the Asia Pacific Leadership Program, please visit the key elements of our website:

• What is the APLP?
• Curriculum
• Application Instructions
• Program Costs
• Scholarships
• Frequently Asked Questions

To contact the Asia Pacific Leadership Program, please email aplp@eastwestcenter.org.

HOW TO APPLY

Fall 2012 ASIA PACIFIC LEADERSHIP PROGRAM APPLICATION DOCUMENTS

• Application Instructions (includes program information & deadlines) [PDF]  [form-fillable DOC]
  Application forms are available separately below:
  • Application checklist [PDF]
  • Application Form [PDF]  [form-fillable DOC]
  • Letter of Reference Form [PDF]  [form-fillable DOC]
  • Verification of Funds for Additional Expenses [PDF]  [form-fillable DOC]
• Visa Information
  • APLP Short-Term Scholars
  • APLP Non-Degree Fellows

ELIGIBILITY CRITERIA

• Bachelor's degree - applicants must have a 4-year bachelor's degree or its equivalent from an accredited U.S. College or University or from a recognized institution of higher learning abroad. Equivalency is determined by the University of Hawai'i. Generally, an equivalent could be a 3-year bachelor's degree plus a 1-year master's degree, or a 2-year bachelor's degree plus a 2-year master's degree.
• TOEFL: This is a requirement for all international students (unless automatically exempt). Your TOEFL test result can be no more than two years old. The International English language Testing System (IELTS) may be substituted for TOEFL. See FAQs for further details. We recommend you take the TOEFL test as soon as possible.

DESIRABLE QUALIFICATIONS

• Professional work experience and achievement
• Leadership track record in professional, public, and/or personal realms
• International experience and aptitude, including overseas residence,  language skills, intercultural and diversity exposure
• Volunteer and community service experience
• Asia Pacific engagement: evidence of interest in and knowledge of the region, as well as commitment to its future prosperity. This might include employment in the region, classes taken at University, languages spoken, memberships and fellowships, specific projects, field studies, and areas of research interest
• Experience of cohort learning, working collaboratively in small teams or in large groups.

Deadlines:

Applications completed on or before the priority deadline of December 1st will receive a final decision by March 1st.

Applications completed after December 1st will be reviewed on a rolling basis. Incomplete applications will NOT be reviewed.

Direct Link: http://www.eastwestcenter.org/education/aplp 

ဆန္းစစ္ေ၀ဖန္ေသာ စဥ္းစားေတြးေခၚျခင္း (Critical Thinking)

စဥ္းစား ေတြးေခၚမႈတြင္ ရွင္းလင္း သိျမင္ေအာင္ ေတြးေခၚျခင္း (Clear thinking)၊ ျပဳျပင္ ဖန္တီးႏိုင္ေအာင္ ေတြးေခၚျခင္း (Creative thinking) ႏွင့္ ရည္ရြယ္ခ်က္ ျပည့္၀ေအာင္ ေတြးေခၚျခင္း (Purposeful thinking) တုိ႔သည္ တစ္ဦး တစ္ေယာက္၏ အရည္အေသြးႏွင့္ ကၽြမ္းက်င္မႈ တန္ဖိုးမ်ား ျဖစ္ၾကသည္။ လူသားတို႔၏ ေန႔စဥ္ဘ၀တြင္ သတင္းအခ်က္အလက္မ်ား လႊမ္းမိုးလွ်က္ရွိၿပီး ယင္းတို႔တြင္ မွားယြင္းသည့္ သတင္းအခ်က္အလက္မ်ား ရွိႏိုင္သကဲ့သို႔ မွန္ကန္ေသာ သတင္း အခ်က္အလက္မ်ားလည္း ရွိႏိုင္မည္ ျဖစ္သည္။ သတင္းစာ၊ ေရဒီယို၊ တီဗြီ၊ အီးေမလ္၊ တယ္လီဖုန္း၊ အင္တာနက္၊ ၿဂိဳဟ္တုသတင္း၊ ဂ်ာနယ္၊ မဂၢဇင္း စသည္တုိ႔မွ ကြဲျပားျခားနားေသာ သတင္းအခ်က္အလက္မ်ား ေန႔စဥ္ ၀င္ေရာက္လွ်က္ရွိသည္။ “စားၾကည့္ … အရသာ သိပ္ရွိတယ္”၊ “သံုးၾကည့္လိုက္ပါ … တစ္ပတ္အတြင္း (၁၀) ေပါင္ က်သြားမယ္”၊ “ရင္းႏွီးၾကည့္လိုက္ပါ … ခင္ဗ်ားရဲ႕ ေျမး၊ ျမစ္၊ တီ၊ တြတ္၊ ကၽြတ္ အထိ ခ်မ္းသာသြားမယ္” အစရွိတဲ့ ေနစဥ္ ၾကားေနရတာေတြ အားလံုးကို ယံုရေတာ့မွာလား။ ျမင္သမွ်၊ ၾကားသမွ် အားလံုးကိို မယံုၾကည္ရဘူးလို႔ အားလံုး နားလည္ထားၾကေသာ္လည္း မ်ားျပားလြန္ေသာ အခ်က္အလက္တို႔ေၾကာင့္ စိတ္၀င္စားမႈ မရွိေတာ့လွ်င္ သို႔တည္းမဟုတ္ အဆိုးျမင္၀ါဒီ ျဖစ္သြားခဲ့လွ်င္ကား ကံဆိုးျခင္းသာ ျဖစ္ေပေတာ့မည္။ မည္သုိ႔မည္ပုံ စဥ္းစားရမည္ႏွင္႔ မည္သုိ႔မည္ပုံ ေဆာင္ရြက္ရမည္ကုိ ခြဲျခားႏုိင္စြမ္း ရွိေတာ႔မည္ မဟုတ္ပါ။

