The Gifted Cant Weigh That Giraffe

The Gifted Cant Weigh That Giraffe Introduction The main purpose of school is to educate individuals in society to school is an essential tool of transformation for students. Education plays a significant role in influencing a student’s overall perspective of life and their ability to perform. The increase in population and cultural change continue to place huge expectation on the school. The school’s responsibility is not only to teach basic arithmetic, reading and writing skills, but also influence the students to have an influence on society in general.Advertising We will write a custom essay sample on The Gifted Cant Weigh That Giraffe specifically for you for only $16.05 $11/page Learn More The role of schools in contemporary society Schools have the mandate to provide educational programs, which are important to develop integrated systems. These should model service delivery where these systems come together; community organizations, judiciary and other social services. In stead of the school system duplicating effort, it would ensure a smooth transition from school to work place and from youth to adulthood. Most importantly, school experience should influence a positive relationship between school and the entire community. Important factors in the education of students There are several significant factors in the education of students; to ensure the acquisition of skills, knowledge and attitude to develop personal meaning relevant to their personal experiences (Case 1). In the formulation of programs and policies that are inclusive, it is important for educators to understand that every student is unique. The curriculum creation should therefore involve creation of an enabling environment and appropriate teaching techniques. These have to respond to changes in society that include cultural and technological advancement. Education should be able to relate to personal growth, attitude, behavior and general awareness of important aspects of life. The re levance of teaching techniques should keep up with the pace of technological advancement. Teaching methods perhaps, have not kept pace with our fast-paced technical society and cultural changes. They should be contextual regarding students ability, education resources and relevance of the curriculum. In the illustration to the gifted students, the teacher attempts to show how birds learn to fly. These open ended questions do not tap into the student’s initiative, to provide innovative ideas, therefore unsuccessful (Case 1). On the contrary, the use of how to weigh a giraffe illustration allows students to be creative. Therefore, it is important for the teacher to switch from a teacher-centered to a student centered classroom. It is important for all stakeholders to get involved. The parents should evaluate their value of expectations on schools to teach their children life lessons. Identify this and play their respective roles without necessarily blaming educators, education polices or funding by the government.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The environment at home has an impact on the student’s achievement at school. Without excessive expectations exacted on them by parents and educators, students tend to move from fear of making mistakes and criticism to the ability of making sound decisions (Case 1). Both gifted and low achievers need not only the text book experience but also problem solving skills which encourage innovation and entrepreneurship. School experience in forming responsible citizens It is common for many people to acknowledge that their school experience has been relevant in making them respectful and responsible citizens. Although, one cannot be entirely dependent on experience to prepare them for life, education plays a key role to this effect. The importance of education should be rooted in relevance, technology and inspirational to further learning (Case 1). The emphases in learning should be based on organizational skills, problem – solving, creativity and decision – making. Appropriate training better equips students to meet both their immediate and future needs. Activities in school prepare students to be better citizens; leadership roles assigned in school, equip students to be responsible future leaders. Hence, classroom experience is relevant to making unique, analytical and informed citizens. Conclusion In essence, school functions as a preparation for the future and success in different aspects of life. The school experience that acknowledges student’s unique abilities, develops individual students to become productive and responsible, as well as professional at their places of work. Roles assigned in school develop students to become responsible citizens. Case 1: â€Å"The Gifted Can’t Weigh That Giraffe†. 2011. Film

Gregorian Calendar - Overview and History

Gregorian Calendar - Overview and History In the year 1572, Ugo Boncompagni became Pope Gregory XIII and there was a crisis of the calendar - one of Christianitys most important dates was falling behind with respect to the seasons. Easter, which is based on the date of the vernal equinox (the first day of Spring), was being celebrated too early in the month of March. The cause of this calendrical confusion was the over 1,600 year-old Julian calendar, established by Julius Caesar in the year 46 BCE. Julius Caesar took control over the chaotic Roman calendar, which was being exploited by politicians and others with the haphazard addition of days or months. It was a calendar horribly out-of-synch with the seasons of the earth, which are the result of the rotation of the earth around the sun. Caesar developed a new calendar of 364 1/4 days, closely approximating the length of the tropical year (the time it takes the earth to go around the sun from the beginning of spring to the beginning of spring). Caesars