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Ikiganiro Hagati y’umwana na Se   Papa(Atashe avuye mukazi)  : Mu iriwe neza Umwana : Mwiriwe neza Papa. Papa : Amakuru yanyu? Umwana : Ni meza Gake Papa : Kubera iki ari gake mwana wanjye Umwana : Banza wicare uruhuke Murugo iwawe Dadi Papa : Murakoze mwana wanjye Nyuma y’iminota 10 abari murugo bose bamaze gusuhuza Umwana : Dadi ni meza Gake , kuko uyu munsi abana badusuye bakoze amabara Papa : Amabara ? Umwana : Yego Papa : Ameze ate ? Umwana : Buriye kumadirisha , bihisha mutubati bamena ibirahuri ,bamena ibiryo mbese bakoze amabara gusa. Papa : Barihe? Umwana : Bagiye Papa : Tuzabashaka tubaganirize ni bibi gukubagana Umwana : Yego Dadi Nyuma y’Ikiganiro nibajije amabara ni iki ?  Umwana w’imyaka 5 yamenye ute amabara? Mumuco nyarwanda avugwa he ? ni ihurizo kumenya uko yabimenye kdi yarabyumvise kdi arabikoresha rwose. “Amabara” ni ijambo ry’Ikinyarwanda rifite ibisobanuro bitandukanye, bitewe n’aho rikoreshejwe. Ariko kinyarwanda cyacu, mu migani, ubuvanganzo, cyangwa imyitwarire y’abantu, “amabara” akunze gusobanura:Ibikorwa bibi, biteye isoni, cyangwa biteye igisebo umuntu yakoze.Ijambo amabara rigomba gutandukanywa na “amabara” rishobora gukoreshwa mu yandi masobanuro nko kuvuga “colors” (amabara y’imyenda, amarangi…) ariko mu buryo bw’inyito y’umuco n’ubuvanganzo, tuba tuvuga ibikorwa biteye isoni. Amabara ashobora gusobanurwa muburyo butandukanye :  1.Amabara nk’ibikorwa biteye isoni: Aha amabara asobanura ibintu umuntu yakoze cyangwa yavuze bigayitse mu muryango, mu muco cyangwa mu muryango mugari. Urugero: “Amabara yakoze mu bukwe ntiyazibagirana.” – Bisobanura ko ibyo yakoze muri ubwo bukwe biteye isoni kandi abantu bazabyibuka igihe kirekire. 2.Amabara nk’igisebo cy’ahahise: Iyo umuntu yakoze ibyamutesheje icyubahiro, ibyo bikorwa byitwa amabara. Urugero: “Ntazongera gukora amabara nk’ayo.” 3.Mu migani n’ubusizi Ijambo “amabara” rikoreshwa nk’ikimenyetso cy’icyasha ku izina ry’umuntu, cyangwa ku buzima bwe. IGISIGO-AMABARA– Igisigo cya Dr. Havugimana Alexis Amabara arasesera nk’umwotsi,Agasanga ba nyirayo aho bihishe hose.N’iyo wakwambikwa isura y’abera,Imitima yabonye amabara izagutungira agatoki. .Hari amabara y’uburiganya,Hari ay’ubugambanyi n’ubwishongozi.Hari ayanditse mu maraso y’inzirakarengane,Aba ni yo isi izirikana, ntisibanganya n’igihe. Amabara ntaba mu myambaro,Ntaba ku mubiri ngo uyaterere amavuta.Aba mu mitima, mu mateka yihishe,Aba mu magambo abantu bibuka baruca bakarumira. Amabara si igitaramo cy’ikinyoma,Ni itangazo ry’ukuri ryagiye rihishwe.Buri jambo ry’ayo mabarwa ni inkoni ku ndangagaciro,Buri gikorwa ni ishyano ku nzira z’ineza. Amabara ni inkovu z’ibihe,Asiga igisebo mu ndangagaciro.Uwayakoze ntasinzira neza,Kuko umutima umuhora mu ruhu rw’amarira Wakoze amabara, ntiyabisobanura,Yahisemo gusebya aho kwisobanura.Inshuti zaramuhetse zimukura mu myotsi,Zisangamo igihu n’ubugabo bubuyemo ipfunwe. Waba umwami cyangwa umushumba,Amabara ntamenya ibikomerezwa.Azajya akurikira nk’igicucu,Kugeza igihe wihana by’ukuri, ntibibe ibisingizo by’akarimi. Ese uwakoze amabara arababarirwa?Yego, iyo yemeye ukuri.Iyo yihana atikuraho,Agiha agaciro abo yababaje, ntabasuzugura. Amabara arakorwa, ariko ntiyibagirana,Aravuga kurusha amagambo,Akarusha n’impaka ubushobozi bwo kwibutsa.Ni yo mpamvu twavuga, tukirinda, tugatekereza:Ese amabara yacu tuzayasiga ku ki?Ku rukundo, ku mahoro, cyangwa ku cyasha cy’iteka? Haranira kuba umusemburo mwiza Haranira kuba bandebereho Haranira kuba ngeso nziza Haranira kuba  intwaramuheto Haranira kuba icyamo Ibihe byiza Ndabakunda Dore Imwe mu migani migufi yerekeranye n’amabara (Dr.Havugimana Alexis ) “Amabara arakorwa, ariko ntiy” “Amabara y’uyu munsi, ni igisebo cy’ahazaza.” “Uwakoze amabara ntiyisobanura, ahubwo arasobanya.” “Amabara ntasibanganywa n’amavuta.asibanganwa n’iminsi ”“Inyuma y’isezerano habamo amabara amenwa na ba nyirayo” “Ukoze amabara ku manywa, ijoro rigera ageraniwe’’. “Amabara y’inkuba atuma imvura idatera,naho amakuru y’ibara araza Rubunda.’’ “Wikwambara amabara ngo wigire igihangange,ibara ni ubugwari’’ “Amabaraatagaragara  arakomeretsa, n’ubwo ataboneka ku mubiri.” “Uwakoze amabara si ko atakigira icyizeresi uko ataba intwari, ni uko atakirangwa n’isuku y’umutima.” ‘’Amabara atazwi ni ubugwari bwo mumutima’’ ’’Amabara mbarankuru ni urugendo rw’ishavu’’ Tubeho twirinda amabara Ibihe byiza