အမွန္တရားႏွင္႔ အသိပညာသုိ႔ ခ်ဥ္းကပ္ျခင္း (Approach to Truth and Knowledge)

လူတစ္ဦး၏ ကၽြမ္းက်င္မႈ (Skill)၊ အယူအဆ (Attitude) ႏွင္႔ ခ်ဥ္းကပ္ပုံ (Approach) တုိ႔သည္ သတင္း အခ်က္အလက္မ်ားကုိ တန္ဖုိးျဖတ္ေစၿပီး ဆုံးျဖတ္ခ်က္ ခ်မွတ္ႏုိင္မည္ ျဖစ္ပါသည္။ ျပႆနာ တစ္ရပ္ကုိ ေျဖရွင္းႏုိင္ရန္ အတြက္ စဥ္းစား ေတြးေခၚရာတြင္ ခ်ဥ္းကပ္မႈ ပုံသဏၭာန္ အမ်ိဳးမ်ိဳး ရွိသည္။

ျပႆနာ တစ္ရပ္ကုိ ေျဖရွင္းရန္ စဥ္းစား ေတြးေခၚျခင္းတြင္ ခ်ဥ္းကပ္ပုံ အမ်ိဳးမ်ိဳး (Different approaches to thinking to solve a problem)

ခြဲျခမ္း စိတ္ျဖာ စဥ္းစား ေတြးေခၚျခင္း (Analytical thinking) သည္ ျပႆနာ တစ္ရပ္၏ ပါ၀င္ ဖြဲ႕စည္းထားေသာ အစိတ္အပုိင္းမ်ားကုိ တစ္စစီ ခြဲျခား စဥ္းစားျခင္း ျဖစ္သည္။ မည္သည့္ အပုိင္းက ျပႆနာ ျဖစ္ေစသည္ကုိ ခြဲျခမ္း စိတ္ျဖာ ဆုံးျဖတ္ရမည္ ျဖစ္သည္။ ျပဳျပင္ ဖန္တီးႏုိင္ေအာင္ ေတြးေခၚျခင္း (Creative thinking) တြင္ အသစ္ တီထြင္ထားေသာ နည္းလမ္းမ်ားျဖင့္ ျပႆနာကုိ မည္သုိ႔မည္ပုံ ခ်ဥ္းကပ္ရမည္ကုိ စဥ္းစား ေတြးေခၚျခင္း ျဖစ္သည္။ က်ိဳးေၾကာင္းျပ စဥ္းစား ေတြးေခၚျခင္း (Logical thinking) တြင္ အစီအစဥ္တက် ေယဘုယ်မွ အတိအက် အေျဖရေအာင္ က်ိဳးေၾကာင္း ဆင္ျခင္ျခင္းျဖင့္ ရွင္းရွင္း လင္းလင္း သိရွိရန္ စဥ္းစား ေတြးေခၚျခင္း ျဖစ္သည္။ ဆန္းသစ္ ေ၀ဖန္ေသာ စဥ္းစား ေတြးေခၚျခင္း (Critical Thinking) တြင္ မိမိ မည္သည့္ အရာကုိ ၿပီးေျမာက္ေအာင္ ၾကိဳးစားေနသည္။ ေအာင္ျမင္ၿပီးေနာက္ မည္သည့္ အေၾကာင္းအရာကုိ သိရွိလာမည္ကုိ စဥ္းစား ေတြးေခၚျခင္း ျဖစ္သည္။ ေလးေလးနက္နက္ စဥ္းစားေတြးေခၚျခင္း (Reflective Thinking) တြင္ ျပႆနာ၏ အလုံးစုံ အဓိပၸာယ္က ဘာလဲဆုိတာ စဥ္းစား ေတြးေခၚျခင္း ျဖစ္သည္။

ပတ္၀န္းက်င္ဆုိင္ရာ ျပႆနာမ်ားကုိ စဥ္းစား ေျဖရွင္းရာတြင္မူ ဆန္းစစ္ ေ၀ဖန္ေသာ စဥ္းစားေတြးေခၚျခင္းႏွင့္ ေလးေလးနက္နက္ စဥ္းစားေတြးေခၚျခင္းကုိ အေျခခံပါသည္။ ဆန္းစစ္ေ၀ဖန္ေသာ စဥ္းစားေတြးေခၚျခင္း (Critical Thinking) ကုိ စဥ္းစားေတြးေခၚမႈဆုိင္ရာ ကၽြမ္းက်င္မႈ၏ ဗဟုိခ်က္မ အျဖစ္ ထားရွိပါသည္။ ဤစဥ္းစားေတြးေခၚမႈသည္ စနစ္တက်၊ ရည္ရြယ္ခ်က္ ရွိရွိ တာ၀န္သိသိျဖင့္ သီ၀ရီမ်ား၊ အခ်က္အလက္မ်ားႏွင့္ အယူအဆမ်ားကုိ စိစစ္ရန္ ကၽြႏု္ပ္တုိ႔အား စိန္ေခၚလွ်က္ရွိသည္။ ဤစဥ္းစားေတြးေခၚသည္ အျခားေသာ စဥ္းစားေတြးေခၚမွဳမ်ား၊ နည္းလမ္းမ်ားႏွင့္ ခ်ဥ္းကပ္မႈ ပုံစံမ်ားကုိ မွ်ေ၀ ရယူသည္။ အေရးႀကီးေသာ ကၽြမ္းက်င္မႈႏွင့္ အယူအဆမ်ားကုိ ေပါင္းစပ္ ျဖည္႔ဆည္း ေပးသည္။ ထို႔ျပင္ စဥ္းစားေတြးေခၚမႈ ျဖစ္စဥ္ကုိ ခ်မွတ္ရာတြင္ စနစ္တက် စီမံခ်က္ ေရးဆြဲရန္လည္း စိန္ေခၚလွ်က္ ရွိသည္။

