Wednesday, July 31, 2019

Hume: Morality Is Based on Sentiment

Hume: Morality is Based on Sentiment This paper will attempt to give a detailed breakdown of David Hume's take on morality, and how some of the other philosophers would critique his stance. I will first speak about why Hume believes reason and passion don't contradict each other. Then I will give Aristotle’s and Aquinas' view on this conclusion of his. Next, I will speak on how Hume argues that moral judgments aren't grounded in reason. Afterwards, I will discuss what he considers that moral judgments are founded on. Finally, I will give a critique of Hume's theory from Hobbes' perspective.Hume's take on human morality is a very interesting one indeed to contemplate. His main argument on the topic is that the morality of humans is totally derived from sentiment, and in no way has anything to do with reason. He first defines sentiment and reason. He says that the former refers to passions such as emotions, feelings, appetites and desires. Then he also goes on to categorize the passions as being either calm or violent. And according to him, it is our passions that lead us to action. He also states that passions can neither be true nor false, they're â€Å"original existences† (Hume 42 column 2 paragraph 3).Then he defines reason as, what we can say, are ruminations of the mind, which includes beliefs, thoughts, conclusions of arguments, etc, and declares that these can be true or false. It is with these definitions in mind that Hume goes on to make the statement that passion and reason cannot oppose each other. Because passions are original existences, they are neither reasonable nor unreasonable though they are the dominators of our actions. Reason, however, can be put to true/false evaluations and are actually derived from our passions.Reason cannot contradict passion because this would be an internal disagreement of ideas, which are considered as copies of the object which they represent, i. e. the particular passion. He states though that a pass ion can be called unreasonable if it is founded upon a false supposition or chooses insufficient means for the required end (Hume 43 column 2 paragraph 2), but when one perceives that the supposition is false or the means are insufficient, then the passion yields to reason without any opposition whatsoever (Hume 43 column 2 paragraph 2).This is because willing an action follows upon the supposition that the action brings about a proposed effect, but as soon as it's found that this supposition is not true there is no more desire to will that action. He also says that reason can have an indirect impact on passion. For example, when one considers jealousy, it can be seen that it’s a passion that’s based in human belief. Aristotle’s view is based on a system of virtues of which, if they’re done well, would cause one to lead a happy life. He also states that there are actually two categories of virtues: those that are intellectual and those which are moral.Int ellectual virtues refer to those characteristics that lead one to think or reason well, and demands experience and time. Moral virtues, on the other hand, are those characteristics that perfect our character and are acquired through habit (Aristotle 54 column 1 paragraph 4). These habits are the basis of actions, thus determining what one does in particular situations. Taking a look at how Hume’s actions derived from sentiment can be compared with Aristotle’s moral virtues that come through habit, the parallels in the theories can be immediately seen.The same can be said about Aristotle’s intellectual virtues bettering one’s thinking when compared with Hume’s reason being composed of ideas, beliefs and the like. Hume’s definitions of sentiment and reason can be seen as analogous to Aristotle’s virtues. Seeing that these two classes of virtues too function in wholly different ways to Aristotle, being that they target different aspects of the human, he would agree with Hume’s view that passion cannot oppose reason.The same can be said for Aquinas as was said for Aristotle. Aquinas' statement â€Å"Whatever a human being seeks, it seeks under the aspect of the good and if it does not seek it as its perfect good, which is its ultimate end, it must seek it as tending to that perfect good, since any beginning is ordered to its culmination† (McInerny 200 paragraph 3) can be interpreted to mean that all the things attracting the human will are perceived as being good.He then goes on to say that there is a distinction between the thing sought, which would be the trigger of Hume’s passion, and the reason for seeking it, which would be the available facts leading to the belief that the object is worth being sought. Here is where he can be compared to Hume who says that passions are original existences that cannot conflict with reason, which is based in facts as known by the human.Aquinas also states th at humans can be mistaken about the good in a particular instance of action, but if a person is enlightened that â€Å"not-A rather than A† contributes to their happiness, they â€Å"have the same reason for doing not-A† that they thought they had for doing â€Å"A† (McInerny 201 paragraph 4). He is saying here that whenever the human discovers that something sought for happiness (and thus is thought to be morally good) doesn’t fulfill the requirement, the human then has the same reason now for not seeking that thing anymore, whether it be a particular action or object.This supplements Hume’s theory of the only situations where he thinks passions can be thought of as â€Å"unreasonable†, though said passions would immediately yield to reason when the supposition is perceived to be false (Hume 43 column 2 paragraph 2). Aquinas clarifies this thinking even further when he says an act is not called rational because it’s an act of reason, but because it (the action) can be influenced by reason (McInerny 203 paragraph 1).Unlike many other philosophers, especially the classic ones, Hume disputes the claim that morality is founded on reason. He proposes this isn’t possible since â€Å"reason is the discovery of truth or falsehood†, which is related to ideas and matters of fact (Hume 44 column 1 paragraph 1). Since passions, volitions and actions are original facts and realities which are complete in themselves, and thus cannot reference each other, â€Å"it is impossible [for them to] be either contrary or conformable to reason†.Since our actions, which can be evaluated as being morally laudable or blamable, cannot be produced or prevented by reason, moral judgments cannot be derived from reason. To determine what Hume believes morality is derived from, there is a need to define facts and values, and to see how these fit into the spectrum of his conclusion. Facts are things known and can be describ ed. However, values are subjective feelings about the facts. So there is a huge difference between what each of them refers to.Using these definitions, Hume argues that there are no facts about good/evil and right/wrong. No matter how you may examine a morally wrong action, at no time can you ever find a matter of fact which you call vice. As long as you consider the object itself, you will never find that which is called vice. It is only when you reflect within that you find a â€Å"sentiment of disapprobation, which arises in you, towards this action†. That thing which arises in you is a fact, but it is an object of feeling, not reason (Hume 44 column 1 paragraph 3).Basically, Hume is saying that there is no way to say that an action willed by someone can be called factual, since there is nothing true or false about it, but it is the way someone feels about that action within themselves that gives the action moral value. So it can be seen how Hume concludes moral right/wron g is not deducted from reason, but how one feels about things. And human nature comes equipped with the basic sentiments of sympathy or benevolence toward humankind in general, and this is what leads us in making moral judgments.Hobbes would completely disagree with Hume on his theory that morality is based in sentiment. Just looking at the title of his work tells us that he believes morality is completely based on reason. He believes that humans are inherently selfish creatures and wouldn’t be much more than the lower animals if there was no society. He reasons that humans typically have a natural right to everything, even other humans, if they discern it that thing a means of advancing their own survival.He sees humans as existing in a state of nature where there is only a â€Å"war of everyone against everyone† (Hobbes 5 column 1 paragraph 1) arising from competition, fear and vanity. He posits that in this war, the concepts of right or wrong, justice or injustice, etc. have no place (Hobbes 4 column 1 paragraph 4), and hence there is no morality. However, they need to make peace with each other in an attempt to preserve their own lives. So humans force themselves to make covenants with each other to give up their fundamental right to all things for this security.Justice is derived from these covenants, and one is said to be unjust when they fail to â€Å"perform their covenants made† (Hobbes 5 column 2 paragraph 3). But there is also no trust among humans, since there is no way to be certain that the others will adhere to their agreement, so a further step is taken to establish what is called a commonwealth, in order to provide a â€Å"coercive power† that will â€Å"compel men equally to the performance of their covenants† through the fear of punishment worse than any benefit they get by breaking the covenant.It is through this sequence of occurrences that Hobbes arrives at his natural laws which are summed as â€Å"doi ng to others, as we would be done to you† (Hobbes 6 column 2 paragraph 3) which can be seen as morality. Thus, Hobbes would say instead that morality comes from the formation of covenants and commonwealth, and not sentiment as Hume says. Works Cited Aristotle. â€Å"Nicomachean Ethics† John Arthur and Steven Scalet. Morality and Moral Controversies: Readings in Moral, Social and Political Philosophy.Hobbes, Thomas. â€Å"Leviathan: Morality as Rational Advantage. † John Arthur and Steven Scalet. Morality and Moral Controversies: Readings in Moral, Social and Political Philosophy. Hume, David. â€Å"Morality is Based on Sentiment. † John Arthur and Steven Scalet. Morality and Moral Controversies: Readings in Moral, Social and Political Philosophy. McInerny, Ralph. â€Å"Ethics. † The Cambridge Companion to Aquinas. pages 200-206.

