Magazines play in women’s lives Essay

The woman’s magazine came into existence in the late eighteenth and early nineteenth century (Margaret Beetham, 1996 pg 6). They were generally aimed at the upper and middle class ladies, as these were the only women who had spare leisure time and the disposable income to purchase luxuries such as weekly magazines. During 1949-74 there were two extremely dominant themes in women’s magazines. First there was the overwhelming star billing given to love and marriage- and the family. Second there was the heavy emphasis placed upon the Self, and the responsibility ethic laid upon every woman to be the self staring, self finishing producer of herself (Marjorie Ferguson 1983 pg 44). It is clear from the beginning that women’s magazines promoted a picture of a ‘perfect woman’, which still exists today. One could argue the continued success of women’s magazines is due to the development of the magazine as a commodity. They have also become a crucial site for the advertising and sale of other commodities, whether nightgowns or convenience foods (Margaret Beetham 1996 pg 2). Women’s magazines play a vital role in many reader’s lives. But do they wrongly portray a perfect woman? Many women struggle to maintain a perfect home, their children and a happy marriage. One could argue women’s magazines both add to this pressure, and act as a form of advice to women unable to cope with what is expected from them according to the media and gender stereotyping. In the early years of women’s magazines the emphasis was put upon providing entertainment and practical advice. In this case the magazine fulfilled a role of a reference text, which women could refer to for recipes and other advice. The entertainment factor meant the magazines were viewed as a bit of light relief for women with busy lives. Janice Winship portrayed the role of women’s magazines in the eyes of the existing culture extremely differently. Men do not have or need magazines for ‘A Man’s World’; it is their world, out there, beyond the shelves: the culture of the workplace, of politics and public life, the world of business, property and technology, there they are all ‘boys’ together. Women have no culture and world out there other than the one which is controlled and mediated by men (Janice Winship 1987 pg 6). In this respect women’s magazines provide an insight into the ‘Woman’s world. ‘ The ‘woman’s world’ which women’s magazines represent is created precisely because it does not exist outside their pages (Janice Winship 1987 pg 7). Therefore the role which magazines play in this respect is of high importance to women. It acts as an escape into ‘their own world’ which suggests why women’s magazines have been so popular in the past and continue to be as successful today. Marjorie Ferguson argued that women’s magazines collectively comprise a social institution which serves to foster and maintain a cult of femininity (Marjorie Ferguson 1983 pg 184). She puts forward a much more positive view of women’s magazines and feels that the magazines purely identify their target market and then aim to provide their readers with ‘encouragement and entertainment to do with the business of being a woman (Marjorie Ferguson 1983 pg 184). ‘ It is clear from the above that in the past when women had little rights the role of the women’s magazines had a great importance to women. It enabled them to have a world of their own almost, a world which was not purely occupied with males. In today’s society where women have equal rights to men (supposedly! ) the role of their magazine is not nearly as important in their lives. It does continue to provide the same features although there is a world out there not purely controlled by men, therefore the role of women’s magazines is slightly less important in the day to day activities of women. One could claim it acts as light relief although the images portrayed in these magazines can lead to this portrayal of the ‘perfect woman. ‘ In today’s society, it is difficult not to examine one’s body and feel a sense of discontent if it doesn’t mirror the lanky images one sees in not only fashion magazines, but also all areas of advertising (Annie Doig 1998). Women are increasingly faced with images of ‘the perfect woman. ‘ The portrayal of women in women’s magazines all follow the same pattern, they have a well-groomed appearance and a slim body image. Media such as television, movies, and magazines are considered to be among the most influential promoters of the thin standard, given their popularity and accessibility to the people (Anne Marlowe1998). As women’s magazines have a massive influence on women’s self-concept many women quickly become dissatisfied with their body even at an early age. Ironically the ideal of feminine beauty which is being promoted is impossible for the average woman to achieve. This level of unhappiness can lead to an eating disorder in an attempt to conform with the publicised ‘norms. ‘ Between 1970 and 1990, there was an overall increased emphasis on weight loss and body shape in the content of a popular women’s magazine (Anne Marlowe 1998). This concludes that the roles of women’s magazines changed from traditional and entertaining values into portraying women as consumers and directly targeting women’s own anxieties to make money. Interestingly there is evidence to suggest that eating disorders, especially anorexia and bulimia, are most prominently seen in white women (Molloy 1998). One could claim a high proportion of women’s magazines are aimed at white females. They are not directly discriminative but you rarely see a black cover girl with features on how to cope with African hair types for example. This example outlines the impact these magazines have upon women’s self-perception. Males are also less likely to suffer with an eating disorder. This can be directly linked with the fact that male magazines are primarily concerned with leisure, pleasure and activities, in contrast as discussed women’s magazines focus on beauty, dieting and domesticity. Women are under massive pressure to conform to these unrealistic pictures of beauty. That in turn results in many women in narcissistic absorption with oneself- with ones physical appearance (‘The image of femininity in women’s magazines’ 1998).

Problems with Education Essay

What is it that’s making our nation suffer from excelling in education? Not many would argue about the importance of excellence in education. Problems such as teacher attrition, lack of parent involvement, and teaching high-stakes testing may hinder progress in education. An education is an indispensable and essential tool, unfortunately, with all the jaded judgments; our students aren’t valuing or able to value their education. An Education can open the doors to opportunities that would have never been possible if it had not been for the knowledge and preparation that one received while in school. With the fluctuating economy and hesitant times, it is more important than ever for our nation’s children to receive the proper education and training that will allow them to acquire a good job and produce the revenue needed to live. Unfortunately, there are many problems facing our education system today, and several of them are having negative effects on the quality of the education our students are receiving. Would one feel comfortable fifty years from now, when the children who are victim of the disadvantages of teacher attrition, lack of parent involvement and a majority of their education being how to take a high stakes test, are running this nation? How soundly can one sleep knowing that their decisions on a bill deciphering how much of a pension someone will receive or what’s legal and what’s not is at stake? Should these problems be quietly swept under the rug and addressed again in another five years, or is it best bite the financial bullet and at the very least, acknowledge there is an issue? A serious problem that is attacking the education system in America is the alarming attrition rate of teachers. Only those not involved with education at all will argue that it is an undemanding profession; in actuality, it is a very demanding profession with an often overwhelming amount of pressure and responsibility tied to it. However, it can also be a very rewarding profession. Unfortunately, many teachers simply cannot overcome the immense responsibilities well enough to stick with the profession for any length of time. Jalongo and Heider (2006) present staggering statistics in their article, saying that forty-six percent of new teachers in this country quit teaching after five years or less, with that percentage growing to fifty percent in urban areas. Even more shocking is the fact that ninety percent of teachers who are hired in this country are replacements for teachers who have left teaching for some reason other than retirement (p. 379). There are many reasons that the rate of teachers leaving the profession is so high. Anhorn (2008) very concisely sums up some of the major problems in her article when she says, â€Å"Difficult work assignments, inadequate resources, isolation, role conflict, and reality shock are some top reasons for the horrendous attrition statistics with the widespread â€Å"sink or swim† attitude that is prevalent in so many schools† (p. 15). It is easy to see why the beginning teacher attrition rate is so high. There is simply so much to do these days, between extracurricular responsibilities and high-stakes testing, it is easy to get overwhelmed. In her article, Sitler (2007) sums it up quite nicely when she says, No one expects the first years of teaching to be easy. No one expects that Teaching assignments will never change. But no one expects either that One’s first years of teaching will be compromised by administrative Systems that make instability and disillusionment routine occurrences Rather than exceptions. (p. 22) If teachers received more support from the administration and less of the strong arm effect, educators wouldn’t be so timid in teaching and instead bring more value to the classroom. Many of us probably remember our parents being very involved with our education, whether they were part of the PTA or just asked about your grades and homework every day when you got home. Unfortunately, today, parental involvement seems to be waning. While there still is a good deal of involvement at the elementary level, middle school and high school, when children really need that parental guidance, it’s almost nonexistent. It is our responsibility to try to involve parents who seem hesitant and reluctant to be a part of their child’s education. No matter what the hesitation is from the parent, be it a language barrier,  fear of school itself, whatever might be causing a parent to be stand offish about their child’s education and being an active part of it, not only the teacher, but administration should use every opportunity to pull a parent in and allow them to become and active part in their child’s education. When parents are involved in education, teens typically have higher grade point averages, higher test scores on standardized and classroom assessments, enrollment in more rigorous academic courses, more classes passed, more credits earned toward graduation, and higher graduation rates. Parents are not performing their duties as first teacher to their kids in education. Many parents left their kids behind and keep putting the blame on the teachers due to their misunderstanding of the No Child Left Behind Act. These parents concerned are the ones who left their kids behind and not the schools; teachers are secondary to kids’ education. Unfortunately so many educators feel such pressure to prepare students for the TAKS test that they fail to ever demonstrate the relevance of what they are teaching. They fail to teach the items within the curriculum that are useful outside of the walls of the school. So, we have students who graduate and can solve quadratic equations, classify living organisms and distinguish between a plant and an animal cell but don’t know how to budget money, complete a financial aid form, solve a real-world problem, think for themselves, or apply the testing information beyond what was taught. I have heard people say the purpose of the exams is to make sure our students do not graduate before they know basics skills†¦ like Physics? Most of the arguments I hear come from people who have never even looked at the test; people who just blindly adhere to the regulations because it is a law. Which leads me to the most frustrating and most often argument I hear which is, â€Å"We need to hold students accountable because it is the law? † Well, there have been lots of bad laws over the years. Does anyone remember the Jim Crow laws? If as a country we were to have blindly followed these laws, then blacks and whites would still be segregated. There is no denying the fact that the problems mentioned, are not going to go away over night. They are major issues facing American education, and educators simply must do everything in our power to conquer them. An education is such a valuable and necessary tool, and we must do everything we can to get our students to value their education. I personally do believe there is hope for a positive change. Problems don’t fix themselves, and if admitting that we need help in going about the way our nation views the importance of education is what needs to be done, then it’s time to slap on the â€Å"HELLO MY NAME IS †¦Ã¢â‚¬  sticker and start being honest and start fixing the problems of teacher attrition, lack of parent involvement and teaching children how to take a state issued test. References Jalongo, M. R. , & Heider, K. (2006). Editorial teacher attrition: An issue of national concern. Early Childhood Education Journal, 33(6), 379-380. Anhorn, R. (2008). The profession that eats its young. The Delta Kappa Gamma Bulletin, 74(3), 15-26. Sitler, H. C. (2007). The lived experience of new teachers, or why should I stay in this profession? Phi Kappa Phi Forum, 87(4), 22.