ဆန္းစစ္ ေ၀ဖန္ေသာ စဥ္းစားေတြးေခၚျခင္းသည္ အျငင္းပြားေနေသာ အေၾကာင္းအရာမ်ား၏ အေျဖထုတ္ျခင္းႏွင့္ ေၾကာင္းက်ိဳး ေဖာ္ျပခ်က္ အမ်ိဳးအမ်ိဳးကုိ တန္ဖုိးျဖတ္ျခင္းတုိ႔ အတြက္ မဟာဗ်ဴဟာကုိ ခ်မွတ္ႏုိင္ျခင္းႏွင့္ တိမ္ျမဳပ္ေနေသာ အေတြးအေခၚႏွင့္ နည္းလမ္းမ်ားကုိ ေဖာ္ထုတ္ျခင္းတုိ႔တြင္ အကူအညီ မ်ားစြာ ေပးႏုိင္မည္ ျဖစ္သည္။ ဆန္းသစ္ေ၀ဖန္ေသာ စဥ္းစားေတြးေခၚျခင္း ဆုိင္ရာ အမ်ဳိးသားေကာင္စီ (National Council for Critical Thinking) မွ ရစ္ခ်က္ေပါ (Richard Paul) က ဆန္းစစ္ ေ၀ဖန္ေသာ စဥ္းစား ေတြးေခၚျခင္းကုိ အဆင့္ (၁၀) ဆင့္ ခြဲျခား ျပထားသည္။

၁။  သင္၏ စဥ္းစားေတြးေခၚျခင္း ရည္ရြယ္ခ်က္က ဘာလဲ။

(What is the purpose of your thinking?)

၂။ သင္ ေျဖႏုိင္ရန္ ႀကိဳးစားေနတဲ့ ေမးခြန္း အတိအက်က ဘာလဲ။

(What precise question are you trying to answer?)

၃။ သင္ စဥ္းစားေတြးေခၚေနတာက ဘယ္႐ႈေထာင့္ အတြင္းကလဲ။

(Within what point of view are you thinking?)

၄။ သင္ အသုံးျပဳေနတဲ႔ အခ်က္အလက္က ဘာလဲ။

(What information are you using?)

၅။ အဲဒီ အခ်က္အလက္ကုိ သင ္ဘယ္လုိ အဓိပၸာယ္ေဖာ္ပါသလဲ။

(How are you interpreting that information?)

၆။ သင့္ရဲ႕ စဥ္းစားေတြးေခၚမႈက ဘယ္ အယူအဆ (သုိ႔မဟုတ္) အေတြးအေခၚကုိ ဗဟုိျပဳထားတာလဲ။

(What concepts or idea are central to your thinking?)

၇။ ဘယ္လုိ အေျဖဆီသုိ႔ သင္ ဦးတည္ထားပါသလဲ။

(What conclusions are you aiming toward?)

၈။ သင္ က ဘာကုိ အာမခံခ်က္ ေပးမွာလဲ။ ဘယ္လုိ မွန္းဆခ်က္ ေပးမွာလဲ။

(What are you taking for granted? What assumption are you making?)

၉။ သင္ ဒီအေျဖကုိ လက္ခံခဲ့လွ်င္ ဘယ္လုိ ရုိက္ခတ္မႈေတြ ျဖစ္လာမွာလဲ။

(If you accept the conclusion, what are the implication?)

၁၀။        အကယ္၍ သင့္ အေတြးအေခၚကုိ အေကာင္အထည္ေဖာ္ခဲ့ရင္ ဘယ္လုိ အက်ိဳးဆက္ေတြ ျဖစ္ေပၚလာမွာလဲ။

(What would the consequences be, if you put your thoughts into action?)

သတိျပဳရမည္မွာ ဆန္းစစ္ေ၀ဖန္ေသာ စဥ္းစားေတြးေခၚျခင္း ၿဖစ္သည္။ သင္ကုိယ္တုိင္ အေလးအနက္ထား စဥ္းစားခဲ့ၿပီး သင္ကုိယ္တုိင္ အမွန္ကန္ ဆုံးျဖတ္ခဲ့တာ ျဖစ္သည္။ ဆန္းစစ္ေ၀ဖန္ေသာ စဥ္းစားေတြးေခၚျခင္းျဖင္႔ ျပႆနာတစ္ခုကုိ ခြဲျခမ္းစိတ္ျဖာႏုိင္ျခင္း၊ မိမိ လုပ္ေဆာင္ေနစဥ္မွာပင္ တုိးတက္မႈကုိ ေထာက္လွမ္း သိရွိႏုိင္ျခင္းႏွင့္ မိမိ ခ်မွတ္ထားေသာ နည္းဗ်ဴဟာကုိ တန္ဖုိးျဖတ္ႏုိင္ျခင္း အစရွိေသာ အက်ိဳးေက်းဇူးမ်ား ရရွိႏုိင္သည္။