Tuesday, July 30, 2019

Child Soldiers Essay

From the first day, something about these innocent eyes filled with hatred inspired me to write. These eyes are those of a child soldier. Before starting this project, I did not think much of children fighting in wars, but as the research got deeper and my understanding of their situation more thorough, this project became much more than a simple task I had to accomplish. I felt close to these people as they are usually around my age, and some are even younger than me. I am aware of these precious years that make up our childhood and our teenage years. It is during this time in our lives where we discover whom we truly are and what we wish to do with our lives. Being deprived of these crucial years makes it almost impossible for one to grow and start one’s life. These children began their trip into hell when they were abducted by the militia or in some cases even the army. They are then forced to commit horrendous acts in order to harden them and to gain the militia’s trust. Many are forced to slaughter their parents so that even if they want to escape from the militia, they are too ashamed to return home. The militia hurts these child soldiers to the deepest of their beings, and hurts them physically as well. In Sierra Leone, it was reported that limbs were cut off and order to inflict pain on the child and to scare away any NGO’S or the government. This idea of a child holding a gun taller than himself is what inspired me to write my genres. The genres I chose for this particular topic helped me widen my ideas on child soldiers. My persuasive essay went against what I believed as I was trying to prove why child soldiers were a positive thing and how the children themselves wanted to fight for their country. This is an aspect we should never forget when researching about something, the other side of the story. This was done to understand fully the topic from every perspective possible. Another genre that changed my view on child soldier was the epistolary, which is a series of letters recounting a story. This epistolary focused on the life of child soldiers once they became adults. It showed me two different aspects, how one can go on with his life as a soldier and become immune to the evil around, and how one can decide to cut short this brutality and start anew. Two Voices, Two Worlds Apart I am an American boy. In the morning, my mom’s gentle kisses awake me. I’m wearing my new shirt with the red polka dots on it. I pick up my bag and get ready for yet another day of school. I have a hard time at school understanding the math. My days are long and full of work and sports. Around 5 p.m., I go home and treat myself to a nice snack and start my chores. Once I am done, I complain about the homework and wonder when I am ever going to use this. I just had a fight with my mother for breaking a vase, and I am considering running away from her to live with my father. I wish I were as far away from her as possible. I wish I had more freedom to do what I want. To sleep late at night and eat a few sweets. To not go to school. But I cannot do all of this because, I am a child. I am an American boy. In the morning, my mom’s gentle kisses awake me. I’m wearing my new shirt with the red polka dots on it. I pick up my bag and get ready for yet another day of school. I have a hard time at school understanding the math. My days are long and full of work and sports. Around 5 p.m., I go home and treat myself to a nice snack and start my chores. Once I am done, I complain about the homework and wonder when I am ever going to use this. I just had a fight with my mother for breaking a vase, and I am considering running away from her to live with my father. I wish I were as far away from her as possible. I wish I had more freedom to do what I want. To sleep late at night and eat a few sweets. To not go to school. But I cannot do all of this because, I am a child. I am a Limba boy. In the morning, bullets abruptly wake me up. I’m wearing my shirt stained with the stains of my brother’s blood. I pick up my gun and get ready for yet another day of war. I have a hard time understanding the reason for all this evil in war. My days are long and full of hatred and suffering. Around 7 p.m., I go to the camp to wash everyone’s dishes from the lunch that I didn’t have. Once I am done with my chores I lie down on the straw bed and think about everything I could have learned if I had stayed in school. The head officer just whipped me for spilling water; the only thing keeping me from running away is my poor mother who needs my help. I wish I were as close to her as possible. I wish I had more freedom to do what I want. To sleep at night and eat dinner. To go to school. But I cannot do all of this because, I am a child soldier. I am a Limba boy. In the morning, bullets abruptly wake me up. I’m wearing my shirt stained with the stains of my brother’s blood. I pick up my gun and get ready for yet another day of war. I have