Ethics behind Credit Rating Agencies business and the role of Assignment

Ethics behind Credit Rating Agencies business and the role of regulator issues - Assignment Example The credit rating agencies plays an important role in assessing the credit worthiness of the company. Creditworthiness is considered as a parameter in evaluating the willingness and the capacity of the debtor to repay the debt. There are various credit rating agencies in the world. Among the various credit agencies, the three most popular and well known credit rating agencies are Standard and Poor, Fitch group and Moody’s. Each credit rating agencies has its own rating scale for ranking and rating the companies across the world (Bahena, 2010). The Credit rating agencies played an important role in influencing and facilitating the investors to invest in the international securities. The credit rating agencies have devoted themselves in designing the structure of the agencies. The Credit rating agencies were assigned with responsibilities during the period of financial crisis prevailing in the economy. But it has been observed that the agencies were unregulated before the financial crisis. After the financial crisis the government has imposed restriction and emphasized on maintaining transparency in its rating procedures for the growth and development of the agencies. The credit rating agencies faced criticism during the period of financial crisis, since it failed to publish verifiable and valid data about the rating performance of the companies. The criticisms encountered by the rating agencies were mainly due to the following reasons such as the underestimation of the correlation due to the default during the economic downturn, the lack of sufficient data, overreliance on the statistical and mathematical methodologies by the credit rating agencies has resulted in furnishing of inadequate data and the disregard of various conflicting interest. The credit rating agencies receives revenue from the issuers of the companies. Suppose a company is rated high by one credit rating agency as compared to other credit agency then the company will prefer to rate

Finace EJ Case Study Example | Topics and Well Written Essays - 3000 words

Finace EJ - Case Study Example This policy assured that even though the actual market clearing competitive prices of agricultural products in a nation is low, farmers of the community will still experience the benefit of higher minimum prices (way above the market clearing price level). After implementation of the ‘minimum price policy’, as shown in the above graph, the European Community is experiencing over-production or excess supply of agricultural output. The above graph reflects the demand and supply analysis of the minimum price program. As the minimum price is way above the equilibrium price, quantity of agricultural supply has increased from Q0 to Q2. On the other hand, supply of agricultural products at a higher price (compared to the equilibrium price) has lowered the market demand for products from Q0 to Q1. So, according to the law of demand and supply (given ceteris paribus assumption), the agricultural output’s supply has increased and demand has fallen with response to the change in price. Apart from the ‘minimum price policy’, the CAP authorities in EU had also undertaken other policies in order to stabilize the agricultural sector as well as sustain negative externalities in the market like, bad weather and high price competition (especially in developing nations). Along with the price support program (minimum pricing), the CAP was seen to introduce the strategy of import substitution and export promotion in the agricultural sector. In order to protect domestic farmers within the community, the CAP have also introduced the policy of Quota in the EU agricultural market. This is a type of quantitative restriction imposed on agricultural imports of the nations. The above graph explains the demand and supply analysis for the Quota policy. The world market price (Pw) is much below the equilibrium price (P0) of the agricultural market of the European Community. The supply of agricultural products that

Methods of evaluations for Premarital programs of Thalassemia and SCD Essay

Methods of evaluations for Premarital programs of Thalassemia and SCD - Essay Example Thalassemia and Sickle Cell Disease are the most prevalent hemoglobinopathies. Both these conditions are inherited as autosomal recessive disorders. They share common features like premature destruction of red blood cells and elevated erythropoietin levels in the marrow and other sites to compensate for the loss of red cells and accumulation of the products of hemoglobin catabolism due to increased rate of red cell destruction (Aster, 2007). Thalassemias are a group of heterogeneous inherited disorders caused by genetic defects as a consequence of which decreased synthesis of either the alpha or beta chain of HbA occurs (Aster, 2007, pg.632). When deficient synthesis of beta chain occurs, it is known as beta-thalassemia and when alpha synthesis is affected, it is known as alpha-thalassemia. Sickle cell anemia is a type of disease characterized by production of defective hemoglobins because of which sickling of red cells occurs in certain conditions like deoxygenation (Aster, 2007, pg.628). The WHO has estimated that about 7% of the world population are carriers of inherited hemoglobin disorders and that there are about 3 to 4 hundred thousand babies being born each year with severe forms of these diseases (Weatherall, 2001). About 3% of the world population is carriers of a beta thalassemia mutation (Ghotbi & Tsukatani, 2002). Though globally, carriers of thalassemia are more than the carriers of sickle cell anemia, the number of affected births of sickle cell anemia is more than thalassemia due to higher frequency of sickle cell genes in certain areas (WHO Secretariat Report, 2006). These conditions are prevalent all over the world with the highest incidences noticed in tropical regions (Refer to tables-1 and 2). The gene for sickle cell anemia is distributed widely in the regions of sub-Saharan Africa, the Middle East and the Indian sub-continent. In these regions, it has been estimated that the carrier frequencies range from 5% to

Accounting Research Paper Example | Topics and Well Written Essays - 500 words - 1

Accounting - Research Paper Example This chapter outlines the essence of harmony, and healthy working relations. It is crucial to note that, Dunlap has caused more harm than salubrious. Many companies remained ruined during and after Dunlap’s rein as executive officer (Hooper, 2003). For instance, the application of traditional and crooked ways of bookkeeping, workforce evisceration and executive butt- worship, which characterized Chainsaw’s career in the business world wallowed majority of the firms, which included Sunbeam. They were rendered bankruptcy and crippled (Byrne, 2001). Dunlap’s arrogance can be illustrated in a case where were he fires quarter of the salaried employees of Lilly Tulip. It is imperative to note that, Dunlap’s egomaniacal style and obsession with short-term performance ultimately led to his firing and charged with fraud. Later Dunlap pays millions of dollars to the shareholders and remains banned from heading any public company (Lasdun, 2001). This situation reveals how, work places have risen to become one of the unsafe places as not perceived (Hodas, 2006). It is evidenced by journalistic investigation of incidents that, marginalization, harassment and bullying by administrators are a norm to employees (Beresntain, 1995). In conclusion, Dunlap represented an era characterized by anger, betrayal, self-interest, lies and arrogance for instance, the case where Dunlap rewards the lawyer such that, the intended loyalty and commitment might remain

Art Essay Example | Topics and Well Written Essays - 500 words - 55

Art - Essay Example The picture captures the hearty vitality that the painting shows. Via strong and concrete auditory and visual images and through the strong measured rhythm, it reveals that the villagers loved to celebrate their lives. The picture can be described as ekphrastic poem that focuses on a painting of a fair where a community or village participates in a very active and aggressive dance. More so, the painter emphasized on the bellies, shanks, and butts in the poem which suggests that roundness can be used to describe their obese physicality. It is also significant to note that the mouth is opened the largest when mentioning or pronouncing the word round and around further illustrating the pig-like qualities and characters of the villagers. The picture utilizes onomatopoeia as well as audio imaginary to try and make the painting appear real. It can be deduced that the annoying sounds in the paintings can be used to help describe the violent aspect of the dance as further as endorsed by the colors. The picture was intended to show an amazing depiction of careless merriment and records of events of meticulous details of people’s life during that time. It intends to shade more light on the painting by showing that people preserve their hope and depict determination to persevere hard conditions. That is the message that is contained in this painting as presented by the painter. Through the work, it is easy to learn and understand more about village life of that period and the people who inhabited it. For instance, it is easy to know how they dressed, danced, ate and hunted as it is the case of contemporary paintings. The painter had in his mind a moral slant in that lust, anger and gluttony are vividly seen in the painting. More so, the picture reveals the painters intention of bringing out the message that despite being the saints day, people have deserted the church. This picture cannot

Downtown Denver Water Research Paper Example | Topics and Well Written Essays - 750 words