LIFE = DESTINY + FATE This page  explores life as the sum of destiny and fate, two intertwined yet distinct forces.   The specific objective of this part are :To investigate the relationship between fate and destiny in experiences daily life,To examine examining philosophical, spiritual, and cultural views And To evaluate personal decision-making in light of the boundaries set by fate and destined purpose.  Life is the sum of what must happen and what you’re meant to become. “Life is shaped by uncontrollable events and a deeper purpose. “Life follows a path woven from fate’s hand and destiny’s call. “Your journey is guided by both inevitable twists and destined truths. “Life unfolds through a blend of fate’s design and destiny’s direction.” “What happens to you and what you’re meant to fulfill create the story of life. Together, they form a formula suggesting that life is not purely accidental, but a fusion of what is meant to be and what must be endured. This philosophical perspective invites reflection on how much of life is written in advance versus how much is shaped by innate purpose. The phrase “Predetermined Pathway of Life” encapsulates this dual influence—highlighting both the limitations and directions imposed on human existence.Your life is entirely determined by fate and  you have complete control over your destiny. Believers in romantic destiny tend to give crucial weight to the early stage of a relation. Early indicators of compatibility (or incompatibility) determine whether a relationship is perceived as successful or not.Destiny represents the purposeful journey or potential one is meant to fulfill, shaped by talents, dreams, and deeper meaning. Fate, on the other hand, symbolizes the unavoidable circumstances and external events that life presents without personal control. Your personal lay theories shape the way you interpret and judge the world that surrounds you. That being said: You’re mostly unaware of them. These inner beliefs are quite stable. – And yet, they vary substantially between us.You had no control over getting born or what your parents were like, or what childhood diseases you suffered. If a meteorite fell out of the sky and smacked you on the head or missed you while you were buying a winning lottery ticket, that would also be something beyond your control. So fate determines everything.Ah, but destiny is where you end up and is decided by how well you deal with everything fate gives you to work with.Or is it really(?) because in the end we all have the same destiny, and that is to die.But nevermind about dying, because what really matters isn’t getting born or dying.What matters are the times in between those events. Introduction The ultimate planner to radically transform your life: · Enhance your productivity · Identify your strengths and weaknesses · Organise your life & mind · Daily motivation towards your goals · Get to know yourself with reflection prompts · Identify areas of yourself and your life that need to change · Determine the steps needed to achieve your goals · and ultimately…help you GET SH*T DONE. Objectives: 1. To investigate the relationship between fate and destiny in experiences daily life. 2. To examine  philosophical, spiritual, and cultural views 3. To evaluate personal decision-making in light of the boundaries set by fate and destined purpose.  Scope of study:In this paper  the scope wa in  the philosophical and experiential dimensions of destiny and fate in human life. one Greek and one Shakespeare’s tragedy ie, Sophocles’ Oedipus Rex and Shakespeare’s Macbeth are referred to make understand the reader about this topic. Literature Review : Destiny is what’s meant to be, what’s written in the stars, your inescapable fate. You might think it’s your destiny to own a dog, but your sad goldfish survival rate should tell you that happy pets probably aren’t in your future. The theory of “destiny” is an important part of Zhuangzi’s thought, which constitutes the focus of academic analysis and research. There are more than 80 raw materials related to the word “destiny” in Zhuangzi. Analysising of these more than 80 raw materials, focused on the dimension of philosophical usage, “destiny” has the basic meanings of “destiny as encountering”, “destiny as heaven” and “destiny as disposition”. The destiny of Zhuangzi is characterized by inevitability, contingency and naturalness. The so-called inevitability of “destiny” refers to its helplessness and necessity. However, from the point of view of the “destiny” itself, it is completely accidental. Inevitability and contingency are unified in naturalness. Zhuangzi’s theory of “destiny” starts from the predicament of life, but it can also be extended to include the existence and content of any things that falls above the human body. In short, in Zhuangzi, “destiny” is generalized, and it can include all the encounters of a person, no matter what characteristic it maybe is. what are the behaviors that define character? 