ဆန္းစစ္ေ၀ဖန္ စဥ္းစားေတြးေခၚႏုိင္ရန္ လုိအပ္ေသာ အရည္အေသြးမ်ား

ပါေမာကၡ ကာရင္ ေဂ် ၀ါရင္ (Professor Karen J. Warren) က ေအာက္ေဖာ္ျပပါ အရည္အသြးမ်ား လုိအပ္သည္ဟု အႀကံေပးပါသည္။

၁။ သံသယျဖင့္ ႐ႈျမင္ျခင္းႏွင့္ ဘက္လုိက္မႈ ကင္းျခင္း (Skepticism and Independence)

ၾကားရတုိင္း ဖတ္ရတုိင္း မယုံပါႏွင့္။ ကၽြမ္းက်င္သူမ်ားပင္ တစ္ခါတစ္ရံ မွားယြင္း တတ္သည္။

၂။ သေဘာထားႀကီးျခင္းႏွင့္ ေျပာင္းလြယ္ ျပင္လြယ္တတ္ျခင္း (Open-mindedness and flexibility)

ကြဲျပား ျခားနားေသာ အျမင္မ်ားကို ထည္႔သြင္း စဥ္းစားျခင္းႏွင့္ အျခားေသာ ရွင္းျပျခင္းမ်ားကုိ လက္သင့္ခံျခင္း စေသာ အရည္အေသြးမ်ား ရွိရမည္။ သင့္ အျမင္ႏွင့္ ကြဲျပား ျခားနားေသာ အျမင္မ်ားကို ျငင္းခ်က္ထုတ္ရန္ ႀကိဳးစားျခင္းျဖင့္ သင့္ အျမင္တြင္ ရွိေနေသာ အားနည္းခ်က္မ်ားႏွင့္ ကန္႔သတ္ခ်က္မ်ားကုိ ေဖာ္ထုတ္ႏုိင္မည္ ျဖစ္သည္။

၃။ တိက်ျခင္းႏွင့္ စနစ္တက်ျဖစ္ျခင္း (Accuracy and orderliness)

အေၾကာင္းအရာကုိ တိက် ႏုိင္သမွ် တိက်ေအာင္ ႀကိဳးပမ္းရမည္။ ျပႆနာ တစ္ခုလုံးကုိ တစ္စိတ္ခ်င္း၊ တစ္ပိုင္းခ်င္း စနစ္တက် ေျဖရွင္းပါ။ သင္ အသုံးျပဳေသာ စံႏႈန္းမ်ားကုိ စည္းကမ္း ခ်မွတ္ပါ။

၄။ မဆုတ္မနစ္ ႀကိဳးပမ္းမႈႏွင့္ ေလ်ာ္ကန္ သင့္ျမတ္မႈ (Persistence and relevance)

အဓိက အခ်က္ကုိ ထိမိပါေစ။ လမ္းေၾကာင္း မလြဲပါေစႏွင့္။ လမ္းေၾကာင္း လြဲႏုိင္ေသာ ပုဂိၢဳလ္ေရး ကိစၥမ်ားကို ခြင့္ မေပးပါႏွင့္။ အခ်က္အလက္မ်ားက စိတ္၀င္စားဖြယ္ရာ ေကာင္းမည္ သုိ႔မဟုတ္ မွန္ကန္မည္ သုိ႔ေသာ္ ေလ်ာ္ကန္ သင့္ျမတ္မႈ ရွိပါေစ။

၅။ ဆက္စပ္ သိျမင္ျခင္းႏွင့္ စာနာၾကည့္ျခင္း (Contextual sensitivity and Empathy)

အခ်က္အလက္မ်ားကုိ တန္ဖုိးျဖတ္ရာတြင္ အေျခအေန အားလုံး၊ ေလ်ာ္ကန္ သင့္ျမတ္ေသာ ဆက္စပ္ သိျမင္ျခင္း၊ ခံစားသိျခင္း၊ ပညာ အရည္အေသြးႏွင့္ အျခားသူမ်ား၏ အေတြ႔အၾကံဳမ်ားကုိလည္း ထည့္သြင္း စဥ္းစားပါ။ အျခား တစ္စုံတစ္ေယာက္၏ ေနရာတြင္ မိမိကုိယ္ကုိ ထား၍ မည္သုိ႕ ခံစားရလိမ့္မည္ကုိ ခံစားၾကည္႔ပါ။

၆။ ျပတ္သားေသာ ဆုံးျဖတ္ခ်က္ႏွင့္ သတၱိ (Decisiveness and courage)

အေျဖ ထုတ္ပါ။ သက္ေသ ခုိင္လံုလွ်င္ တိတိက်က် ရပ္တည္ပါ။ တစ္ခါတစ္ရံတြင္ သင္သည္ ပုိမုိ တိက်ေသာ သတင္း အခ်က္အလက္ႏွင့္ ပုိမို၍ ေၾကာင္းက်ိဳး ဆီေလ်ာ္ေသာ အခ်က္အလက္မ်ား ရယူလုိေသာ္လည္း အေျခအေနေပးေသာ ေနရာသည္သာ လုပ္ေဆာင္ရန္ အတြက္ အေျခခံ ျဖစ္ေနေလ့ရိွသည္။ သတၱိရွိပါ။

၇။ မိမိကိုယ္ကို ႏွိမ့္ခ်ျခင္း (Humility)