Downtown Denver Water - Research Paper Example This is because in the recent past, there have been reports of health hazards on the same. A scenario in the year 2012 saw more than 100,000 people drink contaminated water which raised concerns in the public domain. A high percentage of these cases were reported in the demography that included small locations and districts (denverpost.com). In the year that was 2008, there was a virus related i.e. salmonella epidemic which affected a very large group of people. Its victims suffered from chronic diarrhea and vomiting. Out of a sample of 400 infected people studied, one succumbed. This saw it being reported as the worst case of water epidemic reported since the early 2000s. The cause of the epidemic was reportedly from depleted infrastructure with instances where some pipes had not even been inspected or replaced for a prolonged duration unlike what is expected. Cracked water storage tanks and unattended inspection requirements with a case that a storage tank had not been inspected fo r more than ten years prior to the outbreak of the epidemic (epa.gov). Other causes involved cases where the drinking water tower had loose sealing that saw contaminants having direct contact with the water. There were instances where squirrels and bird droppings were found in storage tanks due to lack of proper lids and sealing on the same. This made the concerned agency bring out policies that required use of bottled water by residents and drinking of boiled water in as much as some people did not take the caution seriously, it was a shot the administration was willing to take. This made the concerned agency bring out policies that required use of bottled water by residents and drinking of boiled water in as much as some people did not take the caution seriously, it was a shot the administration was willing to take. This made the concerned agency bring out policies that required use of bottled water by residents and drinking of boiled water in as much as some people did not take t he caution seriously, it was a shot the administration was willing to take. In the year ending 2012, the administration administered more than 60 orders to push for people to boil water which has seen the number of water related hazards reports go down. The other contributor to this ill as was established was that there was poor planning in terms of the water supply system and the sewer system. During the establishment of the town, some settlement that was not meant for human habitat was occupied. A good example was a golf course that was turned into a residential area. Due to the mere fact that the water supply of the same was meant for golf course irrigation, the new demand overwhelmed it. This has seen failure of the infrastructure with reports of worn out pipes characterized with corrosion effects as a result of non-maintenance and the huge strain on the facility (denverpost.com). As a measure to restore the glory days of the area, the concerned administration has established me asures and policies to redeem the state. In the recent years there have been a lot of investment in the water infrastructure where for instances more than a billion dollar has been used since the year 2005 in improving the water systems.(U.S Environmental protection Agency) the target of the said investments in the water system is to see more that 90 percent of the Denver residents access safer drinking water as required by the EPA. The

How Far Libraries in Primary Schools Assist in the Education System Essay Example for Free

