Sierra Leone and Child Soldiers during the Civil War Research Paper - 1

Sierra Leone and Child Soldiers during the Civil War - Research Paper Example Lightweight assault weapons increased these children’s lethality while others participated in politically motivated, though unstructured, violence like planting bombs or hurling rocks. While the use of child soldiers is a widespread phenomenon in global conflicts, the case of Sierra Leone was the first case that received widespread media coverage. The issue of child soldiers in Sierra Leone defied gender boundaries with girls joining military drills and activities. Girls made up at least 25% of the rebels in Sierra Leone’s Civil War with typical sexual victimization being rampant as they were forced to service soldiers with sex (Williams 80). This had an especially negative impact on their lives as they were found to be unsuitable for marriage since they were considered impure. Because of desperation, most of them became prostitutes to earn a living. Most child soldiers in Sierra Leone were enlisted through coercion; forced recruitment and mandatory conscription. Whenever the rebels had a shortfall in numbers, they found it convenient to ignore birth dates with no birth records used, except to find out the tribal allegiance of a particular conscript. In fact, even the government turned to the use of child soldiers to counter their use by the rebels. A child who stood as tall as a rifle was considered eligible for consc ription into the army. Village headmen were instructed, by local authorities, to provide a specified number of Sierra Leoneans with children being easier to find and conscript (Williams 81). Some militias in Sierra Leone abducted the children, especially from schools, at gunpoint. Surrounding a school, they would arrest children without explanation and herd them to the forest for training. In other areas, armed militia surrounded public spaces like marketplaces and ordered its occupants to sit before trucking away anyone found â€Å"eligible† for service (Maclure & Myriam 120). Those who were most at risk were teenage boys

Civil right Essay Example | Topics and Well Written Essays - 250 words

Civil right - Essay Example Segregation existed in all kinds, forms and shapes in the daily lives of the people mentioned in the documentary. As Foner said, â€Å"They had to fight for every inch of it. Nobody gave you anything. Nothing† (957). They were dealing with people who believed in some sort of religion, where â€Å"racial amalgamation is both illegal, immoral and a disgrace† As a foreigner who does not know American history well, I was stunned by the facts presented in the documentary. Watching the discussions of what occurred in the fight for human rights brought so much grief, sorrow, misery and pain to me as a viewer so I can just imagine how the Blacks felt in their struggle to acquire the equal rights they have been fighting for. The Blacks wanted to get rid of racial segregation in the state because it has not been good for them, nor the state (Medgar Evers, during TV show). It made me rethink about non-violent resistances led by Martin Luther King Jr. and how difficult it has been for him to pursue his people’s desire for freedom through the extreme opposite of what most Blacks wanted and believed in. King told the Blacks who lost their beloved fathers and sons, who were despised and who lost their jobs and houses to the Whites, that they would never use violence on their protests. â€Å"There will be no White persons pulled out of their homes and taken out to some distant road and lynched† (King, the speech of the launching of the Montgomery bus boycott), was the philosophy that the reformer believed in. I think this was a noble act which fairly received its due when the Blacks were finally recognized as human beings, worthy of a life where they are treated as they