calendar was normally 365 days long but included an extra day (a leap day) every four years to account for the extra one-quarter of a day. The intercalary (inserted into the calendar) day was added prior to February 25 each year. Unfortunately, while Caesars calendar was almost accurate, it wasnt quite accurate enough because the tropical year is not 365 days and 6 hours (365.25 days), but is approximately 365 days 5 hours 48 minutes, and 46 seconds (365.242199 days). Therefore, the calendar of Julius Caesar was 11 minutes and 14 seconds too slow. This added up to be a full day off every 128 years. While it took from 46 BCE to 8 CE to get Caesars calendar functioning properly (initially leap years were being celebrated every three years instead of every four), by the time of Pope Gregory XIII the one day every 128 years added up to a full ten days of error in the calendar. (Purely by luck did the Julian calendar happen to celebrate leap years on years divisible by four - during Caesars time, the numbered years of today didnt exist). A serious change needed to take place and Pope Gregory XIII decided to repair the calendar. Gregory was aided by astronomers in developing a calendar that would be more accurate than the Julian calendar. The solution they developed was almost perfect. Continue on Page Two. The new Gregorian calendar would continue to be comprised of 365 days with an intercalary added every four years (moved to after February 28 to make things easier) but there would be no leap year in years ending in 00 unless those years were divisible by 400. Therefore, the years 1700, 1800, 1900, and 2100 would not be a leap year but the years 1600 and 2000 would. This change was so accurate that today, scientists need only add leap seconds every few years to the clock in order to keep the calendar matching the tropical year. Pope Gregory XIII issued a papal bull, Inter Gravissimus on February 24, 1582 that established the Gregorian calendar as the new and official calendar of the Catholic world. Since the Julian calendar had fallen ten days behind over the centuries, Pope Gregory XIII designated that October 4, 1582 would be officially followed by October 15, 1582. The news of the calendar change was disseminated across Europe. Not only would the new calendar be utilized but ten days would be lost forever, the new year would now begin on January 1 instead of March 25, and there would be a new method of determining the date of Easter. Only a few countries were ready or willing to change to the new calendar in 1582. It was adopted that year in Italy, Luxembourg, Portugal, Spain, and France. The Pope was forced to issue a reminder on November 7 to nations that they should change their calendars and many did not heed the call. Had the calendar change been promulgated a century earlier, more countries would have been under Catholic rule and would have heeded the Popes command. By 1582, Protestantism had spread across the continent and politics and religion were in disarray; additionally, the Eastern Orthodox Christian countries would not change for many years. Other countries later joined the fray over the following centuries. Roman Catholic Germany, Belgium, and the Netherlands switched by 1584; Hungary changed in 1587; Denmark and Protestant Germany switched by 1704; Great Britain and its colonies changed in 1752; Sweden changed in 1753; Japan changed in 1873 as part of Meijis Westernization; Egypt changed in 1875; Albania, Bulgaria, Estonia, Latvia, Lithuania, Romania, and Turkey all changed between 1912 and 1917; the Soviet Union changed in 1919; Greece switched to the Gregorian calendar in 1928; and finally, China changed to the Gregorian calendar after their revolution of 1949! Change wasnt always easy, however. In Frankfurt as well as London, people rioted over the loss of days in their lives. With each change to the calendar around the world, laws established that people could not be taxed, paid, nor would interest accrue over the missing days. It was decreed that deadlines still had to take place in the correct number of natural days following the transition. In Great Britain, Parliament legislated the change to the Gregorian calendar (by this time simply called the New Style calendar) in 1751 after two unsuccessful attempts at change in 1645 and 1699. They decreed that September 2, 1752 would be followed by September 14, 1752. Britain needed to add eleven days instead of ten because by the time Britain changed, the Julian calendar was eleven days off the Gregorian calendar and tropic year. This 1752 change also applied to the American colonies of Britain so the change was made in the pre-United States and pre-Canada at that time. Alaska didnt change calendars until 1867, when it transferred from a Russian territory to a part of the United States. In the era after the change, dates were written with O.S. (Old Style) or N.S. (New Style) following the day so people examining records could understand whether they were looking at a Julian date or a Gregorian date. While George Washington was born on February 11, 1731 (O.S.), his birthday became February 22, 1732 (N.S.) under the Gregorian calendar. The change in the year of his birth was due to the change of when the change of the new year was acknowledged. Recall that prior to the Gregorian calendar, March 25 was the new year but once the new calendar was implemented, it became January 1. Therefore, since Washington was born between January 1 and March 25, the year of his birth became one year later upon the switch to the Gregorian calendar. (Prior to the 14th century, the new year change took place on December 25.) Today, we rely on the Gregorian calendar to keep us almost perfectly in line with the rotation of the earth around the sun. Imagine the disruption to our daily lives if a new calendar change were required in this most modern era!