a hard time understanding the reason for all this evil in war. My days are long and full of hatred and suffering. Around 7 p.m., I go to the camp to wash everyone’s dishes from the lunch that I didn’t have. Once I am done with my chores I lie down on the straw bed and think about everything I could have learned if I had stayed in school. The head officer just whipped me for spilling water; the only thing keeping me from running away is my poor mother who needs my help. I wish I were as close to her as possible. I wish I had more freedom to do what I want. To sleep at night and eat dinner. To go to school. But I cannot do all of this because, I am a child soldier. The Other Side of the Story It is commonly accepted that a child is meant to be provided with whatever comfort for his or her thriving. A child is meant to be cared for, educated and nourished until his adulthood. This is why it is easy to understand how shocking, revolting and inhumane it may seem that a child carries a gun and goes to war. However, in many parts of the world, this perception becomes completely irrelevant. When daily life offers nothing but fear, insecurity and fighting for survival, where widows are more prevailing than capable men protecting their countries from invasion and humiliation, child soldiers become the sole alternative to the tremendously hard and severe reality. Even in the mind of the child, it becomes an absolute necessity. The child moves through a forced maturity regarding the priority to fight for the survival of his family and the freedom of his country. Under such circumstances one shouldn’t forget that going to school becomes an unrealistic dream, and that money often comes to lack in families. The child soldier also puts into account this reality and fights to cover the expenses of his family who are often desperate for money. The country also sends children to war for economical reasons, as it doesn’t have enough money to recruit only adult soldiers. Child soldiers are cheaper than adults and therefore, the government can increase the size of its army. Those child soldiers believe with all their heart and soul that their cause is beyond their life. These children sense a feeling of accomplishment and pride in fighting for their countries. Western ideas of what should or should not be acceptable do not have their place in the sad reality of the life of millions of people in slums in Asia and Africa. These children voluntarily sign up in the army, as they are proud to serve their country. They are devoted to their nation and are ready to pay for the freedom that it deserves with their own life. Their life revolves around this country that has watched them grow and they feel the need to fight for it. â€Å"As long as there is fighting, I am ready to fight,† added Abdul Rahim, a child soldier. â€Å"If peace comes, I’ll go to school.† (Reliefweb) These children are not always forced by adults to fight in wars. The only thing that forces them is their love for their country and the obligations they feel they have for their beloved nation. As they fight, the killing brings them a sense of pride as they have liberated their country from a threat. â€Å"I am proud because I killed an enemy for my country,† said Hayatullah, 16, another child soldier. â€Å"The Taliban wanted to move us from our homes and they destroyed our schools.† (Reliefweb) Not only does it bring them pride to have liberated their country of a threat, but they also feel the need to avenge what has been done to them. Having pride in liberating one’s country does not apply to children only. Nathan Hale, who was a soldier for the Continental Army during the American Revolutionary War, once said, â€Å"I only regret that I have but one life to lose for my country.† (Wikipedia-Nathan Hale) These children do want to go to school, but they cannot because of school closures during wartime. Even if the schools were open, it would be dangerous to spend time there, as they are a target during war. Furthermore, how could these children concentrate on their work and learn new things at school while they are under a perpetual threat of death, and that bombs are being dropped around them? They cannot sit down while the rest of their family is dying in war, fighting for their country. These children have been raised with the thought that they have to fight for it under any circumstance. Age will not be the sole reason that will stop them. Another major reason as to why these children want to fight for their country is because they are aware that this country will one day be theirs. This is their future that they are allowing to be destroyed. An officer, Zapp Brannigan, said â€Å"we fight this battle not for ourselves, but for our children, and our children’s children, which is why I’m forming a children’s brigade† (Tv Tropes). This may be an adult point of view, but it is the way a child thinks when he is fighting. The adults are not the country’ s future, but the children are. What is also extremely