Close Adoption vs Open Adoption Essay Example for Free

Close Adoption vs Open Adoption Essay The concept of adoption was not legally recognized in the United States until the 1850’s, with the inception of the first adoption laws. While transfers of children to substitute parents or now known as â€Å"adoptive parents† had occurred informally since American colonial times, adoption laws legitimized the informal adoptive arrangements which previously existed. There are now two different forms of adopting a child: open or closed adoptions. Although there are two options for adoption, all adoptions should be considered closed until an adoptee is 21. The adoption process for closed adoptions differs from the open adoption process and has more benefits. The open adoption process, is in which the adoptive parents actually meet and usually stay in touch with the birthparents. Birthparents voice in choosing their childs adoptive parents. Both open adoption and closed adoption use agencies or a lawyer, but in open adoption the agency gives the birthparents biographies of prospective adoptive parents, and the birthparents pick the family they are most comfortable with or â€Å"click† (Winerip 1). Compared to closed adoption, the prospective adoptive family would put their name on a list, and wait for the social worker to make a match. This doesn’t involve the need of personalities between families to match, just the potential factor of a good child support system which is the most important aspect. â€Å"Conversely, if they want a closed adoption, they shouldn’t be pressured into an open adoption because adopters may find it harder to fulfill their side of the agreement such as: sending the birthmother photos or visiting† (â€Å"Family Education† 2). Also, in open adoption the birthparents and adoptive parents meet, and might be in touch frequently during the pregnancy while closed adoption the adoptive parents didnt know where the child came from, or who his or her birthparents were which gives them more of sense that the child belongs to them and deserves all their love as if it was given birth by the adoptive mother. Many times the adoptive parents in an open adoption are able to witness their childs birth and some of these families stay in touch through their adoption agency, especially on birthdays and holidays. Others become friends or create somewhat of an â€Å"extended family†. During closed adoption however, there is no contact between birth and adoptive families. This gives both families a sense of closure. Through the closed adoption process no identifying information is provided, giving a type of curiosity back to the adoptive parents on what their child may look like instead of seeing the birth mother and assuming that that child will look like her. They are only given non-identifying information (e. g. , height in the birth family, potential hair color, medical history, ect. is provided through the third party such as the agency or attorney. When adoptions are closed, the files are usually physically sealed until the age of 21 to the adoptee and the adoptive parents giving everyone a sense of closure (Thompson 1). Closed adoption and open adoption have a key difference including the involvement of the birthparents from their point of view that is more beneficial when the adoption is closed. Open adoption birth parents experience a sense of less guilt as a benefit (Gray 27) of the adoption but what benefit does the child rear? Adoption should be more for the child and less for the birth parents emotional ground. But closed adoption does give the birth parents privacy because â€Å"placing a child for adoption is an extremely sensitive and vulnerable choice. Having a closed adoption creates an opportunity for a stronger sense of privacy,† (â€Å"N. A. I. C. H. † 1) and it can also reduce fear because â€Å"some birth mothers are concerned about explaining their choice, and a closed adoption serves as a way to prevent them from a confrontation with a child placed for adoption† (â€Å"N. A. I. C. H. † 1). Closed adoption rids the birth parents of the responsibility they were not ready for in the first place and gives the child a chance at a better life with more responsible individuals. In some cases, closed adoption kills two birds with one stone by riding a birth parent of the embarrassment of not being prepared or financially stable for a child while giving the adoptive child a chance for a better life with an adoptive family that is looking for a child to give love and a good life too. Closed adoption is more beneficial from the Adoptive parents’ viewpoint rather than open adoption. Open adoption gives the birth parents the option to demand wants of the adoptive parents and those demands may cross boundaries. In a sense, an adoptive family may get the feeling of â€Å"affirmation- As an adoptive family, you may experience a sense of empowerment or encouragement knowing that you were chosen as the adoptive family† (â€Å"N. A. I. C. H. † 2) but birth parents may still want to be in the adoptee’s life as extended family but two mom’s and two dad’s? Would that not confuse a small child? With closed adoption, the adoptive parents have full responsibility and there is no answering to birth parents or any fuzzy oundaries of rules and expectations for a child such as â€Å"birth parent interference or co-parenting concerns† (â€Å"N. A. I. C. H. † 1). The adoptive family is given the full privilege of raising their adoptive child how they would like to and â€Å"family freedom- if the birth families are not involved, the adoptive family is free to have their family time without restraints of visitations and on-going communication† (â€Å"N. A. I. C. H. † 1). It is even up to the adoptive family to decide to tell child that he/she is adopted. Closed adoption is safer for the adoptive child rather than open adoption and has more benefits. Open adoptions give the child his/her identity and suppose that by chance the birth parents are properly functioning human beings, which would give the adopted child an extended family that was healthy (â€Å"American Pregnancy Association† 1). On the other hand though, what if the child doesn’t wish to know their birth parents because he/she was adopted or their birth parents have issues or mental problems that are not healthy for the child to be around or interact with? Closed adoption eliminates these possibilities. Unless the adoptive child specifically asks who they really are, the child could be completely fine without knowing they’re adopted and have a normal family with one mom and one dad. More often than none, the adoptee’s birth parents give them up for adoption for a reason. This includes the possibilities of an unplanned pregnancy, lacking financially, or just simply aren’t ready for the responsibility. The purpose of adoption is to give the adoptee a better life than it would’ve originally had. In the end, the child still has the option of finding their birth parents records when they are of the age to legally obtain that information.