Public School Uniforms Annotated Bibliography Example | Topics and Well Written Essays - 500 words

Public School Uniforms - Annotated Bibliography Example Therefore, when doing a research on the use of school uniforms, I would argue against it by citing this article. As they claim, it mightnot be easier to obtain equality. In fact, it might result into a conflict between the two social classes. This article was written by Brunsma, D. & Kerry A. R and published in 1998. Here, these scholars conducted a research on the influences of the use of uniforms on the learners’ behaviors and academic performance. In their analysis, they report that there is no direct relationship between behavior reforms and academic improvement and school uniform. The article can be of a great value when conducting a research on the demerits of school uniforms on the learners. It can help in justifying that school uniforms should not be mandatory since they can only contribute to poor academic performance, increased behavior problems and rampant cases of substance abuse. The above article was authored by DaCosta, K. and published by the Journal of Negro Education in 2006. In this article, DaCosta examines the reactions of the urban learners towards the use of uniforms in school. While conducting a research on the advantages of school uniforms, I would have to incorporate the use of this article. It has a lot of resourceful information on how uniform can be instrumental in creating equality amongst the learners from diverse socio-economic backgrounds. This is a very important component which must be included in the research. This article was written by Draa, V. in 2005. It presents a candid discussion about the significance of school uniforms amongst the urban-based high school learners. As reported in this article, uniform is necessary in the urban set up in which cases of gang violence, peer influence and classism are rampant. When carrying out this research, I would have to use this article. It is quite resourceful and would provide me with

DISCIPLESHIP MINISTRIES PROJECT Essay Example | Topics and Well Written Essays - 3750 words

DISCIPLESHIP MINISTRIES PROJECT - Essay Example It has been proclaimed that motivating people to pray a prayer is not enough to attain spiritual well-being. Hence, it has been ascertained that the entire humankind should be offered with opportunity to become disciples of Lord Jesus Christ. It has been affirmed in this regard that the first step to become a disciple of Lord Jesus Christ is to know about the Gospel. Discipleship, in its simple meaning, can be defined as serving God through a spiritual life dedicated to the church by taking some additional responsibility of preaching God’s words. Discipleship is not limited to taking people to the savior or just baptize them. However, it is equally important to teach them the God’s word so that they can have a prosperous life. At the same time, the truth learned should be practiced in daily lives in order to serve Jesus. It can be affirmed in this regard that discipleship is must be cultivated from heart and mind and not as a coercion. In Christianity, it is believed th at such practice can make an individual a true disciple of Lord Jesus Christ. The role and responsibility of teacher in discipleship is thus extremely crucial. The teacher should not only put emphasis on teaching the Biblical doctrines, but it is equally important for the educators of discipleship to make the learners or followers aware of Christ’s verses. It is also important that teachers concerning with discipleship not only encourage disciples to attend the Church on Sundays, but they should make sure that disciples are able to depict their gratitude to God whenever possible and maintain peace in their life1. Focusing on these aspects of discipleship, this paper entails to design a comprehensive ministry plan for Church of God in Christ with the purpose of encouraging people to acquire Biblically sound knowledge and insights for attaining spiritual well-being in their life. Scriptural Foundations Church of God in Christ believes that Bible is the ‘word of godâ€℠¢ and it comprises pleasant and satisfactorily comprehensive system of principle. It believes that Bible is the only right in every matter and avow in the life of a human. Church of God in Christ is guided and validated by Thessalonians 2:14 and Pauline Epistles passages. According to Thessalonians 2:14 passage, â€Å"for ye, brethren, became imitators of the churches of God which are in Judaea in Christ Jesus: for ye also suffered the same things of your own countrymen, even as they did of the Jews†2. Church of God in Christ thus teaches that Jesus is the only arbitrator between God and human where no redemption exists. It believes in Holy Spirit who acts as representatives of God that equips, authorizes, leads and directs the church. Church of God in Christ also believes in angels, who are considered as messengers sent by the God and who assisted in the establishment of Old Testament as well as the church. As per the belief, angels exist basically in spiritual monarchy and are structured based on responsibilities and activities in God’s kingdom. Church of God in Christ considers demons as evil or impure spirits. These demons are referred as â€Å"fallen angels† and exist as challengers to the God’s persistence and determination. Church of God i