သင္ မွားႏိုင္သည္ကုိ သတိျပဳပါ။ အနာဂါတ္မွာ ျပန္လည္ စဥ္းစားဖုိ႔ ေတာင္းဆုိလာ ႏုိင္သည္။ အဆုံးစြန္ မွတ္ခ်က္ခ်ဖုိ႔ သတိထားပါ။ တစ္ေန႔ေန႔မွာ သင္ ကုိယ္တုိင္ စိတ္ေၿပာင္းလဲရန္ လုိလာမည္။ ကုိယ့္ကုိယ္ကုိ ႏွိမ့္ခ်ပါ။

ဆန္းစစ္ေ၀ဖန္ေသာ စဥ္းစား ေတြးေခၚျခင္းတြင္ က်ဳိးေၾကာင္း ဆီေလ်ာ္မႈ၊ အစီအစဥ္ က်နမႈႏွင့္ စနစ္တက် ရွိမႈမ်ား ပါ၀င္သည့္ အျပင္ စာနာျခင္း၊ ခံစားသိျခင္း၊ သတၱိရွိျခင္းႏွင့္ ႏွိမ့္ခ်ျခင္း စသည့္ လကၡဏာမ်ားလည္း ေဆာင္ေနပါသည္။ ပတ္၀န္းက်င္ ဆုိင္ရာ သိပၸံပညာတြင္ သာမန္ က်ိဳးေၾကာင္း ဆီေလ်ာ္မႈ (Simple logic) ထက္ ပုိေသာ အခ်င္းအရာမ်ား ရွိပါသည္။ လြယ္ကူသည္ေတာ့ မဟုတ္ပါ။ အႀကိမ္ႀကိမ္ ေလ႔က်င့္ရပါမည္။ ပညာရွိ ဂုဏ္သိကၡာ(Intellectual integrity)၊ ဣေျႏၵ သမၸတိ္ၱ (Modesty)၊ မွ်တမႈ (Fairness)၊ အၾကင္နာ ေမတၱာ (Compassion) ႏွင့္ ခံႏုိင္ရည္ ဇြဲသတၱိ (Fortitude) အစရွိေသာ ဂုဏ္ရည္တုိ႔သည္ ခ်က္ခ်င္း မရရွိႏုိင္ပါ။ သင္၏ စဥ္းစားေတြးေခၚမႈကုိ အရည္အခ်င္းမ်ား ပုံမွန္ တည္ရွိေနေစရန္ အစဥ္တစိုက္ ေမြးျမဴရမည္ ျဖစ္ပါသည္။

ဆန္းစစ္ ေ၀ဖန္ေသာ စဥ္းစား ေတြးေခၚျခင္း လုပ္ေဆာင္ပုံ (Applying Critical Thinking)

တီဗြီေၾကျငာမွာ “ဒီမုန္႔ကုိ စားၾကည့္ပါ သိပ္အရသာရွိ သိပ္ေကာင္း၏” လုိ႔ ျမင္လိုက္ ေတြ႔လုိက္ၿပီ ဆုိပါစုိ႔။ သင္ ယုံမွား သံသယ ျဖစ္ေပၚလာလွ်င္ ေမးခြန္းမ်ား ထုတ္ၾကည့္ပါ။ ေကာင္းတယ္ ဆုိတာဘာလဲ၊ ဘယ္သူ႔ အတြက္ ေကာင္းတာလဲ၊ ဘာ ေကာင္းတာလဲ၊  အရသာရွိတယ္ ဆိုတာက ခ်ိဳ တာလား၊ ငန္ တာလား၊  ဒီေၾကညာက သင့္ရဲ႕ က်န္းမာေရးနဲ႔ ေပ်ာ္ရႊင္မႈ အျပင္ သင့္ စိတ္ကုိ ႏႈိးဆြေပးတဲ႔ အျခားအေၾကာင္း ရွိသလား၊  ဤကဲ႔သုိ႔ ေမးခြန္းေတြ ထုတ္လုိက္ရင္ သင္ သတိ မထားမိေသာ္လည္း ဆန္းစစ္ ေ၀ဖန္လုိက္ျခင္း ျဖစ္ပါသည္။ ဆန္းစစ္ ေ၀ဖန္ေသာ စဥ္းစား ေတြးေခၚမႈ လုပ္ေဆာင္ရာတြင္ ေဖာ္ျပပါ အေၾကာင္းအရာတုိ႔သည္ တစ္ဆင့္ၿပီး တစ္ဆင့္လုပ္ရန္ လုိပါသည္။

၁။ အေၾကာင္းျပခ်က္မ်ားႏွင့္ အေျဖမ်ားကုိ ေဆြးေႏြးျငင္းခုံျခင္းျဖင့္ အဓိပၸာယ္ေဖာ္ ရမည္။ တန္ဖုိးျဖတ္ ရမည္။

၂။ မေသခ်ာ မေရရာမႈမ်ား (Uncertainties)၊ မသဲမကြဲမ်ား (Vagueness)၊ မျပတ္မသား မေရမရာ ျဖစ္ျခင္းမ်ား (Equivocation) ႏွင့္ ၀ိေရာဓိ ျဖစ္ျခင္းမ်ား (Contradiction) ကုိ အသိအမွတ္ ျပဳရမည္။ ရွင္းလင္းရမည္။