Scope Of Study And Limitations English Language Essay

Scope Of Study And Limitations English Language Essay At the mention of the term chick lit, it is unavoidable to assume that it is a colloquial form of chick literature or something more elaborate. Campbell (2006) puts it aptly when she says that we should acknowledge that the very term is demeaning and probably peppered with a tinge of sexism. Chick is a derogatory term for the presumably empty-headed girls or young women who are both the characters and the readers; lit is an ironic reference to the assumed lack of quality writing in the form (p. 487). Most definitions of chick lit outline its characteristics; highlight the general plot, the illustrations on the cover and its target audience which do not quite explain the genre as a whole or do it any justice. This study therefore will use the definition describing the genre as heroine-centred narratives written by women that focus on the trials and tribulations of their individual protagonists, to appeal to other women (Kent, 2007 Smith, 2008). Chick lit has been at the brunt of a lot of criticism. According to Razdan (2004), it is wildly successful and that is where the problem lies. Most critics cannot seem to get past the covers in pink or fluorescent green, highlighted with flirty, fashionable accessories like purses or high heels (Ferriss Young, 2006b). However, it does not end there. The major attack is due to it reflecting postfeminist values through its protagonists, themes and plots. The characters in chick lit are young women with newly found independence dealing with careers and the demands of urban pop culture (Campbell, 2006). Ferris Young (2006b) describe them as women who commit errors at the workplace, drink excessively at times, are hopeless when it comes to cooking, or are attracted to unsuitable men quite unlike the flawless women of romance fiction. In short, these characters generally embrace or portray postfeminist values, acknowledging that feminism has taken place and won them equality but all the same, they do not want to be called feminists because of the indulgences feminism has rejected in the past like romance. When it comes to the themes, despite their timelessness and universality, they seem to be rubbing people the wrong way probably because the lifestyle choices this novels centre around are seen as a betrayal of feminism and its call for equality (Davis-Kahl, 2008). Unfortunately for those who hold this view, the themes addressed in chick lit are claimed to be the representation of sociological truths about womens lives today (Knowles, 2004). Although this might seem unsettling, Ferriss and Young (2006b) put forward that chick lit focuses on the issues dear to cultural critics heart. It appears that some just refuse to acknowledge that times are a changing. Looking at the plot, Knowles (2004) claims that many variations can be found in the genre itself but the fundamental structure of the main character looking for satisfaction in a romance-consumer-comedic vein usually characterizes writing in these texts. The inevitable fact for this genre is its broader focus on relationships (Davis-Kahl, 2008, p. 5). Almost every novel has a protagonist pining for a man, dealing with issues like weight, self-image, career burnout and other things along the way once again reflecting these post-feminist values. In her paper, Glasburgh (2006) puts forward five postfeminist characteristics defined by Faludi (1991): 1) negative reaction to second wave feminism, 2) focus on the individual instead of a collective sisterhood, 3) desire for more traditional femininity through domesticity, consumerism, romance, and motherhood, 4) female identity crisis causing fears of a man shortage, a loudly ticking biological clock, and career burnout, and 5) feelings of anxiety over ability to make the correct future decisions. Based on content analysis on ten chick lit books, she concluded that the protagonists generally did reflect characteristics of postfeminism (Glasburgh, 2006, p. 76). These postfeminist characteristics are what critics are debating about. Some feel that chick lit should be taken seriously because it is about the current generation of women while others feel chick lit is force-feeding the current generation with postfeminist values. This study attempts to explore students perspectives on this matter. 1.2 Statement of Problem Even before the existence of chick lit, womens writing has suffered a long history of scoffing (Davis-Kahl, 2008). They have been described as frothy, prosy, pious, pedantic (Eliot, 1856, p. 35) and women writers have been referred to as a damned mob of scribbling women (Ticknor, 1913, p. 141). On the 23rd of August, Beryl Bainbridge, then Booker Prize favourite, called Bridget Joness Diary a froth sort of thing (Davies, 2001), echoing George Elliots words two centuries before. At that point, chick lit had become the new form of womens writing which was under attack. This intentional sidelining of womens fiction has been said to stem from sexism. Both men and women place value on different things such as men on sports and women on fashion and as a result, all things associated with men have been viewed as important while women pursuits have been considered trivial, transcending even into the value placed on books (Woolf, 1929). Chick lit has now been subject to bashing by critics for more than a decade. The most popular claim is that chick lit is force-feeding society with postfeminism values while supporters of the genre claim that chick lit is merely reflecting todays culture. Whether or not chick lit has been affecting culture or the other way round is yet to be seen as not much research has been done in that area. Most certainly, chick lit is a force to be reckoned with based on its soaring popularity. One thing that must be noted in light of this situation is that there has been very little research on the area of chick lit in the academic field. Even in the small