UNICEF and the Safeguard of Children Rights Essay Example for Free

UNICEF and the Safeguard of Children Rights Essay UNICEF’s mission is to advocate for the protection of children’s rights, to help meet their basic needs and to expand their opportunities to reach their full potential. UNICEF is guided in doing this by the provisions and principles of the Convention on the Rights of the Child (UNICEF, 2008). Built on varied legal systems and cultural traditions, the Convention is a universally agreed set of non-negotiable standards and obligations (UNICEF, 2006). The Convention on the Rights of the Child is the first legally binding international instrument to incorporate the full range of human rights civil, cultural, economic, political and social rights (Freeman, 1996). In 1989, world leaders decided that children needed a special convention just for them because people under eighteen years old often need special care and protection that adults do not (Alston, 1992). The leaders also wanted to make sure that the world recognized that children have human rights too. The Convention sets out these rights in 54 articles and two Optional Protocols. It spells out the basic human rights that children everywhere have: the right to survival; to develop to the fullest; to protection from harmful influences, abuse and exploitation; and to participate fully in family, cultural and social life (UNICEF, 2006). The four core principles of the Convention are non-discrimination; devotion to the best interests of the child; the right to life, survival and development; and respect for the views of the child (Jasper, 1994). Every right spelled out in the Convention is inherent to the human dignity and harmonious development of every child. The Convention protects childrens rights by setting standards in health care; education; and legal, civil and social services (Jasper, 1994). By agreeing to undertake the obligations of the Convention, national governments committed themselves to protecting and ensuring childrens rights and they have agreed to hold themselves accountable for this commitment before the international community. States parties to the Convention are obliged to develop and undertake all actions and policies in the light of the best interests of the child (Stein, 1998). Most of the governments have incorporated this issue in their development plan courtesy of UNICEF. UNICEFs work for the overall protection of childhood is guided by the principles and standards established by the Convention on the Rights of the Child (Walker, 1999). In advocating to protect childrens rights, to help meet their basic needs and to expand their opportunities to reach their full potential, UNICEF helps to change the legal and policy framework of States parties and to improve understanding of the Convention itself at all levels of society (Walker, 1999). Among other activities, UNICEF works in nearly 160 countries to support ratification and implementation of the Convention and the Optional Protocols on the involvement of children in armed conflict and on the sale of children, child prostitution and child pornography (UNICEF, 2008). UNICEF draws attention to the duties of governments, families, communities and individuals to respect those rights and supports them in doing so. During armed conflict, children are targeted for the worst possible violence and abuse, including abduction, rape and recruitment as child soldiers, and may be forced or coerced to take part in atrocities (Peters, 1997). Because children are among the most affected by conflict they become victims and witnesses of these offences (Brandes, 1999). The lack of accountability for conflict-related crimes against children can leave child victims vulnerable to further violation and abuse. Accountability in post-conflict situations can fulfill a number of important functions (Peters, 1997). It contributes to the process of healing and helps children understand that they are not to blame for what has happened. By investigating and documenting violations committed, accountability processes raise public awareness of the impacts of conflict on children (Dobrish, 1999). Accountability can also help to break the cycle of violence, restore confidence in democracy and the rule of law, and strengthen the legitimacy and authority of the new government (Fox, 1997). In recent years, truth, justice and reconciliation processes have begun to focus specifically on crimes committed against children and have involved children proactively, including through testimony that bears witness to their experiences(Dobrish, 1999). The recent involvement of children and adolescents in providing testimony to international and national courts and truth commissions has demonstrated their unique role as participants and as members of their communities (UNICEF, 2008). But if children are to engage in transitional justice processes their rights must be respected. The review and analysis of emerging good practices on the involvement of children and adolescents in truth, justice and reconciliation processes has brought to light a number of dilemmas. For example, it is recognized that children and adolescents who have been recruited to take part in hostilities are primarily victims of armed conflict. At the same