၃။ အမွန္တရား (facts) ႏွင့္ တန္ဖုိး (value) ကုိ ခြဲျခားပါ။

၄။ မွန္းဆခ်က္မ်ား (assumption) ခ်မွတ္ပါ။ အမွတ္ရပါ။

၅။ သတင္း အခ်က္အလက္မ်ား ရရွိရာ ေနရာ၏ ယုံၾကည္ စိတ္ခ်ရမႈ ရွိမရွိ ခြဲျခားပါ။

၆။ အယူအဆ အေပၚ အေျခတည္ေသာ ေဘာင္ခတ္မႈ (Conceptual framework) ကုိ နားလည္ပါ။ အသိအမွတ္ ျပဳပါ။ (လူတစ္ဦး၊ အုပ္စု တစ္စု သုိ႔မဟုတ္ အဖြဲ႔အစည္း တစ္ခု၏ အေျခခံ ယုံၾကည္ ကုိးကြယ္မႈ၊ အယူအဆႏွင့္ တန္ဖုိးထားမႈတုိ႔သည္ သူ သုိ႔မဟုတ္ သူတုိ႔၏ အျမင္ကုိ စုိးမုိး ျခယ္လွယ္သည္ကုိ သိျမင္ရန္ ျဖစ္သည္။ ထုိအျမင္မ်ားေၾကာင့္ မိမိႏွင့္ အယူအဆ ကြဲျပား ျခားနားေနလွ်င္ မည္သုိ႔မည္ပ ေျဖရွင္းရမည္ကုိ စဥ္းစားရမည္ ျဖစ္သည္။

ပတ္၀န္းက်င္ သိပၸံပညာရပ္ (Environmental science) ကို ေလ့လာရာတြင္ ဆန္းစစ္ ေ၀ဖန္ေသာ စဥ္းစားေတြးေခၚမႈ၏ အေရးပါပံုကို ပိုမိုနားလည္ ႏိုင္ပါသည္။ ဤ ပညာရပ္သည္ အဆက္မျပတ္ ေျပာင္းလဲေနေသာ တစ္နည္းအားျဖင့္ အသား မက်ေသးေသာ ပညာရပ္ျဖစ္ျခင္းေၾကာင့္ ပညာရပ္ဆိုင္ရာ စာအုပ္စာတမ္းမ်ားတြင္ ပါရွိသည့္ အယူအဆ၊ သီ၀ရီႏွင့္ အခ်က္အလက္ အားလံုးသည္ မွန္ကန္ၿပီးျပည့္စံုၿပီဟု ေျပာဆိုရန္ မျဖစ္ႏိုင္ပါ။ အယူအဆမ်ားသည္ ပတ္၀န္းက်င္ တစ္ခုလံုး၏ ျပည့္စံုေသာ ရုပ္ပံုလႊာတစ္ခု အျဖစ္ ကိုယ္စား မျပဳႏိုင္ပါ။ အခ်က္အလက္မ်ား မည္မွ်ပင္ ျပည့္စံုက်ယ္ျပန္႔ေစကာမူ အားလံုးကို သိရွိရန္ ျခံဳငံုႏိုင္စြမ္း ရွိလိမ့္မည္ မဟုတ္ေပ။ အေၾကာင္းျပခ်က္ (Premises) မ်ားသည္ မည္မွ်ပင္ ခိုင္လံုေစကာမူ ၎တို႔မွ ဆြဲထုတ္လိုက္ေသာ အေျဖ (Conclusion) မွန္ကန္ၿပီဟု မဆိုႏိုင္ပါ။

ညိဳေမာင္

Ref: Environmental Science by Cunningham (A Global Concern)

*မ်က္ရႈ သုတ၊ရသ မဂၢဇင္း မွ .. ကူးယူေဖာ္ျပသည္။

Capitalism Is The Crisis (Full Movie)

Governments must plan for migration in response to climate change

 

            

Source:Space Daily.

.

(Nov. 8, 2011):

Document Type:Article

Full Text: Space Daily, Distributed by United Press International.

Full Text: Byline: Staff Writers

Gainesville, FL (SPX) Oct 31, 2011, 2011 Governments around the world must be prepared for mass migrations caused by rising global temperatures or face the possibility of calamitous results, say University of Florida scientists on a research team reporting in the Oct. 28 edition of Science.

If global temperatures increase by only a few of degrees by 2100, as predicted by the U.N. Intergovernmental Panel on Climate Change, people around the world will be forced to migrate. But transplanting populations from one location to another is a complicated proposition that has left millions of people impoverished in recent years.

The researchers say that a word of caution is in order and that governments should take care to understand the ramifications of forced migration.

A consortium of 12 scientists from around the world, including two UF researchers, gathered last year at the Rockefeller Foundation's Bellagio Center to review 50 years of research related to population resettlement following natural disasters or the installation of infrastructure development projects such as dams and pipelines.

The group determined that resettlement efforts in the past have left communities in ruin, and that policy makers need to use lessons from the past to protect people who are forced to relocate because of climate change.

"The effects of climate change are likely to be experienced by as many people as disasters," UF anthropologist Anthony Oliver-Smith said. "More people than ever may be moving in response to intense storms, increased flooding and drought that makes living untenable in their current location."

"Sometimes the problem is simply a lack of regard for the people ostensibly in the way of progress," said Oliver-Smith, an emeritus professor who has researched issues surrounding forced migration for more than 30 years.

But resettlements frequently fail because the complexity of the task is underestimated. "Transplanting a population and its culture from one location to another is a complex process - as complicated as brain surgery," he said.

"It's going to be a matter of planning ahead now," said Burt Singer, a courtesy faculty member at the UF Emerging Pathogens Institute who worked with the research group. He too has studied issues related to population resettlement for decades.

Singer said that regulatory efforts promoted by the International Finance Corporation, the corporate lending arm of the World Bank, are helping to ensure the well-being of resettled communities in some cases.