How Far Libraries in Primary Schools Assist in the Education System Essay Education all over the world has evolved into a more complex system of teaching methods, areas of learning to be taught, curriculum, tools to be used in the mode of instruction chosen, language to be used in the instruction, and many more. As schools respond to these needs, a parallel program to upgrade the states of the schools’ libraries is also necessary. Studies have shown that there is a direct relationship between library programs and levels of performance among children in the primary schools. Thus, the advocacy in pursuing strategic plans to better equip the libraries in primary schools is growing. Libraries have organized into a solid association as they seek the support of the government not only in terms of legislation but more so on adequate funding to rehabilitate the libraries of primary schools. A primary school library serves as the media center for students, faculty, staff, and parents that serve each of their purposes and interests. For a student, the school library is the place where he gets information relative to classroom assignments and projects. It could also be the source for a student’s interest in children books, caricature books, comic books, adventure books which he usually shares with his friends and classmates. For the faculty and staff, the primary school library is the source of relevant materials such as stories, poems, songs, and structured activities which serve to enhance the teaching method and enrich teaching modules. For parents, the primary school library serves as a refresher forum in order for them to catch up with their children’s assignments and works. A good primary school library is a place where children are taught how to love reading. There is focus on the enhancement of reading habits among children. Some early rewards system may be established to grow the reading habit. There should be a significance of motivation in promoting student reading. Meanwhile, teachers and parents are coached on how to support the child’s learning how to love reading. Guidelines in improving reading promotion programs are in place. (Johnson, J. Creating fat kids who don’t like to read. Sept/Oct 1999, Vol. 18 Issue 2 p96). LITERATURE REVIEW The availability of materials in this subject matter is not broad. However, studies conducted in this area showed more or less identical results. These findings only strengthen the thesis of this work. Most of the materials that can be used in research studies on primary school libraries are on fund-raising activities in order to grow the number of books in the primary school libraries. Only a handful could be read on the focus and evaluation of primary school libraries. In a documentary by Pat Miller, he discussed on how librarians can attract children to the library where interest from among these children seems to have faded. The perception among children that the library is the home of antiquated and boring books should be dis-abused and re-aligned to the basic truth and tradition that children needs to develop the habit of reading to equip them for a better future. Moreover, she suggests librarians to make library a kid-friendly by taking cues from their electronic livesproviding library games, encouraging student chat, teaching with video and audio, and making the books relevant and personal. Moreover, she recommends librarians to cater all learning styles and to consider factors like gender appeal in taking steps to enhance the students interest in library (Miller, Pat. Is your library kid-friendly? Library Media Connection. Worthington, Mar 2008. Vol 26, Issue 6 pg22). In Jesuit schools like the Ateneo de Manila University, the primary school library serves as the resource center for teachers as they weave stories into the everyday lessons aimed at building at total formation of the child. This is in conjunction with the school’s strategy of promoting a class teacher scheme of imparting knowledge. The self-contained classroom develops students through integration of subject matters using reading skills and values as the thread. Storybook weaving approach is the key in achieving a self-contained classroom strategy. In this context, the primary school library provides various and extensive collection of storybooks for both the teachers and the students. The purpose of a school library according to The School Library Association (January 2006) is to provide a wide range of multimedia resources to support teaching and learning throughout the key stages, ad foster a reading and information culture that promotes independent motivated readers and learners for life. One of the main objectives of a primary school library is to cultivate interest for reading among children with the end of developing the habit of reading among them as they grow into well-informed adults. Developing enthusiasm for learning through reading is the focus of library work (Dubber, Geoff. Cultivating Curiosity: information literacy skills and the primary school library. Januray 2008). The use of a rewards system in creating interest for reading among children may be a good incentive at the beginning. But weaning children from getting rewards for their reading habit should be done at an earlier stage. The enthusiasm to be in the library to read books should be out of a habit and personal interest cultivated in the child through earlier intervention programs. This updated and revised Guideline, taking account of the 2007 Government literacy teaching objectives, explains the importance of embedding information literacy into a whole school, ICT and curriculum context. It outlines and explains the processes of research for young children and shows ways that teachers and librarians can develop and promote information literacy and related ICT skills through the primary school library and link it to classroom practice. It also includes a very useful and practical case study, some templates, and a reading list. (Dubber, 2008). Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a sample of more than 20,000 children who started kindergarten in fall 1998, researchers found that many children do not experience key elements in their schools that maximize their learning outcomes: * 30 percent of all children attend elementary schools that do not have strong principal leadership * Just over half of all children are in schools where their teachers meet together regularly to plan sequenced and coordinated instruction. * 15 percent of children are in schools where teacher turnover is a problem (Peckham, Suzanne. â€Å"Specific School Traits linked to Elementary Achievement Scores. † The Education Digest. Mar 2008. Vol 73 Issue 7 pg 76). In other parts of the world, like China, learner-centered teaching is as a way to nurture active learners who can innovate and solve problems. Teacher education programs are beginning to adopt learner-centered methods as well. In the U. S. , learner-centered approaches, which emphasize teaching for meaning, have been promoted for some time. Primary teachers now get three years of training, and the eventual goal is for all teachers to have at least four years of training. Traditionally, Chinese teacher education has concentrated on subject matter. In the last decade, however, there have been calls for expanding professional preparation by establishing closer links between schools and universities, by having prospective teachers study educational theory and apply their skills through practice teaching, and by having teacher educator’s model effective pedagogy. Meanwhile, U. S. policy makers have been promoting shorter, alternative routes to teaching, including on-the-job training (Preus, Betty. â€Å"Educational Trends in China and the United States: Proverbial Pendulum or Potential for Balance. † Bloomington: Oct 2007. Vol. 89 Issue 2; pg115). The library department should take the initiative to create and implement simple activities that attract children to their school library. These activities should point back to good old books like literature and establish a connection of the lessons, phrases, morale of these books to the present times. This would create an impression in the minds of children why these books are still read up to this day. (Weisburg, Hilda and Ruth Toor. â€Å"Brush Up your Shakespeare. † School Librarian’s Workshop. Berkeley Heights: Spring 2008. Vol 28 Issue 5; pg 16). The primary school library serves as the motivator of interest in children while it is a data center for adults like teachers and parents. The former brings about awareness and interest while the latter reinforces needs to bridge the gap between children and adults. The interest that is developed in a child should be continuously strengthened by an unconditional support from the parents, teachers, and other significant others. Support from parents may be through a grant of some additional time for the child to enjoy the library. The physical set-up of a primary school library is a determining factor in achieving the goal of creating interest and enthusiasm among children insofar as their need to visit the library is concerned. Library design plays an important role in the realization of a primary school’s goal of cultivating the habit of learning through reading among primary school children. The tangible and the intangible goals of a primary school library go hand in hand. (Dewe, Michael. Ideas and Designs: Creating the Environment for the Primary School Library. October 2007). It is very essential that the government or other non-governmental entities give support to the initiative by giving funds for the rehabilitation of public libraries. The government units may also have a parallel program in which to recognize and appreciate children who read books and other materials in the library. A well-resourced school library plays a key part in assisting learning across the school and is essential to support the wealth of opportunities for studying the locality. An accessible, attractively presented collection of local materials that includes a range of formats will enhance effective learning and raise the status of the library within the school and beyond. (Southcombe, Dianne. Setting the Scene: Local Studies Resources in the School Library. 1999). The presence of a teacher-librarian would help in the pursuit of good library programs. To maximize the impact of a primary school library in aid of the school curriculum, a regular updating of the library’s policy and development plan are necessary. The aim is to develop the library as the school’s resource and focus for learning. (Harrison, Kay and Tricia Adams. Practical Paperwork: Policy Making and Development Planning for the Primary School Library. February 2007. ) Achieving a successful school library is a bit like gardening: little and often, with regular input to obtain healthy growth and year-round interest. (Harrison and Adams. 2007). The school’s annual calendar should include such events as would introduce the children to the use of its primary school library. Making children aware of the existence of a good primary school library in their vicinity is the first step towards the goals of establishing a good primary school library. School programs like book events should be included in the school’s calendar of activities for the year. (Dubber, Geoff and Elspeth Scott. Brilliant Books: Running a Successful School Library Book Event. 2nd edition. April 2005). A library is only as good as the material it contains and the access it provides for its users, so efficient stock management is essential for effective resource provision (Lemaire, Kathy. Shelf Life, Shelf Matters: Managing Resources in the School Library. 2nd edition. October 2004). Times are changing and libraries need to keep abreast on recent development in technology. Otherwise, there would be a gap between children and the libraries in general. With the advances achieved by the new information technology systems as well as the prevalent use of mobile phones for SMS, primary school libraries need to go beyond; than just providing children resource materials for reading. (Murphy, Richard. Going online: Developing LRC Web Pages. May 2003). The introduction of the Internet and its associated information handling/literacy skills is quickly becoming a key development in the effective use of primary school libraries. Many schools are realizing the potential of the Internet as an exciting and dynamic curriculum resource for raising pupil attainment, developing a pupil awareness of ICT for a real purpose, and promoting literacy. (Dubber, Geoff, et al. The Internet, the Primary School Library, and the Independent Learner. 2002). The rehabilitation of libraries includes those in the public schools. The funding from government is necessary (Ward, Helen. Book bonanza spurs pupils to test success. The Times Educational Supplement. London: October 26, 2007, Issue 4760. pg 15). Accessibility and ease of use of the primary school library are focus areas that need to be addressed as well by the school as it aims to develop awareness and interest among children. There are systems and tools which are available in the market to address this concern. This will help in ensuring confident use of the primary school library among children. Additionally, teachers would be aided in the instructional process of guiding children towards the regular use of the library. The school’s direction in integrating library use and school curriculum will dictate the degree of interest that the school provides in addressing ease and accessibility concerns on the use of its library. (Lemaire, Kathy. Issue Systems for the Primary School Library. 2nd edition). A key results area always requires a key process indicator to evaluate the effectiveness and efficiencies of the program. Performance measurement is being required by some governmental agencies to ensure continuous improvement of standards and attainment of objectives. Measuring the success of the primary school library in its ultimate end of awakening and cultivating interest and enthusiasm to learn among children is a real opportunity to evaluate the success thus far and to continuously strategize for improvements. (Scott, Elspeth. Measuring Success: How Effective is your School Library Resource Centre? 2001). â€Å"Enjoyment of reading at the youngest possible age sets us up for life as full members of a literate society† (Attenborough, Liz. Project Director of the National Year of Reading. As cited in Primary School Guidelines, 2002). A research study conducted by California School Libraries Association from 1993 to 2005 showed that where there is a library overall program consisting of quality and adequate staffing, flexible hours of availability, and collaborative support to school curriculum, the goal for establishing any library for that matter is achieved. In addition, 99. 4 percent of grades 3-12 students in Ohio believe school libraries and their services help them become better learners [Ohio: Todd, Kuhlthau and OELMA, 2004]. The relationship between school library program services and student achievement was not negated by other school or community demographics, [Missouri: Quantitative Resources, LLC, 2003]. The relationship between school library program development and test scores is not explained away by other school or community conditions at the elementary or middle school levels or by other school conditions at the high school level, [Oregon: Lance, Rodney, and Hamilton-Pennell, 2001] (Cited in California School Libraries Association. School Libraries Do Make A Difference. Research Studies from 1993 to 2005 in Sixteen States). In 2001, a research study was conducted among Texas school to examine school library resources, services, and use, on the basis of School Library Programs and how these made an impact on the students’ performance measured in the reading portion of Texas Assessment of Academic Skills. The research study showed that in schools were a good library program exists; students got higher percentage performance than those who had poor library resources and programs. (EGS Research Consulting. Texas School Libraries: Standards, Resources, Services, and Students’ Performance. Texas State Library and Archives Commission. April 2001). The same study shows that where there is collaborative work between Library Staff and the teachers, higher percentage performance among students’ reading skills is achieved. (EGS Research Consulting. Texas School Libraries: Standards, Resources, Services, and Students’ Performance. Texas State Library and Archives Commission. April 2001). The Texas Library Journal Volume 77 No. 4, Winter 2001 reported on the state of the libraries in Texas and how the government committed its support in the rehabilitation of their libraries. Texas believes in the necessity of transforming libraries in order for them to meet the requirements of the present. While books would still be books and the love of books would always be there, the Association of Texas Libraries advocate for the application of advance technology in their libraries to ensure wider reach and expanded services. (Texas Library Journal, 2001). I will end by returning to the question I posed in my introduction. Will â€Å"the love of books† disappear? There is the love of the content of books, and there is the love of books. For those for whom the two are inseparable, the answer must be no, the love of books won’t disappear; but perhaps eventually all the people who love books in the traditional form will disappear. I think that could take a very, very, long time. Weeks asks: â€Å"If it has no pages, just a magic tablet that emits sounds, sights, smells and tastes, is a book still a book? †13 For me, the answer is yes. I can accept â€Å"a substantial compilation of ideas or actions commonly displayed on a viewing device† as the future definition of â€Å"book. † As a librarian, I must be a philistine: I’ve always loved the content more than the package. [Juergens, Bonnie, Executive Director of Amigos Library Services](Texas Library Journal, 2001). he ex Libraries are vital to children’s achievement in school. As they need to develop their informational needs and reading habits, children need libraries and good library programs. But they would not be able to use these available materials on their own. They need the supportive details from adults like the Librarians, their teachers, and their parents. A collaborative work among these three significant others of children are necessary. (Newman, Susan. â€Å"The role of school libraries in elementary and secondary education. † Teacher Librarian. Seattle: October 2002. Vol. 30 Issue 1, pg 74). The Library Power Program at Chattanooga TNs Lakeside Elementary School has found a direct correlation between students use of the library and the level of their test scores in reading comprehension and reference skills (Anonymous. â€Å"Positive correlation between student library use and test scores. † Teacher Librarian. Seattle: Jan/Feb 1999. Vol. 26 Issue 3. pg61). The Lance Model and the Alaska study focused on evaluating the impact of good librarianship to the reading capabilities among primary school children. Several key findings were reported in these studies which point to the direct relationship between good library programs and student’s level of reading performance. (Williams, Doroty, Louisa Coles and Caroline Wavell. Impact of school library services on achievement and learning in primary schools. A critical literature review. 2002). At Lincoln Elementary School in Hawaii a program which involves children from the 5th and 4th grades are given the opportunity to work as library aides The current library aides conduct this recruitment meeting where they talk about their duties and responsibilities to help students decide if being an aide is something they really want to do. Applicants go through a rigorous one-week training period that tests their commitment and desire to serve as library aides. Throughout the training, the aides take notes and provide the trainees with individual scores for their attitude, respect, and knowledge. (Muranaga, Karen and Emmi Masumura. Library Aides: Building Character, Advancing Service. Worthington. Jan 2008. Vol 26 Issue 4 pg10). METHODOLOGY Several works are undertaken to assess the direct correlation between library programs and the reading performance among primary school children. The methodology in all these researches is more or less similar. Research study methods are used to gather data either for quantitative or qualitative analysis. The validity and availability of this data cannot be questioned and denied. Test measurements, especially those required by the state for regulatory purposes, are extensive and widely represented. Case study research is the recommended methodology to use in library studies. Researchers could use the case study method to further study the role of the librarian in implementing specific models of service. For example, case study research could examine how information-seeking behavior in public libraries compares with information-seeking behavior in places other than libraries; to conduct in-depth studies of non-library community based information services to compare with library based community information services, and to study community networks based in libraries. (The Case Study as a Research Method. Uses and Users of Information LIS 391D. 1. Spring 1997). Case studies are complex because they generally involve multiple sources of data, may include multiple cases within a study, and produce large amounts of data for analysis. Researchers from many disciplines use the case study method to build upon theory, to produce new theory, to dispute or challenge theory, to explain a situation, to provide a basis to apply solutions to situations, to explore, or to describe an object or phenomenon. The advantages of the case study method are its applicability to real-life, contemporary, human situations, and its public accessibility through written reports. Case study results relate directly to the common reader’s everyday experience and facilitate an understanding of complex real-life situations. (The Case Study as a Research Method. Uses and Users of Information LIS 391D. 1. Spring 1997). The method of Convergent Analysis simply uses a set of questions based on the area of study being undertaken. These questions are set in a standard format. A parallel run is made by reviewing relevant studies and setting them in the same format used for the set of questions prepared for the study. Analysis is done by comparing the results of the two standard formats and assess on convergent points. (Norris, Cathleen, et al. Convergent Analysis: A method for extracting the value from research studies on technology in education. Peer-Reviewed. 1999) Review of relevant studies and a re-examination of the original search strategy. It is also recommended that a kind of longitudinal study of impact of primary library provision on learning, based on the implementation of appropriate standards be also undertaken. It is also recommended to conduct a quantitative study used in the USA for use with KS1 and KS2 SATs and pilot to establish whether the methodology is transferable to the English primary education. A qualitative evaluation of the intervention using standards and any indicators may also be developed. (Williams, Dorothy, Louis Coles and Caroline Wavell). Impact of school library services on achievement and learning in primary schools. 2002). A study conducted by ETI used varied assessment tools in attaining its objective, namely: data collection through surveys; fieldwork through questionnaires and interviews; observation of children in selected settings; case study method (â€Å"Evaluation of Public Library Summer Reading Program. † The Los Angeles County Public Library Foundation. Final Report. December 2001). Fieldwork method may also be used in ascertaining the questions in the area of study. This fieldwork may consist of questionnaires distributed among selected representative population and interviews conducted among selected authorities in the area of study. (Dubazana, Khanyi. Integration of the school library into the curriculum. Education Library and Information Technology Services). CONCLUSION From the foregoing literature sources, we can safely say that there is indeed a need for a well structured primary school library. The structure includes not only the physical set-up but also the books inside the library, the library staff, and more importantly, the library program. These are the pillars of a good primary school library that supports the early development of the school child. Children believe what they see. If they see lines and lines of good attractive books then it would already create the interest in them to check out the books and go through the pages of some of them. They cannot be forced to read in an environment that is not conducive to reading. In the latte case, the inadequacy of the library would backfire any effort to arouse the interest in the child and develop the reading habit. The presence of warm and hospitable library staff would sustain the interest in the child-reader. The program that the library can offer to children is a factor that sustains the child’s interest and children would keep on going back to the library which would be as second home to them. A comprehensive work on the area of direct correlation between good library program and reading skills among primary children is relevant today. The educational trend nowadays is towards the extensive use of advance technology even in the primary schools. Reading books has become a thing of the past for many as more and more have shifted to reading information, data, stories, and news from the internet. But this shift from the good old printed material to the easy access to internet sources should be seen on a positive note. There is an opportunity to still arouse the child’s enthusiasm through the implementation of a good program. The library staff should not feel demotivated by this trend. Rather, the Library staff should continue to introduce innovations and attract children to access the library more often. The results of the study as mentioned in the above discussions should serve as an eye opener for all schools and government agencies to work collaboratively in developing the young minds into future reading-individuals. The habit of reading should be sustained all throughout the stages of his life. The shift from print to media sources of reading should be addressed positively. Awareness and campaign strategies as well as the use of a reward system in order to promote interest in reading among primary school students. The use of the internet and the advancement of technology, policies, strategies should be seen as complementing strategies in the total development of the child. The shift from printed materials to web reading among children should be addressed in order to eradicate the confusing stand on this issue; there is never a substitute for reading good printed books. Thus, while we embrace the advances of technology in the field of learning and education, we should not forget the solid foundation of reading good books from an early age. This is not only for learning and cognition. Rather, reading is very much a part of a child’s growing up with family bonds, societal norms, and tradition. The role of primary school libraries has always been to create an environment that arouses the child’s interest in books. A good library physical set-up and programs would be a good answer to the proposition – children perform excellently in the primary schools where school libraries collaborate with the school’s curriculum. It is time to begin reshaping our vision for 21st-century school library media programs, and the best way is to assemble a study group, a professional learning community, a district group of teacher-librarians, or just yourself. Compare and contrast these standards documents and then read your own mission statement. What essentials remain the same? What are different? Who needs to know? What should happen next? (Loertscher, David. Find Out What Should Work. Teacher Librarian. Seattle: December 2007. Vol 35 Issue 2 pg 40). REFERENCES Anonymous.â€Å"Positive correlation between student library use and test scores. † Teacher Librarian. Seattle: Jan/Feb 1999. Vol. 26 Issue 3. pg61. Attenborough, Liz. Project Director of the National Year of Reading. As cited in Primary School Guidelines, 2002. Cited in California School Libraries Association. School Libraries Do Make A Difference. Research Studies from 1993 to 2005 in Sixteen States. Dewe, Michael. Ideas and Designs: Creating the Environment for the Primary School Library. October 2007. Dubber, Geoff. Cultivating Curiosity: information literacy skills and the primary school library. Januray 2008. Dubazana, Khanyi. Integration of the school library into the curriculum. Education Library and Information Technology Services. Dubber, Geoff and Elspeth Scott. Brilliant Books: Running a Successful School Library Book Event. 2nd edition. April 2005. EGS Research Consulting. Texas School Libraries: Standards, Resources, Services, and Students’ Performance. Texas State Library and Archives Commission. April 2001. â€Å"Evaluation of Public Library Summer Reading Program. † The Los Angeles County Public Library Foundation. Final Report. December 2001. Harrison, Kay and Tricia Adams. Practical Paperwork: Policy Making and Development Planning for the Primary School Library. February 2007. Juergens, Bonnie, Executive Director of Amigos Library Services](Texas Library Journal, 2001. Lemaire, Kathy. Shelf Life, Shelf Matters: Managing Resources in the School Library. 2nd edition. October 2004. Loertscher, David. Find Out What Should Work. Teacher Librarian. Seattle: December 2007. Vol 35 Issue 2 pg 40. Miller, Pat. Is your library kid-friendly? Library Media Conne