number of researches that have been conducted, the majority of it focuses on content analysis from romance, feminist and postfeminist perspectives. This study will focus on the students perspectives towards chick lit from a postfeminist approach as opposed to stand alone text analysis. In their courses on classic womens fiction and chick lit, Ferris and Young (2006b) have concluded that students were certain that despite the fascinating cultural issues raised by chick lit novels, they could not quite contend with the work of Jane Austen, the Brontà «s, Virginia Woolf and Zora Neale Hurston but were unable to state why. This study attempts to go a step further in trying to uncover the issues in which students can relate to and understand the reasons behind it. 1.3 Purpose of Study This study aims to:- Find out the perspectives of students towards chick lit in relation to post-feminism. Uncover the reasons behind these perspectives. 1.4 Research Questions 1. What are the perspectives of students towards chick lit in relation to post-feminism? 2. What are the reasons behind these perspectives? 1.5 Significance of Study The results of this study will reflect the reception of undergraduate students towards chick lit from a postfeminist point of view. It will also explore the reasons behind these perspectives. These results will help to determine whether chick lit should be incorporated into the syllabus to be considered as part of a genre of literature like classic womens fiction. If the reception towards chick lit in light of postfeminism is found to be good, even on a micro-level, it opens up a very viable premise for chick lit to be used as a foundation for teaching literature. Allowing students to utilize materials which they can relate to as a basis of their exploration and providing them with the ability to clarify the plus points as well as shortcomings of a book or a genre is powerful (Davis-Kahl, 2008). Characteristics of postfeminism have been found to be present in chick lit novels to a certain extent. Therefore, chick lit has been claimed to be the document of a new generation quite unlike the era in which writers like Jane Austen and the Bronte sisters lived in. While it is important to note that cultural, social and geographical factors counts for something, the ability of students to relate to a piece of work does a lot to help discuss its literary value. In fact, these novels have the potential to be used in the classroom to explore the generational differences in feminism, uncover the reasons why classic fiction stand the test of time, and to develop an appreciation for the intricate plots, subtle characterizations, memorable language of such works (Ferriss Young, 2006b). Chick lit can be used as a basis for discussions as to the reasons for the significance of womens writing, the changes it has undergone, and the opinions of women in fiction, be it popular or literary. This evolution that fiction in general and womens fiction has gone through is an area worthy of study especially due to its popularity, ease of access and representation of issues that modern women face (Davis-Kahl, 2008, p. 8). Furthermore, chick lit will be viewed as an important representation of modern womens writing, doing this new area of popular womens writing some justice (Ferriss Young, 2006b). This establishment of chick lit as a learning tool or viable area of study in the academic sphere will eventually lead to it being readily available in academic libraries allowing students with interest to gain access to them. 1.6 Scope of Study and Limitations Participants involved in this research are Year 3 Trimester 2 Bachelor of Arts (Hons) English Language students selected through purposive sampling. This study has a number of limitations. First, the sample may not accurately reflect the opinions of students in general towards chick lit. Secondly, the sample does not contain an equal mix of genders to accurately reflect views towards chick lit. Thirdly, some participants may be unfamiliar with the genre itself and therefore incapable of providing their perspectives towards it. However, a brief set of definitions are provided in the questionnaire to help respondents to familiarize themselves with the subject area. 1.7 Definition of Key Terms Chick lit : heroine-centred narratives written by women that focus on the trials and tribulations of their individual protagonists, to appeal to other women (Kent, 2007 Smith, 2008). Feminism: à ¢Ã¢â€š ¬Ã‚ ¦the belief in the social, political, and economical equality of the sexes (Rowe-Finkbeiner, 2004) Post-feminism : A shift away from the feminist idea of needing to right the wrongs of a patriarchal society with regard to women (Faludi, 1991). Post-feminist Backlash Theory: The claim that popular culture has been the direct cause of a backlash on feminism, understood as postfeminism, by attempting to blame it for the supposed misery of women today and calling for a return to a more traditional femininity (Faludi, 1991). 1.8 Organization of the Thesis This study consists of a total of five chapters; Introduction, Literature Review, Methodology, Findings Analysis, and Discussion Conclusion. The first chapter which is the Introduction addresses the background of study, statement of problem, purpose of study, research questions, significance of study, scope of study and limitations, the definition of key terms and the organization of the thesis. The second chapter, Literature Review will outline the history of chick lit, the history of post-feminism, address the five post-feminist characteristics used in this study as well as discuss past researchers study. The third chapter, Methodology will explain the research design, sampling, instruments used for data gathering, the pilot study, procedures as well as the data analysis. The fourth and fifth chapter will present the findings and discuss its significance in relation to the study as well as provide recommendations for further research respectively.