unfair is that it is acceptable for European countries to have soldiers, but when it involves African or Asian countries, it becomes a problem. During World War II, thousands of 15-year-old British boys signed up on their own will into the army. No one stopped them even though they knew that they were too young. The few that were stopped signed up again and changed their age to be accepted into the army. Furthermore, many countries nowadays in Europe still recruit young boys in their army. â€Å"In the UK, in 2001, there were 6,000 soldiers under the age of eighteen serving in the armed forces. In March 2002, under pressure from the European Union, the government stated that these soldiers would no longer be sent into combat positions. However, Article 38 of the UNCRC states that fifteen is the minimum age for recruitment and there is no law, which forbids children under eighteen to fight† (The Open University). During World War II, Hitler would enlist boys as young as 10 years old in his Hitler Youth programs and put them in the war. All armies in the Great War used child soldiers. In the beginning of the war the enthusiasm to join the battle was so great that young boys as well as girls could hardly be stopped to enlist. (Children of the Great War) This gesture alone should be able to prove that children can enlist and fight in wars. Not letting them fight for what they believe would be wrong. Child soldiers have always been around, and have existed in almost every country, but today, the views about children as soldiers has radically changed. It is not considered acceptable to make children fight in wars any longer, because they are too young, have not had the chance at an education, or are just not prepared to see such atrocities. However, this does not apply to every child out there, as many are much more mature than others. The U.S State Department’s most recent annual human rights report states that, â€Å"an estimated quarter of a million children, even as young as age 6, have been conscripted to serve as soldiers in dozens of armed conflicts around the world, some with armed insurgencies, such as the Khmer Rouge, the Shining Path of Peru, and Palestinian groups in Lebanon, and some in regular armies, such as those of Cambodia, Uganda, Angola, and Sudan.† (Third World Traveler). The Human Rights Watch also estimates that around 200,000 to 300,000 children are serving as soldiers all around the globe. (Statistics on Child Soldiers) Currently in Somalia, child soldiers are being recruited by the U.S Army to fight against terrorism. Awil Salah Osman continuously prowls the streets of this devastated country with his fully loaded Kalashnikov. The difference between him and the other soldiers in Somalia is that he is a child financed by the United States. The United States economically supports these child soldiers and equips them heavily. Furthermore, several American officers repeatedly said that they were concerned about the use of child soldiers in Somalia, and that they were pushing Somali officials to be more careful about these young soldiers. However, when asked if they financed any of them, an American official responded by saying, â€Å"I have no good answer for that†. (The New York Times) The United States cannot justify for its acts, and it expects to for other countries to change their policies. Money is not always ready during these times of unease in a country, and for this reason, many parents are forced to send their children off to war in order to pay for expenses. The children go to war to be able to financially support their family in any ways they can (Third World Traveler). Jean Paul, a child soldier said, â€Å"I joined the army to get food for my mother, my brothers and sisters† (CyberSchoolBus). Children cost money to their parents, as they have to pay for the expenses in any way they can in such times of distress. These child soldiers often join the militia or the army to be able to get money and pay for their families. On average, these child soldiers will get up to $50 a month, for every month they fight (BBC News). In many cases, if the child is fighting for the militia, the militia sends a wage directly to the family (Third World Traveler). In other cases, the child directly goes to the militia to fight as they know that by doing this they will be off ered regular meals, clothing, or medical attention (Third World Traveler). Children in war, is an extremely delicate subject as most people are against it. Not many debates are held on this topic, as people are almost unanimous on the idea of whether or not children should fight in wars. However, these people only focus on the negative aspects of the war’s influence on children. These points are undeniable, but they are often exaggerated or based on certain cases, not on every case. These children could go to school, and have an education, but these schools are often closed due to the war, and few are the teachers that would still dare go to work during times