1. Prudence Don’t make reckless choices. Use good judgement. Analyze, compare, calculate & project.Accurate critical thinking (what’s true, what’s false, what’s relevant).Open-minded. Flexible. Lack of prejudice or bias.Keep things in perspective – don’t make mountains out of molehills. 2. Justice Don’t advantage yourself, your family or friends at the expense of others.Seek first to understand before seeking to be understood.  See the other person’s viewpoint.The “something for nothing” attitude is wrong. 3. Fortitude Moral courage. Do the hard thing. Have the hard conversation, in a diffident manner.Face your harsh realities. Encounter adversity or bear pain with a pleasant disposition.Gallantry in life’s struggles. To Dare. “There is safety in valor.” – EmersonLife shrinks or expands in proportion to one’s courage. – Anais Nin 4. Temperance Appetites and passions in balance. No vices.  Self-control in communication as well as actions. Self-discipline.Rule your emotions. Don’t raise voice and display anger. Stay detached from other’s disharmony. Poise.Self-denial. Thrift. Save some percent of every paycheck. “Utter valiant ‘no’s’ instead of ruinous ‘yes’s’.” – EmersonThe personality traits which produce our strengths can become our weaknesses, if not kept in balance (all things in moderation). Vigilantly strive to uncover, examine, admit and battle your shortcomings, in the ongoing struggle to improve how you behave. “I don’t excuse my failings, I confront them.” 5. Ambition Dreams. Worthwhile goals. The “Will” to improve yourself, your organization & or society.Strong desire. Devotion to a great cause. Drive

Marking System is a type of  approach to evaluating student performance, which  involves assigning scores or grades to different aspects of a student’s work, such as essays, projects, or tests, to gauge their understanding and mastery of the subject matter. The marking system is one of the most traditional forms of student assessment. It involves assigning numerical or descriptive scores to specific components of a student’s work. For example, in a written exam, each question may be worth a specific number of marks, and the student’s responses are scored based on their accuracy, clarity, and depth of understanding. These marks are then added together to give a total score, which reflects the student’s performance on the entire assessment. “Effective marking is an essential part of the education process. At its heart, it is an interaction between teacher and pupil: a way of acknowledging pupils’ work, checking the outcomes and making decisions about what teachers and pupils need to do next, with the primary aim of driving pupil progress. This can often be achieved without extensive written dialogue or comments.” The system of assigning marks often comes under scrutiny for its fairness, accuracy, and ability to truly reflect student learning Qualifications currently available in all countries  include examples of both mark-based and grade-based approaches to assessment. Mark-based approaches require assessors to assign numerical marks to candidates’ work, assisted by a mark scheme. Grade-based approaches avoid marks altogether, and require assessors to assign grades by evaluating candidates’ work against grading criteria. These are statements that set out the knowledge or skills that must be demonstrated to gain a particular grade (e.g., “Deliver sports/activity sessions using effective communication” in a Sports qualification) Drawbacks of the marking system Subjectivity: Marking can be highly subjective, as teachers may interpret a student’s work differently depending on their personal biases or expectations. Even though there may be rubrics in place, a degree of subjectivity often remains. Measurement errors: Because marking typically involves assessing individual components separately, errors in judgment or inconsistency in marking can occur, leading to unfair scores. Lack of context: Marking systems tend to focus on specific tasks or assignments, without providing a broader picture of a student’s overall progress. As a result, students may not receive a clear understanding of how their learning is developing over time. The main parts of Marking system in Education  : 1.Setting up the main Learning Objectives  and Outcomes :Clear goals or what the students are expected to learn or achieve. 