Counseling Class Final Exam Paper Essay Example for Free

Counseling Class Final Exam Paper Essay After this class and taking all the different assessments and inventories, my number one career choice as of right now is an Elementary School Teacher. The tests have actually helped me learn a lot about myself and helped me determine what certain fields of work I would succeed in. Being an Elementary School Teacher would be a fulfilling career, and would allow me to be creative and interact with children, which are two things that are very important to me. 2. On the Myer-Briggs Type Indicator, my four letter word was INFJ, which stands for introversion, intuition, feeling, and judgement (although my scores between extroversion/introversion and judgement/perception were a point off). According to the Myer-Briggs personality description, INFJs prefer occupations that involve the big picture, involve conceptual awareness, and lead to a better understanding of the spiritual, emotional, of future needs of people. They want their work to have impact or meaning and for it to bring them admiration and respect. Different occupations that seem to be attractive to INFJs include education consultant, English teacher, fine arts teacher, psychiatrist, psychologist, social worker, scientist, and other occupations that allow INFJs an opportunity to make their own creative contribution. The list of occupations INFJs seem to enjoy include a lot of education type career choices, so elementary school education would be right up my alley, according to this assessment. Being an elementary school teacher would allow me to be creative and also allow me to help children learn, not only academically, but socially as well. My Holland Code was ISA which stands for Investigative, Social, and Artistic. Investigative people are known as â€Å"The Thinkers†. These are people who like to observe, learn, investigate, analyze, evaluate or solve problems. Artistic people are known as â€Å"The Creators†, They have artistic innovation or intuition abilities and like to work in unstructured situations using their imagination and creativity. Social people are known as â€Å"The Helpers† and are people who like to work with people to enlighten, inform, or help. Elementary education is a Social college major. According to the occupational scales on the Strong Interest Inventory, I scored a 56 for Elementary School Teacher, which means I share interests with women in that occupation and would probably enjoy the work. Teaching amp; Education was also number two on my tops five interest areas. The personal style scale reveals many different things. As for my work style, I prefer working with people, I enjoy helping others, and I am outgoing. In a learning environment, I prefer academic environments; I learn well through lecture and books, and I seek knowledge for its own sake. As for my leadership style, I am comfortable taking charge of and motivating others, I enjoy initiating action, and I express my opinions easily. I think being an elementary school teacher would be a good match for me, according to the Strong Interest Inventory. It would allow me to observe, investigate, and solve problems, as well as help and inform children, and it would also allow me to be creative; which fulfills all aspects of my Holland Code. My top five values according to the Work Values Inventory are Altruism, Way of Life, Prestige, Economic Returns, and Security. Altruism is present in work which enables one to contribute to the welfare of others. As an Elementary school teacher, I would definitely be contributing to the welfare of my students and helping them to blossom and thrive in academic and social settings. Way of Life is associated with the kind of work that permits one to live the kind of life she chooses and to be the type of person she wished to be. Elementary school teachers normally work nine months out of the year. Those other three months off would allow me to spend time doing other things I love, like vacationing or spending quality time with my family. Also, I plan on being a parent after I get married and find a stable job. My schedule would correlate with the schedule of my future children and allow me to spend more time with them, which is very important to me. Prestige is associated with work which gives one standing in the eyes of others and evokes respect. An elementary school teacher may not be the most prestigious job in the eyes of some, but it definitely is in the eyes of the students. When I was in elementary school, I admired all of my teachers greatly. Educating the next generation and giving them a solid foundation on which to apply further education, I believe, is a very respectable career. Economic returns is associated with work which pays well and enables one to have the things wanted. Elementary school teachers make a decent amount of money, and although it might not be the highest paying job, I’m willing to push this value to the side to fulfill the others and do something I would really truly enjoy. Confucius once said â€Å"Choose a job you love, and you will never have to work a day in your life. † Security is associated with work which provides one with the certainty of having a job even in hard times. According to the Eureka program, there are very many estimated jobs in elementary education within the next 20 years and the estimated growth is above average. My top ten skills based on my skill assessment results were Integrity, Questioning, Synthesizing, Tact, Understanding, Dependability, Tenacity, Advising, Cooperating, and Investigating. As an Elementary School teacher, I think you definitely need integrity. Actually, i listed this skill as a Very Satisfying skill, and is also listed as a Very Satisfying skill for Elementary school teachers. I think as an Elementary School teacher you need to be able to synthesize many different elements into your lesson plans. As for tact (a keen sense of what is appropriate, and what to say or do to avoid giving offense), I think it is an important skill for every career choice. I listed tact as a Very Satisfying skill and many Elementary School Teachers listed tact as a Moderately Satisfying skill. Understanding and dependability are very important skills for any career choice and are especially important when working with younger kids. I listed dependability as a Moderately Important skill and many Elementary School teachers did as well. Advising could be a helpful skill while trying different methods of learning certain subjects. Also important if a student was seeking my help. Cooperating is an important skill, because as an Elementary school teacher, not only will i be working with children, but I will also be interacting with their parents and other teachers. 6. Going forward from this class, I plan on majoring in Liberal arts at either Cal State Fullerton or Cal State Long beach, and from there I plan on getting my teaching credentials and ultimately becoming an Elementary School Teacher!