time, many argue that some form of accountability for crimes committed by children is in their best interests and could contribute to processes of reconciliation and reintegration (Teitelbaum, 1999). Mechanisms of accountability for serious violations committed during armed conflict include a wide range of options, such as judicial prosecutions, truth commissions, restorative justice processes and traditional practices (Kurmay, 1996). When children engage in truth, justice and reconciliation processes, new possibilities and new challenges are encountered. In a number of instances, child-friendly procedures have been introduced to safeguard the rights of children who become involved and to support their protection throughout the process (Teitelbaum, 1999). This can help build children’s confidence and restore their sense of justice in the social and political order, while also establishing a mechanism of accountability for crimes committed against them. However, many questions remain as to how best to protect the rights of children involved as victims and witnesses in these contexts. Ideally children’s participation should strengthen and enhance their protection, and protection measures should enable participation (Kurmay, 1996). In the long term, if children are excluded from transitional processes, they may become frustrated and vulnerable to a continuing cycle of violence, impacting future generations. Failure to address their concerns also wastes the capacity and potential of children and adolescents to serve as catalysts for reconciliation and peace-building within their own communities (Dwyer, 1999). The importance of furthering efforts to support children’s involvement in transitional justice processes was identified during an expert discussion on Transitional Justice and Children convened by the UNICEF Innocenti Research Centre (IRC) in November 2005. It was proposed that research on children and truth commissions be undertaken, identifying good practices and lessons learned, and recommending strategies to improve and facilitate children’s participation in future truth commissions(UNICEF, 2006). Documentation on the role of children in truth commissions was initiated by UNICEF IRC and the International Center for Transitional Justice (ICTJ) (UNICEF, 2006). In the course of research underway on children and truth commissions, a number of issues have emerged requiring further research and analysis in order to better understand the potential and the limits of children’s participation in transitional justice processes (ACF, 2007). As a result it was decided to initiate an Expert Paper Series on Children and Transitional Justice, addressing a broad range of issues, including judicial accountability, truth-seeking, local, traditional and restorative justice processes, and institutional reform. The Series has helped to build a network for sharing information and expertise, generating discussion and debate among key stakeholders (UNICEF, 2006). These include child protection advocates, government agents, legal experts and academics. The objective of the expert paper series is to improve accountability for crimes against children and to protect the rights of children involved in transitional justice processes (ACF, 2007). Specific papers will document and analyze emerging good practices and lessons learned; evaluate the potential role of children; and anticipate and promote strategies for involving children in future transitional processes(ACF, 2007). It is anticipated that studies undertaken in this series will help to guide the involvement of children in truth, justice and reconciliation processes in post-conflict transition. UNICEF works closely with other human rights bodies such as Human Security Network (HSN). This is an organization which has a long-standing commitment to human rights and to the protection of the most vulnerable both in peace and in times of conflict (Marta, 2007). The Human Security Network plays a decisive role in advancing the implementation of the Convention and of its two Optional Protocols, and in reaffirming, in each and every decision the general principles of non discrimination, best interests of the child, survival and development and participation of the child (UNICEF, 2008). The year 2007 was a landmark year for the protection of children’s rights. Indeed, 2007 marked the 18th anniversary of the adoption of the Convention on the Rights of the Child (Marta, 2007). As the Convention entered a new stage of adulthood there was an opportunity to celebrate the many important achievements and to critically reflect on the best ways of addressing the challenges ahead. The year was also marked by the General Assembly mid decade review of the follow-up to the Special Session on Children. This process was an important opportunity to reaffirm our shared commitment to children, to advance the Millennium Agenda and further consolidate a world fit for children (Marta, 2007). By 2007, there is a full prohibition of all forms of violence against children in 19 countries (UNICEF, 2008). Legislation was adopted in The Netherlands where law enactment is being supported by a communication plan designed to inform parents and the general public about the legal ban in the lead up to its entry into force. New Zealand has banned the use of reasonable force for