2.Designing the Assessment Tool :Creating tests, exams, assignments, or practical tasks that measure the learning objectives. 3. Preparing the Marking Scheme / Rubric :A guideline or framework that defines how marks will be allocated (per question or criteria).Ensures consistency and fairness. 4. Administering the Assessment Giving the students the actual test or assignment under exam conditions. 5.Marking the Scripts / Work Reviewing student answers and awarding scores according to the marking scheme. 6. Recording the Marks :Writing down or entering the awarded scores into a record system (e.g., gradebook or database). 7. Moderation / Verification (optional but important) A second check to ensure fairness, accuracy, and no bias in marking. 8. Converting Marks into Grades :Applying a grading scale to convert raw marks into grades (e.g., A, B, C or Distinction, Pass, etc.) 9. Analyzing Performance : Checking patterns in student results, class averages, pass rates, etc. 10. Providing Feedback : Informing students about their performance, mistakes, and areas of improvement. 11. Reporting the Results :Sharing final results with students, parents, or educational authorities (through report cards or transcripts). 12. Archiving Results and Documentation :Safely storing all marks and grades for future reference, official use, or audits and documents others system. Types of Marking Systems In education ,Common types  include letter grades (A, B, C, etc.), numerical grades (e.g., percentages), pass/fail, and standards-based grading where achievement is assessed against specific learning objectives. Other systems include narrative reports, norm-referenced grading (comparing students to each other), and mastery grading (assessing if a specific level of knowledge has been reached),These refer to how students’ work is assessed and scored: 1. Numerical Marking System :Marks are given as numbers out of a total score. Example: 78/100 or 15/20. 2. Percentage Marking System Scores are converted to percentages. Example: 80% = 80 marks out of 100. 3. Letter Grade System Marks are grouped into grade ranges. Example:A = 80–100 ,B = 70–79 ,C = 60–69, D = 50–59,F = below 50 4. Grade Point Average (GPA) System Used mostly in higher education,Converts grades into points, then averages them. Example:A = 4.0, B = 3.0, etc. 5. Rubric-Based Marking Marks are based on specific criteria (e.g., grammar, content, creativity).Each part is scored separately and summed. 6. Descriptive Marking :Teachers or Lecturer  provide written comments instead of numbers or grades. Example: “Excellent understanding of the topic.” 7. Competency-Based or Mastery Marking Focuses on whether a student has achieved specific skills. Example: “Achieved” or “Not Yet Achieved”. Types of Reporting Systems These refer to how the results are communicated to students, parents, or institutions: 1. Report Cards Traditional way to report term/semester results, Includes marks, grades, teacher comments, and attendance. 2. Transcript Reporting ;Official summary of student performance over a period (e.g., full academic year or program).Used for graduation or higher education applications. 3. Narrative Reports ; Detailed written descriptions of a student’s performance, behavior, and progress.Common in lower primary or special education. 4. Portfolio Reporting ;A collection of student work over time, showing growth and achievements.Used in project-based learning or continuous assessment. 5. Online or Digital Reporting ;Results shared through school management systems, emails, or apps.Fast, accessible, and may include graphs or visuals. 6. Parent-Teacher Conferences ;In-person or virtual meetings where teachers discuss student progress directly with parents. Guidelines for Developing a Multiple Marking and Reporting System    1. Should be guided by the functions to be served  2. Should be developed cooperatively by parents, students, and school personnel  3. Should be based on a clear statement of educational objectives  4. Should be based on adequate assessment  5. Should be detailed enough to be diagnostic and yet compact enough to be practical  6. Should provide for parent-teacher conferences    Who makes the decision about what an “A” is? Who makes the decision about what an