Essay --

America is one of the most obese countries in the world, and the reasons are quite obvious. Take a look around. Fast food chains on every block, more and more technology to make our lives easier, and high amount of stress are just a few factors to weight gain in our country. There are many different views on obesity and how the people think it should be resolved, whether it's government making the change or the people taking care of themselves. Childhood obesity has more than doubled in children and tripled in adolescents in the past 30 years. Are we doing enough to bring these statistics down? No. In the last 40 years, there has been a growth to more than 160,000 fast food restaurants in America (â€Å"Adolescent and School Health†). Restaurants (such as Wendy's, McDonald's etc.) serve more than 50 million people per day, generating about 65 million in sales annually. Only since obesity has become a national epidemic have fast food restaurants changed their ways. But we need to do more than just change the kind of oil the french fries are fried in. Better yet, why don't we remove, or intensely decrease the number of the unhealthy fast food chains, and spread more healthy fast food chains, such as Subway? Is it something government could take act in? Should the United States government take measures to fight the rise of obesity in the country, or are choices concerning diet and nutrition better left to the individuals, free of government interference? As many people are trying to put the blame of obesity on restaurants, others, like myself, have a strong opinion that the restaurants have nothing to do with obesity and the customer has the right to order what they would like. Some supporters believe that government should take action to... ...ents decision. According to the World Health Organization (WHO), obesity now ranks as the 10th most important health problem in the world (â€Å"Obesity Seen as a Global Problem†). Childhood obesity has more than doubled in children and tripled in adolescents in the past 30 years. Centers for Disease Control and Protection estimates that obesity contributed to the deaths of 112,000 Americans in 2000 (â€Å"Obesity in the U.S. Fast†). It is estimated that annual medical care cost of obesity are as high as $147 billion (â€Å"Obesity in the U.S. Fast†). Government-provided food stamps are often expended on junk or fast food, because it tends to be less expensive than fresh or cook food. Governments fund producers of meat and dairy products to keep prices low. For now, governments are taking a smarter and more productive approach through regulation, and by working with manufacturers.