parents in the disciplining of their children (ACF, 2008). In a number of other nations draft legislation has been prepared and in others public commitments have been undertaken to ban all forms of violence (ACF, 2008). Once the changes become effective within each of these States, one fifth of the UN Member States would have extended legal protection to prevent violence against children (UNICEF, 2008). UNICEF have recently developed and launched a Handbook on what parliamentarians can do to protect children from violence (UNICEF, 2008). With the participation of parliamentarians and international organizations from more than 100 countries, the launch was an opportunity to anticipate actions parliaments can take to ensure children’s freedom from violence, including through their legislative power, and to encourage and oversee government action and to promote the allocation of resources for relevant programmes and interventions(UNICEF, 2008). The Handbook will be translated in national languages and used as an important tool to support follow-up to the UN Study on Violence (Marta, 2007). The Human Security Network have partnered to promote its wide dissemination and use. Naturally, legislation is only meaningful when it is effectively applied. To make law enforcement a reality it is important to engage children in the process of implementation (Masson, 1999). It is for this reason that UNICEF has joined efforts with a number of partners to produce the child friendly version of the UN Guidelines on justice in matters involving child victims and witnesses of crime. The child friendly version was launched at the recent Crime Prevention Commission, in Vienna (UNICEF, 2008). The previous months show the instrumental role played by Professor Pinheiro as a global advocate and a catalyst for social change. But the task is just beginning and only by moving the implementation forward can we build a world free from violence for every child, wherever he or she may live (Marta, 2007). France hosted a major conference in 2006 where a wide range partners endorsed the Paris Principles to stop the recruitment and use of children in adult wars. The document represents the state of the art knowledge in the prevention, protection and reintegration of children recruited by armed forces and groups. And it has a unique potential to ensure the realization of children’s rights more broadly (UNICEF, 2008). These milestones are mutually complementary and provide a strategic vision for the future. More importantly, they give us a golden occasion to make a real difference in the lives of children (UNICEF, 2008). At the heart of this process are two closely related dimensions; child participation and the prevention of violence and conflict. Together, they both support the protection of children’s rights. A recent study of the Innocenti Research Centre a partner of UNICEF on â€Å"Birth Registration and Armed Conflict† revealed a few truths. Birth Registration is a permanent and official record of a child’s existence (Marta, 2007). It is a fundamental human right and has strong implications for the enjoyment of other human rights it thus stand as a vivid illustration of the indivisibility of children’s rights and a call to always keep a child centered approach. In times of war, birth registration gains a special relevance for child protection, for the prevention of child recruitment, abduction and exploitation, as well as for access to humanitarian assistance (ABA, 2007). Over 25 truth commissions have been convened in various countries over the last decades and several have addressed the experiences of children (ABA, 2007). But the Truth Reconciliation Commission (TRC) for Sierra Leone was the first truth commission to specifically focus on children as victims and witnesses, and to profile children’s role as actors in the reconciliation process. It is also the first case where a children’s version of the Commission’s report was prepared (ACF, 2008 ). The children’s version of the Sierra Leone Truth and Reconciliation Commission Report is one example of how children can contribute to community efforts towards reconciliation and transition, while helping to break the cycle of violence and re-establish confidence in the rule of law. UNICEF has had its fair share of challenges in protecting the rights of children. Civil wars especially in Africa have always targeted the children as recruits and this has always been a hurdle for the organization to overcome. Advocacy for children rights in a civic war infested area has not always been easy for them since the lives of the employees are also threatened. Lack of political will in various countries to support the UNICEF’s initiatives has been another monster in children rights protection. Some government agents like the police may be uncooperative in issues of child trafficking, pornography and other related cases hence the risk of failing to catch non-convicted abusers. Other barriers that have been along UNICEF’s path to success are undeveloped, unimplemented and conflicting policies on children rights and responsibilities in many countries. Lack of adequate funds to support their initiatives especially in less developed countries. Traditional practices and taboos among communities are also a major impediment since some encourage abusive practices against