Dear  colleagues , friends and Partners, Let us start  why we should be married and highlight some main points. In the past, marriage was often seen as a necessity for establishing a family and ensuring the financial security of both the husband and the wife. In many cultures, marriage was also a way for individuals to gain social status and fulfill religious or cultural obligations. What about today?Marriage is a personal choice, not a requirement—and whether it’s right for you depends on your values, goals, and relationship. Marriage, also called matrimony or wedlock, is a culturally and often legally recognised union between people called spouses. It establishes rights and obligations between them, as well as between them and their children (if any), and between them and their in-laws. It is nearly a cultural universal, but the definition of marriage varies between cultures and religions, and over time. Typically, it is an institution in which interpersonal relationships, usually sexual, are acknowledged or sanctioned. In some cultures, marriage is recommended or considered to be compulsory before pursuing sexual activity. A marriage ceremony is called a wedding, while a private marriage is sometimes called an elopement. in recent years, there has been a decline in marriage rates in many parts of the world. This decline has been attributed to a variety of factors, including changes in social attitudes, increased access to education and opportunities for women, and economic factors. A young man at a marriage conference where Erin and I were speaking once asked me, “Why get married? I love my girlfriend and I’m committed to her. I do all of the things that you’re encouraging us to do to have a strong and healthy relationship. Why do we need a couple of expensive rings and a piece of paper to prove our love?” It’s a good question. And to answer it, we need to start with the apostle Paul. When Paul wrote to the Ephesians, he had a lot to say about marriage. “ ‘Therefore a man shall leave his father and mother and hold fast to his wife, and the two shall become one flesh.’ This mystery is profound,” he wrote in Ephesians 5:31-32.  And he’s right. The commitment we make when we enter into a marriage — when we become “one flesh”— is indeed profound and mysterious.  Why Marry? There are many different reasons why people choose to marry. Some common reasons include the following: Love: For many people, the primary reason for marrying is love. They have fallen in love with someone and want to spend the rest of their lives with that person. Companionship and security: Marriage can provide a sense of companionship and support. When two people marry, they become a team and can support each other through life’s ups and downs. Thus, marriage can provide a sense of security, both emotional and financial. It can offer stability and a sense of belonging. Children: Many people choose to marry because they want to have children and raise a family. Marriage can provide a stable environment for raising children. Social norms: In many cultures, marriage is seen as a societal norm and a way to establish oneself as an adult. Some people may marry for this reason, even if they are not in love with their partner. Religion: For some people, marriage is an important religious rite and a way to fulfill their spiritual beliefs.Marriage is a personal and social commitment. While not everyone must get married, here are some reasons why many people choose to: 1. Emotional and Social Partnership ;Marriage offers companionship, support, and love.It provides someone to share life’s joys and struggles with. 2. Legal and Financial Benefits ;Married couples often get tax breaks, inheritance rights, medical decision rights, and easier access to joint property or health insurance. 3. Family Foundation :Marriage provides a stable environment to raise children, with shared responsibilities and legal protections.Many societies and cultures value marriage as the ideal foundation for family life. 4.Commitment and Growth :Marriage can be a space for personal growth, learning forgiveness, patience, and teamwork. It signifies a long-term commitment, which can build trust and security. 