But as more people are relocated - especially very poor people with no resources - financing resettlement operations in the wake of a changing climate could become a real challenge.

Planning and paying for resettlement is only part of the challenge, Oliver-Smith said. "You need informed, capable decision makers to carry out these plans," he said.

A lack of training and information can derail the best-laid plans. He said the World Bank increasingly turns to anthropologists to help them evaluate projects and outcomes of resettlement.

"It is a moral imperative," Oliver-Smith said. Also, a simple cost-benefit analysis shows that doing resettlement poorly adds to costs in the future.

Wasted resources and the costs of malnutrition, declining health, infant and elder mortality, and the destruction of families and social networks should be included in the total cost of a failed resettlement, he said.

Oliver-Smith said the cautionary tales of past failures yield valuable lessons for future policy makers, namely because they point out many of the potential pitfalls than can beset resettlement projects.

But they also underscore the fact that there is a heavy price paid by resettled people, even in the best-case scenarios.

In the coming years, he said, many projects such as hydroelectric dams and biofuel plantations will be proposed in the name of climate change, but moving people to accommodate these projects may not be the simple solution that policy makers sometimes assume.

A clear-eyed review of the true costs of forced migration could alert governments to the complexities and risks of resettlement.

"If brain surgeons had the sort of success rate that we have had with resettling populations, very few people would opt for brain surgery," he said.

by Staff Writers

Source Citation

"Governments must plan for migration in response to climate change." Space Daily 8 Nov. 2011. General OneFile. Web. 11 Nov. 2011.

Document URL
http://go.galegroup.com/ps/i.do?id=GALE%7CA271856107&v=2.1&u=lirn_main&it=r&p=ITOF&sw=w

Gale Document Number: GALE|A271856107

---

Japanese Grant Aid for Human Resource Development Scholarship (JDS) Program

Introduction

The Japanese Grant Aid for Human Resource Development Scholarship (JDS) Program has been started in Myanmar since 2001-2002. Up to now, total of 237 fellows have been sent to Japan under the program.
The purpose of the JDS Program is to support human resources development of Myanmar, targeting highly capable, young government officials and others who are expected to engage in formulating and implementing social and economic development plans and to become leaders in the 21st century by means of accepting them in Japanese universities as JDS fellows.
The JDS Program is now inviting potential young government officials to master degree programs at Japanese accepting universities for the academic year 2012-2013. The program will be instructed in English. The number of dispatches is 22.

 

Field of Study and Accepting University

The following universities in Japan for 6 fields of study are set as the accepting universities:

Field of Study	Accepting University	Graduate School
Law	Nagoya University	Graduate School of Law (PDF / 121KB)
	Kobe University	Graduate School of International Studies (PDF / 41KB)
Public Policy / Administration	Meiji University	Graduate School of Governance Studies (PDF / 96KB)
Economics	International Christian University (ICU)	Graduate School of Arts and Sciences (PDF / 109KB)
	Hiroshima University	Graduate School for International Development and Cooperation (IDEC) (PDF / 44KB)
International Relations	Ritsumeikan Asia Pacific University (APU)	Graduate School of Asia Pacific Studies (PDF / 63KB)
	International University of Japan (IUJ)	Graduate School of International Relations (PDF / 77KB)
	University of Tsukuba	Graduate School of Humanities and Social Sciences (PDF / 82KB)
Agricultural Policy	Kyushu University	Graduate School of Bioresource and Bioenvironmental Sciences (PDF / 76KB)
Information and Communication Technology	Waseda University	Graduate School of Global Information and Telecommunication Studies (PDF / 44KB)

 

Eligible Applicant

• 1. Citizen of Myanmar;
• 2. Between the age of 22 and 40 as of April 1, 2012;
• 3. Works at government organizations and is nominated by his/her organization
• 4. Has bachelor's degree;
• 5. Has a good proficiency in English (TOEFL score of 500 or equivalent);
• 6. In good mental and physical health;
• 7. Must not be serving in the military;
• 8. Not receiving or scheduled to receive another scholarship of foreign countries;
• 9. Not obtained Master's degree under the support of foreign scholarship.

 

Application & Selection Procedures

1. Application Deadline

20^th December, 2011 to JICE JDS Project Office in Myanmar

• - Application documents will not be returned for any reason.
• - Any incomplete application documents shall NOT be accepted.
• * Early submission is highly appreciated.

Direct Link: http://sv2.jice.org/e/jds/scholarships/myanmar/ 

 

2. Tentative Schedule

20th December 2011:	Deadline of Submission of Application Form and Required Documents
Within January 2012:	1st Selection (Evaluation of Application Documents)
Middle of January 2012:	2nd Selection (English and Basic Mathematics Examination)
Middle of February 2012:	3rd Selection (Technical Interview by Accepting University)
Beginning of March 2012:	Final Selection (Comprehensive Interview by Coordinating Committee)
End of March 2012:	Announcement of final successful candidates
April to July 2012:	Pre-departure Orientations
August 2012:	Departure for Japan

Call for International Scholars - Master in Horticultural Science

IMaHS Call for International Scholars
Application Instructions
2010/12

1.    Fill-in the attached Application Form electronically with the required information.

Save the completed Application form and rename the resulting Word file with the first 7 characters of your family name (drop any additional characters exceeding the first 7) followed by the digit “1”. If your family name is shorter than 7 characters, just leave it as it is and add “1” at the end.

2.    Prepare a separate list of the courses and/or seminars you would like to propose as integration to the IMaHS study plan. For each seminar course please add a short description and specify the duration and the semester.