children such as communities’ warriors, early marriages, and local slave trade among others. Children are members of their communities and by taking part in community action they increase awareness and confidence and build their capacity for citizenship (Teitelbaum, 1999). Through their involvement in community reconciliation efforts, children can become advocates and catalysts within their families and communities, energizing reconciliation and nation building efforts (Jackson, 1999). It is by addressing the root causes of conflict and providing realistic opportunities for young people that we can begin to break the inter-generational violence that has resulted in protracted conflicts in many countries today. Finally, as we move forward and support actions to prevent all forms of violence in peace and in war through UNICEF, we must not forget that at the centre of all our efforts are individual children whose lives hang in the balance of our actions. We cannot wait another minute. When Graca Machel prepared her report in 1995, she was asked by a child, â€Å"How long will it take before things get better? A month, a year? † Today that child is an adult and another generation of children is asking the same question (UNICEF, 2008). How long will it take? The life of a child leaves no second chance. That is the urgency that must drive us in our efforts to make a real difference, a lasting difference. References: Alston, Philip, et al. , Children, rights, and the law. Oxford England: Clarendon Press; New York: Oxford University Press, 1992. Alston, Philip. The best interests of the child: reconciling culture and human rights. Oxford: Clarendon Press; New York: Oxford University Press, 1994. Angel, William D. The international law of youth rights : source documents and commentary. Dordrecht ; Boston : M. Nijhoff, 1995. Carey, Jacqueline M. Section of Family Law Home Page. American Bar Association Family Law Section. URL: http://www. abanet. org/family/ Cohen, Cynthia Price. Childrens rights in America : U. N. Convention on the rights of the child compared with United States law. [Chicago, Ill. ] : American Bar Association Center on Children and the Law, [in cooperation with] Defense for Children International-USA, c1990. Freeman, Michael. Childrens rights : a comparative perspective. Aldershot, Hants, England ; Brookfield, Vt. : Dartmouth Pub. Co. , c1996. Jasper, Margaret C. Juvenile justice and childrens law. Dobbs Ferry, NY : Oceana Publications, 1994. Masson, J. M. (Judith M. ) Out of hearing : representing children in care proceedings. Chichester ; New York : Wiley, c1999. Mezey, Susan Gluck. Children in court : public policymaking and federal court decisions. Albany : State University of New York Press, c1996.

Presidential Candidate Profiles :: essays research papers

Candidate Profiles I.  Ã‚  Ã‚  Ã‚  Ã‚  Al Gore   Ã‚  Ã‚  Ã‚  Ã‚  A.  Ã‚  Ã‚  Ã‚  Ã‚  US Vice President and Democratic presidential nominee Al Gore, was born on March 31, 1948 in Washington D.C.. His father Albert Gore Sr., a congressman from Tennessee, served in the House of Representatives and his mother Pauline La Fon was one of the first women to graduate from Vanderbilt Law School. Gore, a Baptist, attended Harvard where he received a degree with high honors in government. Even though he was strongly opposed to the war in 1970 Al joined the army where he served his time in Vietnam as an army reporter. After attending Vanderbilt Law School Gore ran for and won Tennessee’s fourth district congressional seat where he served four terms, after which he ran for and won the Tennessee Senatorial Seat. Gore remained in senate until presidential nominee Bill Clinton Chose him as his running mate in 1992, they were elected into office that year and re-elected in 1996. While in office Gore expressed great concern for the envir onment and in 1992 wrote the book Earth in the Balance: Healing the Global Environment. Gore has been married to Tipper Aitcheson since 1969, together they have four children: Karenna, Kristin, Sarah, and Albert III. Al Gore’s running Mate for the 2000 election is Connecticut state Senator Joe Lieberman. As well as being the first Jewish-American ever in the U.S. Senate, Lieberman was the Connecticut state Attorney General and also practiced law in New Haven. II.  Ã‚  Ã‚  Ã‚  Ã‚  George Bush   Ã‚  Ã‚  Ã‚  Ã‚  A.  Ã‚  Ã‚  Ã‚  Ã‚  Governor of Texas and Republican Presidential Nominee George W. Bush was born July 6, 1946 in New Haven , Connecticut. Bush, often referred to as simply W. is The eldest son of former President George Bush and Barbara Pierce Bush, his siblings include Jeb (Governor of Florida), Neil, Marvin, and Dorothy. Like his father, Bush attended the prestigious Philips Andover Academy in Massachusetts before going to Yale University where he graduated with a bachelors degree. Upon leaving Yale he went to Texas and joined the Air National Guard, Where he learned to fly fighter jets, he eventually became a lieutenant but was never called on to fight in Vietnam. In 1972 Bush entered Harvard Business School, earning his M.B.A. in 1975. In 1977 he married Laura Welch, a former teacher and librarian, and in 1980 she gave birth to their twin daughters, Barbara and Jenna. Shortly after his 40th birthday in July ‘86 Bush reached a turning point in his pers onal and professional life.