A Decade Of Conflicts And Child Soldiers Sociology Essay

A Decade Of Conflicts And Child Soldiers Sociology Essay In the past decade due to deadly conflict around the world, children were more and more sacrificed as child soldiers. For the children the world is now more violent and violated place. In the last decade, 2 million children were killed due to conflicts. More than 12 million children were made homeless, while 6 million children have been injured or disabled. It is approximate that another 20 million children have been displaced within the boarders of their own countries. At any given time, children under the age of 18 years who have been forced or encouraged to take up arms as child soldiers is generally in the range of 300,000. Each year 8,000 to 10,000 children become the victims of land mines.  [1]   2. Child soldiers have featured prominently in international and internal conflict in recent years. In one of the most deadly conflicts, children feature most prominently in the terrorist campaign of Sri Lanka Liberation Tigers of Tamil Eelam (LTTE). They were fighting for an independence separate Tamil mono-ethnic state in north eastern Sri Lanka. They utilized both male and female fighters in guerrilla and terrorist attacks against military, political, economic, religious and cultural targets. 3. After the ethnic riots of Black July in 1983, there was a massive migration of civilian to India. The LTTE leadership decided to establish a training base in India for recruits less than 16 years of age from the civilian who fled to India. Initially the LTTE identified them (child soldiers) as Tiger Cubs. Then they received non-military training, most primary education and physical exercises. In 1984, LTTE changed the name of Tiger Cubs and formed new unit called Baby Brigade . It is nothing but the child soldier unit of LTTE fighting wing. 4. The child fighters were originally a part of the Baby Brigade but later LTTE gradually integrated them with other units to refill the heavy losses. Since April 1995, some 60 percent of LTTE cadres killed in combat were children. Olivichu, the LTTE monthly video release, supports those trends. A study by a United Kingdom based Sri Lankan researcher Dushy Ranatunge reveals that at least 60 percent of the dead LTTE fighters were under 18 years and are mostly girls and boys age in between 10 to 16.  [2]   5. At the time of researching on this topic, the government of Sri Lanka totally sweep away the LTTE. But there are no of war effected children and child soldiers are in IDP camps and rehabilitation centres . CHAPTER 2 METHODOLOGY PREVIEW 1. The aim of this presenting on rehabilitation of child soldiers to help integrate them in to society is to study the factors behind child soldiering, why they became as chilled combatant, the role of international community and the role of Government of Sri Lanka on this and how integrate them back to society. STATEMENT OF THE PROBLEM 2. Most of the countries in the world face this problem due to internal conflicts. When it is studying there are so many reasons behind that. Due to non education and poor family back ground may cause child to joint with some terrorist organization as a chilled combatant. In Sri Lanka resent past LTTE has taken children by force for their terrorist activities. 3. In Sri Lanka though war is over there are number of chilled soldiers in IDP camps. Children make obedient and cheep soldiers capability of imposing terror on civilians and government forces. Child soldiers are forced to fight and are generally illiterate and from poor families. The children survive from combat are often physically injured and psychologically scared. Some of the factors covered as follows. a Who is the child soldier b Reasons behind child to became as soldiers c Child combatant is a biggest problem in the world d It is observed that most of the Asian countries face this problem e In Sri Lanka it is considerable numbers of child soldiers can be seen in the IDP camps f UNO and NGOs role in this issue g How to take them in to society as a normal children. I will society take them in to society as a children. J What are the steps that can be take to rehabilitate them. K Sri Lanka governments role on this issue. THE RESEARCH HYPOTHESIS 4. Due to the war children suffered physically and mentally. As a nation we should take them in to the society same as other children. So that we should establish good environment for them and Sri Lankan government should have a sound national plan for that METHOD OF DATA COLLECTION 5. The methodology adopted in gathering data will be as follows: Extracts from child psychology publications. Extracts from newspapers and reports. Extracts from books published on child soldiering. Interviews and questionnaires. Related web sites of the Internet. Guidance and advice of experts on the subject. CHAPTER3 THE CHILDHOOD DEFINITION OF CHILD 1. According to the 1989, UN CRC, a child means every human being below the age of 18 years, unless under the law applicable in their case, the age of maturity is attained earlier. The age of maturity is a social, religious and cultural or legal device by which societies acknowledge the transition to adulthood and there is no necessary correlation between any of the age levels.  [3]   2. The idea of the child as a person under 18 years of age is widely accepted in international circles, even if a different terminology such as youth or young people may be a better ward to describe those in the crucial 15-18 age bracket whose physical, emotional and intellectual maturity is rapidly developing even as they continue to face certain legal constraints. Clearly, those under 18, no matter their individual capacities, are generally presumed not to appreciate fully the nature and consequences of their action. CHILD HOOD, A POTENTIAL TARGET 3. Although the Convention defined as a child in general as anyone below the age of 18 years, most young combatants are between 15 and 18. A majority of these trained child soldiers were boys, but significant numbers of girls are also engaged. 4. Though child rights activists are campaigning at international, national and local level to rise the age to 18, there is no international organization or mechanism to regulate against guerrilla and terrorist organizations recruiting children to their organizations. BASIC NEEDS OF CHILDREN 5. Their basic human needs of survival and growth to their full potential are largely, if not wholly, dependent for fulfilment, especially in their early years on the willingness and ability of adults to recognize and discharge their obligation to protect them. THE CONVENTION ON RIGHTS OF CHILDREN 6. Today children around the world suffer abuses in many ways. Child soldiering is one such situation. Children were kidnapped or forcibly recruited to many militant organizations to serve as soldiers. They were ill-treated when they were with militant groups. Once they surrender or captured by government forces they were imprisoned in inhuman conditions. Sometimes they were put in cells with adults without considering their rights as children. The Convention on the Right of the Child put childrens rights on the worlds agenda. It is the most widely confirm treaty in the world. Adopted by the United Nations General Assembly on November 20, 1989, the Convention promises children around the world the right to life, liberty, education, and health care. 7. The Convention on the Rights of the child emphasized the importance of a happy childhood and it had been described the Rights of the Child very clearly and most comprehensively in its 54 articles guaranteeing for the first time social and economic as well civil and political rights adding new rights never before recognized. It is said that granting a Child the Right to information and freedom of expression would amount to allowing him/her as well, to decide on the life and organization of the family and society. CHAPTER 4 CHILD SOLDIERS DEFINITION OF CHILD SOLDIER 1. A child soldier is any person under 18 years of age who is a part of any kind of regular or irregular armed force or armed group in any capacity, including but not limited to cooks, porters, messengers and anyone accompanying such groups other than family members.  [4]   REASONS FOR CHILD TO BECOME A CHILD SOLDIER 2. There is a very thin line that separates voluntary from forced recruitment. It is not possible to know exactly at what age a young person is capable of volunteering in the way we accept that of an adult. No one makes a decision in a vacuum and clearly a child can be susceptible to certain types of pressure from certain people and circumstances beyond their control. 3. Although forced recruitment of children is practiced in many countries (Burma, El Salvador, Ethiopia, Mozambique, Angola, Sri Lanka and Sudan), a majority of them are not so much forced. 4. Examining different contexts and taking into account the specific experiences of children will help us to draw a clearer picture of the child soldier in a given conflict. Forced recruitment of children happens because of shortages of adult soldiers, institutionalised discrimination against certain sectors of society, a perceived need to control the population. 5. There are many young people voluntarily join armed groups. In attempting to explain why children join armed groups. We can try to examine the followings:  [5]   a. Trigger factors. These are immediate happening of events, situations or exact reasons that cause a childs participation such as urgent or emergency individual needs or family problems and suggestions and pressure from peers and adults. Their social environment influences childrens subjective understanding of reality and these exert strong pressure on the children. b. Circumstantial factors. These are the complex order of situations or influences existing, occurring in and resulting from the childs significant interactions and relations providing context and history to their involvement and development. It could be a combination of any of the following: experience of neglect and abuse, poor parenting styles and weak family ties, negative experiences in school, etc. c. Contributory factors. These are factors that aggravate the current situation of children and young people in their given localities. These are the social, political, cultural and economic realities in society today such as poverty, social injustice, limited or no access to basic services, militarization of daily life, and structural violence. 6. Children are vulnerable to military recruitment because of their emotional and physical immaturity. They are easily manipulated and can be drawn into violence that they are too young to resist or understand. Technological advances in weaponry and the proliferation of small arms have contributed to the increased use of child soldiers. POVERTY AND FAMILY BACKGROUNG 7. Poverty and lack of schooling are said to be among key causes that draw hundreds of young boys and girls to took up arms in Sri Lankas North East and many are likely to face starvation if they quit the guerrillas.  [6]  If a significant number of child soldiers were indeed released this would augur well for the future. 8. Poverty is the main reason for joining the war. Due to domestic problems especially the financial difficulties, these children were prevented from schooling and were pushed by their own parents to join the LTTE organization. Mostly the children of high society like upper class and upper middle class or middle class are not recruited as child soldiers. Reason was that these families are well educated and guided well these prevailing conditions. TAMIL SOCIO-CULTURAL IDENTITY 9. In 1983 riots Tamil as a group were humiliated, the youths took up arms to prevent complete eclipse of the group identity. Language was the vital element of the Tamil identity. The identity develops from childhood through successive psycho-social stages to culminate in youth.  [7]   10. For younger girls, who experience the wide spread socio- cultural oppression against their sex, it is a means of escape and liberation. In many youngsters political repression, socio economic deprivation, frustration in life and fear of enemy has become prime motives if not compulsions for joining the militants. Another potential factor has been the oppressive Tamil-Hindu society where lower castes were suppressed by the so-called higher castes. For many from the lower castes joining the militants become a way out of this oppressive system. VIOLENCE 11 Laws such as the prevention of Terrorist Act and the Emergency Regulation allow for detention for long periods with out judicial process and sometimes violent act against such detainees. For example Bindunuwewa massacre. The great impact of this kind of structural violence and oppression is on the younger generation. These conditions create a sense of fear and hopelessness 12. Recruitment to the LTTE has remained largely voluntarily earlier. But the majority recruited may be children. LTTE denied that they used child soldiers. Likewise child recruitment by the LTTE was to become institutionalised after 1990. Older men were no longer joining.  [8]  In 1987 the LTTE banned other Tamil militant groups and started using young boys and girls as fighters. IMPACT OF CHILD SOLDIERING TOWARDS CHILDREN 13. War has be fallen a grave impact on a child development on attitudes, beliefs relationships with his countrymen and society, moral ethics and values and the mental framework for understanding society and understanding his own self and life itself. Children represent the future society in which these conflicts are waged but what will be the future and what can be expected from these nations where the horizon is masked by brutality and the youths of future generation are robbed of their golden childhood DIRECT IMPACT 14. Death and injury. a. Child soldiers are being used in more than thirty countries around the world. Children forced to take part in atrocities were often given drugs to overcome their fear or reluctance to fight. Because of their immaturity and lack of experience, child soldiers suffer higher casualties than their adult counterparts. Even after the conflict is over, they may be left physically disabled  [9]   15. Human right abuse. Sri Lanka has traditionally high level of education and training provided for children. But due to the past conflict many displaced children lose key identity document that is their birth certificate. Since birth certificate is an important document in Sri Lanka, displaced children are unable to gain full access to education. Not even that, they will not able to apply to all important national identity card which must be present at every check points and need for day to day work. 16. Displacement. a. Child soldiering and displacement are so integrally related. It demonstrates that it is extremely difficult to separate the impact of conflicts on children from the impact of small arms. Measures to ameliorate one situation often improve the other. b. Former child soldiers are vulnerable to displacement. They cannot simply return to their families and communities, and some families may reject them due to crimes committed and instead they become internally displaced person, refugee or seekers. INDIRECT IMPACT 17. Psychological trauma. a. Children appeared to be much more capable of retuning to normal after stress. But in the long term, when the armed conflicts continues, when no safe and secure not available for children, they may be put under enormous strain. Adults may not easily recognize the long-term responses of children to death, destruction and disruption, as children cannot verbally express their feeling and experiences. The way child react to trauma will depend on his/her age. The response also is influenced by the nature of the trauma. Some common traumatic experiences are separation anxiety, emotional disorders, sleep disturbances, unable to express and release their emotions verbally or otherwise, behaviour changes etc.  [10]   Anti social or psychopathic personalities are characterized by a conspicuous lack of conscience and human sympathy, rejection of social norms, emotional coldness, poor relationship, meaninglessness, cruel, callous and aggressive behaviour and poor impulse control. Delinquents, aggressive and psychopathic personalities may do well in a military set up where their energies and excess aggression can be diverted to national ends and their confinements to the Army proves to be a protection for society. d. Children complained of headaches, dizziness, fainting spells or chest pains with out a few days or months of joining the military movement. They were found to have repressed, separation anxiety for their parents and home or difficulty in adjusting to the rigorous training and militant life. e. The traumatic loss of family members, the experiences of cruelty, atrocity or barbaric behaviour, rarely leave visible scars but the effects are profound. Children may withdrew from contract, some become obsessed with violence or live on feelings of guilt or fantasies of revenge and become preoccupied with their role in past events. 18. Insecurity. a. Child soldiers are essentially displaced. Displacement for these children means insecurity and lack of access to choice, resources and opportunities. As child soldiers who cannot simply go home, it means risk of death, disability and serious psychological trauma. b. The social, psychological, moral and emotional deprivation they suffer, the persistent fear of loosing or the actual loss of parents are as damaging to childhood as being deprived of food, water and health care. They may have no idea that there could be better future. So many child soldiers have grown into adulthood without having known their family for long periods. 19. Culture of violence. a. Exposure of children during their formative years to insecurity, hopelessness, and violent deaths of loved ones as well as other cruel and aggressive acts and to the full paraphernalia of war with its instruments of destruction will permanently influence their development. b. So the delinquency has been found to be a common complication of exposure to war conditions. It is also likely that repeated exposure to violence, a family life ruled by terror and frequent disruption and a society in a continuous state of disequilibrium, where acceptance and praise to given to act of violence and recognition to the instruments of war teaches the child quickly the ways of violence 20. Lost opportunities. a. The presence of these widespread sophisticated weapons can have significant effect on future opportunities for children. The continued presence of these weapons in post conflict societies not only undermines a countrys ability to sustain peace but also represents a major stumbling block to sustainable human development. Children are severely affected by the lack of sustainable developments. b. Spread of two-decade conflict has caused untold suffering to millions of children caught up in armed conflict, not only during the conflict but also for reduction there after. The presence, proliferation and misuse of small weapons and light weapons have a devastating impact on children in conflict and post conflict societies. Cheap, easy to use and widely available these weapons fuel many contemporary conflicts and prolong, spread and deeper the consequences of conflict EFFECTS OF CHILD SOLDERING TOWARDS THE SOCIETY 21. The war has affected the functioning of the family unit in many ways. From the loss of one or both parents, separations particularly the children may it be Sinhalese or Tamil. Our Sri Lankan society is still based on the family. As such, the family tie is destroyed as a result of their child members being used in combat. Therefore, the society with dispersed families is destroyed to a greater extent. 22. The children from their young peer groups are separated by the war. This is what actually expected by the LTTE. Their parents are desolate and helpless and other family members are liable to ill treatment by the security forces. These children are being taught to obey only the LTTE leaders and to ignore the normal law of the country. After joining the organization they were motivated in such a manner that they were anxious to take revenge from the Sri Lankan forces and the Sinhalese people in the South. Most of them did not have any idea about so called independent Tamil state before they joined the organization. But after some times when they were captured only they had realized and understood the real Sinhala soldier and its hospitality and the importance of peace. 23. These children at the beginning, although they join the organization with willingness, face serious mental retardation because they lack the parental love and affection. There is no kind treatment or love from the LTTE organization even they fall sick. They are not treated well but are ill cared. Such treatment has affected the childs mind very badly. 24. Before this LTTE came into being, family setup, the connection between the parents and their children was so much good and it has affected the society very favourably. This has rewarded the society with very decent children. As such small children being taken out of the families, whether forcibly or willingly, have directly affected the families as well a CHAPTER 5 ANALYSIS 1. Mainly the child soldiers are from the Tamil community, especially from the lower castes of oppressed Hindu Tamils. Initially Tamil youths joined the LTTE organization. However, in time the older youths escaped and migrated. Older men were no longer joining. Then the LTTE started using children and women as fighters recruiting them forcibly and willingly after motivated. 2. LTTE organization was one of the most dangerous front line in guerrilla organization in the world. They select children from the poor families, down trodden broken families, families of illiterate parents, and from the families of fallen heroes and families of poverty ridden and the children who are orphaned having lost their elders and relatives. LTTE was fully aware that they are violating child rights but continue to mislead telling that they come to them seeking recruitment. At the some time the LTTE organization terrorized the Tamil community and has laid down an unwritten law to the effect that every family must contribute a child of either sex to the organization.  [11]   3. Children separated from their families become mentally disabled or permanently sick and deprived of earning, food shelter and of family ties and education. Some of them have become drug addicted, violent and criminals. They have become a burden to themselves and to the Tamil society, to the whole country and to the whole world. On the other hand, their old parents neglected and isolated too have become another burden to society along with them. 4. War is the main reason for such a situation. The prime duty of the government, NGOs and the UN is to stop as well as evade children joining the war. Highlighting the violation of childrens rights and as well as a proper and correct rehabilitation while safeguarding the childrens rights. 5. At rehabilitation camps in Sri Lanka more than 100 former Tamil Tiger child soldiers are undergoing a year long rehabilitation course. There are nearly 300 child soldiers are integrate them in to society. Although the camp is surrounded by barbed wire and guarded by the Army, the inmates say the atmosphere inside is more like hostel. Many of them says that the LTTE took them by force.  [12]   CHAPTER 6 RECOMMENDATIONS 1. Education and awareness building are key elements in changing the reintegration of youth into post conflict societies and cultures of violence. Hence, the Government must provide effective programmes that provide peaceful alternatives to counter conflict, violence and crime and eliminate the effects of armed struggle on the psycho-social development of children and their communities. 2. As such the authorities must take action to create secure conditions within which children can be educated and interact socially. The government must spare sufficient amount of money for the development of schools, rebuilding of schools, public libraries, health care facilities, publication of books,and recreational areas as an incentive to develop community peace essential for the well being of children. 3. Government must bring forward an accepted economic plan viable and effective, giving war affected children an opportunity to rehabilitate, to have shelter, food and education by coordinating NGOs, agencies and other donor approaches under a rights based frame-work implimented in order to protect children in futuere conflict. 4. Special attention should be paid by the government to eliminate in future recruitment of children into armed forces and groups by achieving universal ratification and full implementation of the optional Protocol to the Convention on the rights of the child on the involvment of children in armed conflict without reservation and declaration of 18 as the minimum age for voluntary recruitments. 5. Also the Government should legalize the using of children under 18 years in armed conflict as a criminal offence, and must grant refugee status to children under 18 years. 6. Also provide primary health care and rehabilitative care of children with sound health conditions and specially the psychological care and facilitate the fullest possible social integration. 7. The Government should provide emergency relief to rehabilitate the agriculture livestock and fisheries and to re-employ or to employ them on other income generating enterprise to enhance local capacities to improve house hold security on a self-reliant and sustainable basis in the North and East. 8. Also the Government must take steps to start programmes dedicated to family unification for former child soldiers. 9. Prohibiting of the import of arms to groups that use child soldiers as well as eliminating economical assistance to the same should be started by the Government. 11. Provide special care and attention considering the impact of conflicts of children, being victims of the conflict, on girls in particular the specific abuses perpetrated against them, and must take actions immediately to protect the rights of children and the rights of women. 12. The government must facilitate all requirements to eliminate HIV/AIDS infection and other sexually transmitted diseases spread through rape and sexual violence and against girls with children born from rape. 13. Special attention must be taken by the Government to provide successful rehabilitation through social and medical support and counseling, as girls and boys fulfill different roles within the armed groups and also a gender analysis must be included essentially because the girls represent the reproductive force of a damaged community. 14. Government and civil organizations should prioritize protection of unaccompanied or separated girls, for example, organizing special accommodation and safeguards for such female children and others at particular risk of recruitment. 15. The Government should ensure universal birth registration to have everyone a Birth Certificate and in order to prevent recruitment under 18 by default. 16. The Government must ensure speedy registration procedures at Camps and Settlements. 18. Make effort to trace and reconcile former child soldiers with their families, using long-term institutional care only as a last resort. 19. The Government must take early action to restrict civilian possession of military assault-weapons and include restrictions on the age of the user with a minimum age required. 20. The Government should use the Media to give the real picture to the mass by exhibiting how and why these children join the war and by using the electronic media the State must systematically dismantle the structures of discrimination and violence against these young human beings and the Tamil minority, as well. 21 Evan after children leave the rehabilitation center and return to their families should follow the progress of their normal life. Should help them to catch up their missed schooling and should give them a vocational training with the support of NGOs. CONCLUSION 1. The ideological experiment of motivating children as combatants has been a highly successful one. The LTTE has been able to enhance its performance in battle by developing child units, a sizable cadre of the Baby Brigade, were consisting of children in the age group of 7-15 in both sexes. Most of them were recruited not willingly, but being motivated yet not knowing anything of a Separate State. Their performances were high.. 2. The United Nation Organization is the most powerful Organization, which can fund for rehabilitation program. It is only the UNO, which can take stern action against Terrorist organizations for employing children in war. However, Prabakaran has promised when they were fighting to Mr. Olara Otunu, which they will never employ children in war combats in future, they broke the promise in no time, but it seems that UNO has not taken proper action far against this incident. Fact is that, though these NGOs, about 82 in number, talk about the rights of the children does nothing about their rights. Their responsibility is to highlight internationally about the injustice done by the terrorist and avoid such happenings in future. The violations of childrens rights have to be enlightened and they must safeguard the childrens rights as well. A UN Special Envoy Maj Gen Patrick Camert had a visit to Sri Lanka to assess the situation of children affected by the conflict .He paid more attention on re-inte