Symbolism in Fuentes Aura Essay -- Carlos Fuentes, Aura Essays

On the surface, Fuentes' Aura is a very strange and eerie book. It draws you in and keeps you there, forcing you to read the book to its very end. Just below the surface, a world of symbolism, words and parallels lead to a greater understanding of what is happening throughout this captivating tale. Skimming the surface of the story, an abundance of symbols can be signaled out, but a recurrence of symbols is very important. One of the most prevalent symbols found in this story is the darkness of Senora Consuelo's old colonial mansion. The house is so dark the characters must learn to maneuver by sound and touch. The darkness sets the tone for the whole story. Senora Consuelo's room is not bathed in light but filled with "perpetual shadows". Of course darkness and shadows are a staple of the Gothic, but darkness could also be suggestive of the unknown or not being able to think clearly. Shadows could be interpreted as that which is clouded, hard to grasp, or just beyond clear vision. Did the darkness and shadows contribute to Felipe?s state of mind and make him more susceptible to Senora Consuelo's will? The rooms where the action of a story takes place are also very important. Some the rooms used in the book are bedrooms, the dining room, the parlor, and the enclosed garden patio. The first room we see inside of this old house is the garden patio. This room is interesting because the smell from the patio is always associated with the title character. Felipe looks for her in this garden; he smells the patio plants in her hair. Symbolically, the garden can be associated with the mind, with the unconscious, or it may give you clues to your own inner state. The plants, flowers, and fruit found in the garden may also enhance t... ...book. These symbols and recurrences are not coincidental or superficial, but upon investigation, give deeper insight into how deeply the mindset of our main character was affected. We now know that Felipe had almost no choice and was lulled into this household. Then there is a plausible explanation about the true relationship between Aura and Senora Consuelo. This book turns out to be a very strange life/death cycle that still leaves questions that need to be answered. Work Cited Fuentes, Carlos. Aura. Trans. Lysander Kemp. New York: Farrar, Straus and Giroux, 1981. Fuentes, Carlos. "Worlds Apart." Modernism/Postmodernism. Ed. Peter Brooker. London: Longman, 1992. 244-46. Gillespie, Kathleen " A literary Legend Speaks ? Carlos Fuentes at the Askwith Education Forum" 1 de Diciembre de 2003 http://www.gse.harvard.edu/news/featrures/fuentes12012000.html

Uop Eth/125 Week One Assignment

Associate Program Material Stereotypes and Prejudice Worksheet Please complete the following exercises, remembering that you are in an academic setting and should remain unbiased, considerate, and professional when completing this worksheet. Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: †¢ Race †¢ Ethnicity †¢ Religion †¢ Gender †¢ Sexual orientation †¢ Age †¢ Disability |Category |Stereotype 1 |Stereotype 2 |Stereotype 3 | |Race |All black people are ghetto. All Jewish people are tight wads. |All Middle Eastern people are | | | | |Muslim. | |Sexual orientation |All people who are gay have HIV |All gay men act girly. |All lesbian women act masculine. | |Gender |All women are emotional. |Women are meant to be house wives. |Men make more money than women. | Part II Answer each question in 50 to 100 words related to those stereotypes. Provide itations for all the sources you use. What are the positive aspects of stereotypes, if any? I personally think that there are very few positive aspects of stereotypes. The main reasoning being that stereotypes were originally based on negative actions. An example I would use as a positive stereotype would be: All Cheerleaders are peppy, upbeat, and outgoing. Another example would be: All dancers are extremely flexible. What are the negative aspects of stereotypes? The majority of stereotypes stem from a negative aspect formed toward a particular group of people.Most of these stereotypes can be hurtful because they can’t tend to be opinions that are not true. Many things can be affected by stereotypes including how those people feel about themselves and how they interact with others. An example of a negative stereotype would be the assumption that all Middle Eastern people are terrorists. I have personally witnessed a Middle Eastern shop owner go out of business in my parents small town. After 9/11 all the residents s topped buying from him, thus causing him to go out of business.Part III Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. The difference between stereotypes and prejudice is that with stereotypes people just assume that all persons of a certain type act a certain way. Prejudice is judging someone of any difference ranging from race to sexual orientation for no reason without meeting them.Stereotyping is assuming all black people are ghetto because that is what you have seen from the few you know. Prejudice is hating someone because they are black. What is the relationship between stereotyping and prejudice? The relationship between them is that one (prejudice) is that you are having the wrong impression of a person before meeting them and the other (stereotyping) is just assuming th at all persons of that type are the same based on the few that you have actually met.In other words guessing that all persons of that type are the same. What can be done to prevent prejudice from occurring? Being well knowledge is the main way to prevent prejudice. The more people know about other people the more they can relate to each other. We must ask ourselves how much we really know about different types of people and where did we get this information? Surrounding ourselves with a vast range of types of people will help us form true feelings about others based on personal experience from interaction.