5. Cultural or Religious Importance :In many traditions, marriage is a spiritual or cultural milestone.Some faiths consider marriage a sacred covenant or duty: A wedding ceremony is not required to be legally married (in most places), but it can be meaningful for several reasons:  Reasons It Can Be Important: Public Commitment :A wedding lets you declare your love and vows in front of family and friends.It strengthens the social bond around your relationship. Cultural/Religious Identity:For many, weddings reflect tradition, faith, and identity.Families often feel included and honored through the ceremony. Memory and Symbolism :Weddings create lasting memories. The ceremony is symbolic—a moment that marks a new beginning. Celebration of Love :Love is worth celebrating! A wedding lets you share joy with your loved ones. Why Not Marry? While marriage can be a wonderful and fulfilling experience for many people, it is not right for everyone.A certain fear begins to rise within the mind, a fear of being alone, of never finding their “soul mate.” With this anxiety, fear, insecurity, they begin an almost desperate search for someone, and when a person comes along, who shows interest in them, even if not possessing the qualities they know are necessary, (like a common faith), they compromise because they don’t want to end up the “old maid.” There are several reasons why marriage might not be a good idea for some individuals: Personal freedom: Marriage requires a significant commitment of time, energy, and resources. It can also involve giving up some personal freedom and autonomy. For some people, the sacrifices required by marriage may outweigh the benefits. Compatibility: For a marriage to be successful, it is important for the two individuals to be compatible. If two people have very different values, goals, or interests, it can be difficult for them to build a strong and lasting relationship. Relationship problems: Every relationship has its challenges, and marriage is no exception. If a couple is already having problems in their relationship, such as communication issues or trust issues, getting married may not solve those problems and could even make them worse. Societal expectations: In some cases, individuals

COMMEMORATION OF THE 1994 GENOCIDE AGAINST THE TUTSI AT UTAB-THE UNIVERSITY OF TECHNOLOGY AND ARTS OF BYUMBA- ON 14th  JUNE 2025 -STUDENTS AND STAFF The 31st commemoration of the 1994 Genocide Against the Tutsi in Rwanda -UTAB Gicumbi  – Saturday , June 14, 2025 – The University of Technology and Arts of BYUMBA-UTAB  held a joint commemoration to honor all The Tutsi who were killed during  the Genocide against the Tutsi in 1994.A group of IMENAGITERO students created the below theatre ,video and songs  to honor the memory of the more than one million lives lost during the 100 tragic days and to recommit to our obligation to always unite against hate. KWIBUKA means “to remember” in Kinyarwanda and the 7th of April marks the beginning of the genocide perpetrated against members of the Tutsi by the Hutu extremist-led government. Within just over 100 days, as many as 1 million Tutsi were systematically murdered.   District staff ,Invited visitors , UTAB students and staff also gathered together in person to commemorate Kwibuka 31 through a solemn night vigil, a Walk to Remember, testimonies from survivors, and a panel discussion on the role of younger generations in preserving the memory of 1994 and fighting against genocide denial and ideology. We offer a heartfelt thank you to the all team participation -led Peace and Love Purpose of this events at UTAB To honor and remember the victims of the 1994 Genocide against the Tutsi. To educate the university community and others stockholders of university on the history and impact of the genocide. To promote unity, reconciliation, and the fight against genocide ideology among youth. To reflect on the role of education in rebuilding Rwanda. TWIBUKE TWIYUBAKA The Importance of Commemoration The commemoration of the 1994 Genocide against the Tutsi in Rwanda is an essential national and international act of remembrance. It is a moment to remember the mothers, fathers, children, and entire families that were wiped out simply because they were Tutsi. why this commemoration is important: Honoring the Victims -It is a time to remember and pay tribute to over