3        Prepare a curriculum vitae, in English, that provides all key information about your skills, experiences, education and personal qualities and save it as a Word file named as above but ending with the digit “3”. A template CV is available at the following link. Other useful information for filling in the EuroPass CV are available at: http://europass.cedefop.europa.eu/europass/home/vernav/Europasss+Documents/Europass+CV/navigate.action?locale_id=1

Example:
if the first seven letters of your name are “abcdefg”, you must prepare file “abcdefg1.doc”,
containing your application form, file “abcdefg2.doc”, containing your list of courses, and file
“abcdefg3.doc”, containing your curriculum vitae.

4        If you wish to include any other supporting documents with your application, save them as Word or pdf files and name them “abcdefg4.doc” or “abcdefg4.pdf” and so on.

5        Send the files as e-mail attachments to: segretariat.imahs@gmail.com

Specify as subject “International Scholar – IMaHS 201?” (?=Current Year)

It is mandatory that you include the following statement in the body of the message:

 “I understand that this application shall remain with the IMaHS Office. I hereby authorize the IMaHS Consortium to treat the data provided to the purpose of the candidate selection for the IMaHS programme.”

Applications received without the above statement in the body of the e-mail message will be rejected.

6        In case you are unable to send the files electronically, you may print out all documentation (application form + list of courses + curriculum vitae + optional support documents), sign and date the last page of the application form, and send all by fax to +39 051 2096401.

7        Applications must reach the IMaHS office, either by e-mail or by fax, by

February 20, each year at 24:00 CET

at the latest. Applications received after the deadline will not be considered for the Erasmus Mundus grant. All applications received will be acknowledged by e-mail. Notification of the selection outcome will be sent out to all applicants.

Direct Link:
http://www.agrsci.unibo.it/dicabo/imahs/index_files/Page1211.htm

Agris Mundus: top level master training in Agricultural Development and Management of Natural Resources

AGRISMUNDUS

• A two-years programme of 120 ECTS (European Credits Transfer System)
• Oriented towards the tropics and developing countries
• One year in one European University, the second year in another (Course framework)
• Double degree at the end
• Selected by the Erasmus mundus programme of the European commission, as one of the 150 top master trainings in Europe! (http://ec.europa.eu/education/study-in-europe/)
• European scholarships available (Agris mundus scholarships)

 

The Agris Mundus MSc is a product of AGRINATURA, the European Alliance on Agricultural Knowledge for Development.

 

Agris mundus is also linked to a European PhD course, offered by the same consortium of universities: AgTraIn

Application Deadline

ROUND 1

(EM SCHOLARSHIPS + ADMISSIONS FOR ALL STUDENTS): FEBRUARY 3RD, 2012

 

1.Training objectives

 

General training objective : to train students to cope with the current global/international concerns in agriculture and rural development to:

-          identify and critically analyse key factors shaping the development of crops, forests and animal production, the management of research and rural development projects and finally, the sustainable use of natural resources and the environment;

-          formulate and provide effective and appropriate responses to complex agriculture and natural resources related issues.

 

Combine technical and institutional capacities!

Whatever training track they chose, all graduates combine:

-          technical capacities in at least one domain of agriculture, animal breeding, or rural environment and the management of natural resources;

-          with capacities to assess, prepare, support or evaluate the social, economic and institutional conditions that can allow innovation, change and development of the rural areas in the developing countries.

 

According to the training track they chose, graduates can deal with:

-          evaluation of technologies in agriculture, animal breeding, and management of natural resources and their impact on nature, production, social balances, economy;

-          organisation of the marketing chains of agricultural commodities;

-          assessment of agricultural and rural development projects;

-          preparation and evaluation of  policies for rural development: land, water, forest, agricultural supplies, rural credit, marketing of commodities, organisation of post harvest chains, governance, etc.

 

2. Profiles of the graduates and jobs

 

Agris Mundus has reviewed in 2010 the jobs of the graduates of the two first Agris Mundus cohorts graduated in 2008 and 2009. These results showed that:

-          more than 80% of graduates found a job in less than 5 months, and 45% in less than 2 months;

-          62 % of the graduates who were professionals before coming to the course continued with their former employer, while 38% changed.

Graduates’ current occupation at the time of the survey (i.e. 18 and 6 months after graduation) :

	57,6 %	Employed
	24,2 %	Undertaking PhD studies
	6,1 %	Self-employed
	9,1 %	Currently seeking for a job

 

More details: visit the students' profile page on the Agris Mundus alumni website: http://www.agrismundusalumni.org/studentsprofiles/studentsprofiles.htm

3. Erasmus mundus programme

 

The Agris Mundus Master of Science is one of the Erasmus Mundus Master Courses selected by the European Commission to offer the highest level of training in Europe to third countries nationals.

 

In the field of education, the Erasmus Mundus programme promotes the European Union as a centre of excellence in learning around the world.

• It supports European top-quality Masters and PhD Courses,
• It enhances the visibility and attractiveness of European higher education in third countries,
• It provides EU-funded scholarships for third country and EU nationals participating in these Masters and PhD Courses.

The Erasmus Mundus programme is open to:

1.      the 27 Member States of the EU: Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, United Kingdom.

2.      the countries of the European Economic Area / European Free Trade Association (Iceland, Liechtenstein and Norway)

3.      the third countries (all the other countries of the world)

 

Read more on the Erasmus Mundus programme: http://ec.europa.eu/education/programmes/mundus/index_en.html