History and Geography??“the Foundations of Culture

History helps define a nation's â€Å"mission,† how t perceives Its neighbors, how It sees its place In the world, and how It sees itself. The history of a country is important in understanding many aspects of a culture. One cannot fully understand how businesspeople negotiate, how they conduct business, their attitudes toward foreign investment, the legal system, and other aspects of the market/business system without a historical perspective. A historical perspective helps prepare an International marketer for many of the cultural differences that often cause misunderstandings and In many cases, mistakes.While a racketeer may not be able to change a person's attitude or behavior, if you have an historical perspective of why they react as they do, you can gain insights that can possibly make it easier to adapt your strategies for a successful outcome. To understand, explain, and appreciate a people's image of itself and the attitudes and unconscious fears that reflected In it s view of foreign cultures, it is necessary to study the culture as It Is now as well as to understand the culture as It was-?that is, a country's history.Loyalty to family, to country, to company, and to social groups and he strong drive to cooperate, to work together for a common cause, permeate many facets of Japanese behavior and have historical roots that date back thousands of years. To understand, explain, and appreciate a people's image of itself and the fundamental attitudes and unconscious fears that are often reflected in its view of foreign cultures, it is necessary to study the culture as it is now as well as to understand culture as It was, that Is, a country's history.An awareness of the history of a country Is particularly effective for understanding attitudes about the role of overspent and business, the relations between managers and the managed, the sources of management authority, and attitudes toward foreign Mac's. History is what helps define a nation's â€Å" mission,† how it perceives its neighbors, and how it sees its place in the world. To understand a country's attitudes, prejudices, and fears it is necessary to look beyond the surface or current events to the Inner refinement of the country's entire past for clues.Geography Is a study of the physical characteristics of a particular region of the earth. Involved in this study are climate, topography, and population. The interaction of the physical characteristics is one of the principal determinants of a country's customs, products, industries, needs, and methods of satisfying those needs. Marketing is concerned with satisfying the needs of people. International marketing seeks out the whole world as its marketplace.Therefore, for an International marketer to know how to satisfy the needs of the International factors of the people's needs are. International marketer must know that various climates and topographies do exist and that they are vital in shaping the marketing plans that an international marketer must make. As an example, a producer selling machinery in the tropics would have to realize that special protection is needed to keep a machine running properly in hot and humid climates. Study of geography is important in the evaluation of markets.Marketers need to be knowledgeable about the effects of geographic diversity on the economic profiles of various nations. Climate and topography are examined as facets of the broader and more important elements of geography. Knowledge about geography, the climate and physical terrain when appraising a market influences marketing from product adaptation to ore profound influences on the development of marketing systems. Climatic features affect the uses and functions of products and equipment.Companies looking to build manufacturing plants in countries with more liberal pollution regulations than they have at home are finding that regulations everywhere are becoming stricter. Many Asian governments are drafti ng new regulations and strictly enforcing existing ones. A strong motivator for Asia and the rest of the world is the realization that pollution is on the verge of getting completely out of control. Neither Western Europe nor the rest of the industrialized world are free of environmental mage; rivers are polluted and the atmosphere in many major urban areas is far from clean.The very process of controlling industrial wastes leads to another and perhaps equally critical issue: the disposal of hazardous waste, a by-product of pollution control. Estimates of hazardous wastes collected annually exceed 300 million tons; the critical question is disposal that does not move the problem elsewhere. The business community is responding positively to the notion that the focus must be on the global environment rather than the quality of the air, land, and water in our own backyards.An International Chamber of Commerce Industry Forum on the environment reflected a shift in company attitudes towa rd environmental issues away from a reactive and largely defensive stance to a proactive and constructive approach. Some disbeliever may dismiss such statements as â€Å"window dressing† and they could be, but the beginning of change is awareness. Responsibility for cleaning up the environment does not rest solely with governments, businesses, or activist groups. Each citizen has social and moral responsibility to include environmental protection among his/her highest goals.