one million innocent lives lost.Names, stories, and dignity of victims are preserved through remembrance. Fighting Genocide Denial and Ideology-It serves as a powerful tool against denial, revisionism, and hate speech.Commemoration keeps the truth alive and educates future generations. Promoting National Unity and Reconciliation-It reminds Rwandans of the importance of unity, forgiveness, and living together peacefully.Creates a platform to reflect on how far the country has come and the efforts toward reconciliation. Educating the Youth-Helps young people, especially those born after 1994, to understand the history and learn lessons that prevent future violence.Empowers them to become peacebuilders and responsible citizens. Supporting Survivors-Shows solidarity and compassion to genocide survivors.Helps in healing psychological wounds and promotes mental well-being. Strengthening “Never Again”-Reinforces the national and global commitment that genocide should never happen again, anywhere.Encourages vigilance and action against injustice, discrimination, and divisionism. Building a Resilient Nation-Remembrance inspires strength, courage, and hope.It is a moment to appreciate Rwanda’s reconstruction, progress, and resilience. Program of Activities  9H30-10H15 : VISIT OF  GENOCIDE MEMORIAL SITE -MUKERI ‘’THE WALK TO REMEMBER’’  10H15-10H20 : AGENDA PUBLICATION  10H20-10H21:   MOMENT OF SILENCE -1MIN REMEMBERING            10H21-10H25:  PRAY BY LEGAL REPRESENTATIVE 10H25-10H35 :  WELCOME REMARKS BY THE VICE CHANCELLOR 10H35-10H45: ARTIST 10H45-11H20: MINUBUMWE SPEAKER 11H20-11H25: FAMILY IMENAGITERO UTAB 11H25-11H40: SURVIVOR TESTIMONY 11H40-11H50 :ARTIST 11H50-12H05: IMENAGITERO MESSAGE 12H05-12H10:LIGHTING THE FLAME OF REMEMBRANCE(  URUMURI RW’ICYIZERE) 12H10-12H20: GUEST IBUKA 12H20-12H25: ARTIST 12H25-12H35: GUEST SPEECH   CLOSING REMARKS THEME : TWIBUKE TWIYUBAKA Never Again Rwanda ,

What do you know about Marburg Virus Disease?
By Dr.Alexis Havugimana

Marburg is a rare, severe, viral hemorrhagic fever similar to Ebola, which is spread by contact with blood or body fluids of a person infected with or who has died from the disease.

Why do people commit suicide? How does it happen? How Common Is It? Every year 727 000 people take their own life and there are many more people who make suicide attempts. Every suicide is a tragedy that affects families, communities and entire countries and has long-lasting effects on the people left behind. Suicide occurs throughout the lifespan and was the third leading cause of death among 15–29-year-olds globally in 2021. Suicide does not just occur in high-income countries but is a global phenomenon in all regions of the world. In fact, close to three quarters (73%) of global suicides occurred in low- and middle-income countries in 2021. Suicide is a serious public health problem that requires a public health response. With timely, evidence-based and often low-cost interventions, suicides can be prevented. For national responses to be effective, a comprehensive multisectoral suicide prevention strategy is needed. Suicide may stem from intense feelings of anger, despair, hopelessness, or panic This is on 4th June 2025 young boy of 20 years old suicide jumped from the 13th floor  at Makuza Pension Plaza at Kigali Rwanda.He died directly.At 16: 00  RIP : ISHIMWE Thierry (From Kamonyi District Runda sector) Suicide is a complex issue that affects individuals and communities around the world, including Africa. The statistics around suicide can vary significantly by region, demographic factors, and other social influences. Here are some points to consider regarding suicide statistics in Africa and globally: Prevalence: According to the World Health Organization (WHO), suicide is one of the leading causes of death worldwide. In 2019, it was estimated that close to 800,000 people died by suicide each year, with a global age-standardized suicide rate of approximately 10.5 per 100,000 people. DemographicalSuicide affects all age groups; however, it is particularly high among young people aged 15-29. Men are more likely to die by suicide than women, although women may experience higher rates of suicidal thoughts and attempts. Mental Health: Mental health disorders, including depression and anxiety, are significant risk factors for suicide. Other contributing factors include substance abuse, trauma, and socioeconomic issues. Varied Rates: Suicide rates in Africa can differ widely by country. Some regions report lower rates compared to global averages, while others show alarming figures. For example, some countries, like Mozambique and South Africa, have been noted for higher suicide rates due to various factors including economic stress and social issues. Underreporting: There is often significant underreporting of suicides in Africa due to stigma, lack of awareness, and insufficient mental health resources. Many deaths may be misclassified or not reported as suicide. Cultural Factors: Cultural beliefs and stigma surrounding mental health may influence reporting and help-seeking behaviors. Traditional practices and support systems might also play a role in how mental health issues are addressed. Youth Crisis: Youth in many African countries face unique challenges, including unemployment, educational pressures, and social changes, which may contribute to rising suicide rates among young people. Urban vs. Rural: There may be differences in suicide rates between urban and rural areas, influenced by factors such as access to mental health services, social support networks, and economic opportunities. More than 720 000 people die due to suicide every year. Suicide is the third leading cause of death among 15–29-year-olds. Seventy-three per cent of global suicides occur in low- and middle-income countries. The reasons for suicide are multi-faceted, influenced by social, cultural, biological, psychological, and environmental factors present across the life-course. For every suicide there are many more people who attempt suicide. A prior suicide attempt is an important risk factor for suicide in the general population. Even it is like that Suicide is a leading cause of death and affects people of all ages. Suicide is a serious public health problem and has far-reaching impact. Resources are available to prevent suicide. Hope is possible. 1.A lot of people was discussing why people commit to suicide ? people who commit suicide are depressed,  intense feelings of anger, despair, hopelessness, or panic, a highly distorted or psychotic idea. Many suicides are impulsive. Some factors can be listed out : A Word From Verywell Borderline personality disorder (BPD) Eating disorders Schizophrenia Substance Use and Impulsivity Traumatic StressLoss or Fear of LossAccidental Suicide Hopelessness Anxiety disorders Bipolar disorder Chronic Pain and Illness( Asthma,Back pain,Brain injury,Cancer ,Congestive heart failure,Diabetes,Epilepsy,HIV/AIDS,Heart disease,High blood pressure,Migraine, Parkinson’s disease Feeling Like a Burden to Others Social Isolation Cry for Help Accidental SuicideAny form of abuse (emotional, physical or sexual; past or present) Any significant loss (the death of a loved one) Relationship breakdown Living in remote areas or in social isolation Previous suicide attempts or deliberate self-harm Exposure to suicidal behaviour in others (particularly another completed suicide) Parental separation or divorce Drug or alcohol abuse Homelessness Failing subjects at school or dropping out of courses Bullying Legal or court action Financial crises (job loss, drought, bankruptcy). In many cases, the person is contending with several stressful life events or circumstances at once. Their thoughts and emotions connected to these experiences become overwhelming for them. It is important to note that suicidal thoughts and feelings can be triggered by any life event; the crucial issue is how a person feels about the event and what meaning it holds for them. While the above situations are often linked to suicidal feelings or behaviour, whether they will actually cause someone to consider ending their life depends heavily on that individual’s interpretation of their overall circumstances. Official statistics and research studies have found that there are a number of gender differences in suicide. These differences are known as the gender paradox of suicide. While women are more likely to experience suicidal thoughts, for example, men are much more likely to take their own lives. Complicating the issue is that much of the research on this topic doesn’t include nonbinary people. Understanding these gender differences can help experts better design and develop prevention and intervention strategies. While it is difficult to discuss this topic, it has to be stressed that this knowledge is important if we are to reduce