martin vs malcolm :: essays research papers

Dr. Martin Luther King, Jr. was a very important figure of the modern era. His lectures and dialogues moved the concern and sparked the sense of right and wrong of a generation. The movements and marches he led brought important changes in the foundation of American life through his courage and selfless dedication. This dedication gave direction to thirteen years of civil rights activities. His charming leadership inspired men and women, young and old, in this nation and around the world. His philosophy of nonviolent direct action, and his strategies for rational and non-destructive social change, stimulated the conscience of this nation and reordered its priorities. His wisdom, his words, his actions, his commitment, and his dream for a new way of life are tied with the American experience. Martin Luther King, Jr. was born January 15, 1929 in Atlanta, Georgia. Martin Luther King, Jr. was the first son and second child born to the Reverend Martin Luther King, Sr. and Alberta Williams King. He married Coretta Scott, the younger daughter of Obadiah and Bernice McMurry Scott of Marion, Alabama, on June 18, 1953. At the age of five, Martin Luther King, Jr. began school, before reaching the legal age of six, at the Yonge Street Elementary School in Atlanta. When his age was discovered, he was not permitted to continue in school and did not resume his education until he was six. Following Yonge School, he was enrolled in David T. Howard Elementary School. He also attended the Atlanta University Laboratory School and Booker T. Washington High School. Because of his high scores on the college entrance examinations in his junior year of high school, he advanced to Morehouse College without formal graduation from Booker T. Washington. Having skipped both the ninth and twelfth grades, Dr. King entered Morehouse at the age of fifteen. Throughout his years in college Dr. King was awarded many different honorary degrees from various colleges and universities in the United States and several foreign countries. Dr. King also received numerous awards for his leadership in the Civil Rights Movement. Dr. king believed that every man was created equal weather black, white, orange, or green no one to him was not as equal a human as the next man. He believed in peacefully speaking his peace with out harming and killing the next man but to sit down and talk man to man human to human.

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Diana Abdelfattah March 13, 2014 Communication 101 1) Discuss the ethical issues involved in Internet use. Given an example. There are ethical issues involved in Internet use. One of the ethical issues are being anonymous allows for other people to bully through online use and more crime rates. For example, people are able to steal someone else works online or have someone write a paper for them. Sometimes, people are caught plagiarizing. This is an easy way for people to use someone works by stealing their way to success or passing a class. This all shows that many things you put on the Internet is permanent. Many people forget what they put on Facebook affect how you are perceived or will affect the way people are judged. More importantly many people use social media to bully while being anonymous. This provides an easy way because there are limit amount of laws to regulate this form of abuse. Also technology makes it easy to get away with bullying. Another way ethical issues are violated online is through online scams. People commit crimes such as credit card theft. Hackers can easily use technology to violate someone privacy by stealing information. Also technology makes it easy to have free content online which make it easy to download illegal like movies, music or television show instead of paying for them online. It violates copyright laws and prevents the company from gaining money for the content being used. All of this shows that online privacy is violated on the Internet. This by shows ethical issues involved in Internet use. 2) Explain why perceived differences and similarities are more important to attraction than actual differences and similarities. Give an example. The perceived differences and similarities ar... ... the main thesis (the take-home message) in Bennett, Lawrence, and Livingston (2006)? The main thesis in in Bennett, Lawrence, and Livingston (2006) is the sense that journalist using framing techniques are limited in providing readers with objectivity views. In the way they are force to behave this way thru the government to not shed the facts to be guard dogs. The article states the media fails in being partiality in providing the audience with an objectivity view of news frames. That this leads to the fact that journalists are not able to be independent when writing. Thus the white house holds more of the control of what is written when sent to the masses. Journalists are being guard dogs in the sense that they are limited in the information given and have the information censored. Compared to the journalist in being objective and being watchdogs for the masses.