like these. Furthermore, these children do love their country and many are aware of the dangers that are involved when fighting in war. Nevertheless, their desire to fight and free their country is overwhelming. This desire to fight for one’s country and to fight for what you believe has always existed. Children have always fought in wars and often even lied about their age to be able to fight. Children should be allowed to fight in wars. One Family, Two Fates I was walking back to the camp when a fellow officer stopped me and told me there was mail for me. I was not used to receiving only letters. Who could possibly be sending me letters when I had no one left who cared for me? My parents had long been dead and my only sibling had escaped to the United States to further his learning. We lived in two different worlds, and this fact made the letter even more intriguing. It was from my brother, the same one who had left his country during a time of war for selfish reasons. This is what it said: Dear Banura, Brother, it has been a long time since we last talked and I was starting to wonder about you and your safety there in this country ravaged by war. How are things going back there? Have you won any major battles lately, and most importantly how are you doing? As for me, I am doing great. My job is steady, and though the years pass I continue to be amazed by this city of wonders. The lights of the buildings resemble stars in the night sky. Every child goes to school and has an education. They all live in huge buildings with many other families. What is surprising is that these families are not related but they work things out. Children live with their parents in homes with running water and electricity everywhere. Yesterday when I was walking down the street, I saw two brothers running side by side and it made me think you and I. I miss you deeply and I spend a lot of time thinking about you. Yet, the only images I can imagine of you is when you are holding a gun. As an adult or as a child, it is the only way I can picture you. This is more the reason to let everything go and come to New York with me. I still wish for you to come and join me in this city of wonder, but I know that my hopes are a whim. You have your duties to accomplish back in Sierra Leone and I respect that. I wish you the best, brother. Best regards, Ishmael Beah I sat there under my tent reading these words over and over again. Was all of this true? Could these wonders even exist? I had no way of knowing. My life was resumed to one word, war. I had been kidnapped as a child along with my brother when we were young. We had spent our childhood fighting the war in Sierra Leone. I don’t even know if I can call it a childhood, as we were forced to grow up extremely fast. We had to leave our fantasies behind and learn how to fight like men. During our teen years we had been released for a few years and were sent to a school that was built to rehabilitate child soldiers. I did not take it seriously, as I did not see it taking me anywhere. My brother, on the other hand, had studied hard and said that one day he would go abroad and further his studies. I used to laugh at him and return to playing tag with my friends out in the field. I regret these days. My life could have been different if I had worked. A bullet was shot in the distance and I was brought back to my reality. This was my reality, the camp and the war. During dinner the next day, I decided to write back to Ishmael. After all, he was my brother and the only family I had left. I hastily took out a pen and a piece of paper and jotted down a few words. The few things I had learned during with UNICEF were finally coming in handy. Ishmael, I received your letter and I am glad you still think about me and worry about me. As you can see, I am still alive and I am doing fine. This country may be at war, but that doesn’t mean everyone gets killed. You, of all people, should know better. You lived it. The war is going on steadily and I don’t see any signs of it stopping any time soon. We won a small battle yesterday in the bush as we killed 15 of their soldiers. Only one of our kids died. It is okay he was just 8, he won’t be very missed. I am happy to know that you are doing fine in this city of lights you described. It seems nice, but you are right, I will not join you there. I have work to do here, and a country to serve. Thank you, Officer Banura I sent the letter without any second thoughts. This is how it was done anyways. Nothing could have second thoughts. If we started doubting our first instincts, we would always be wrong, or in the worst case, killed. I went back to my dinner and ate. The bell rang in the distance, and I turned all emotions off. I picked up the gun that was lying by me and ran to the bush. Shock took me over as I reread these lines. â€Å"Only one of our kids died. It is okay he was just 8, he won’t be very missed.† How could he ever say something like this? He once was this child that fought in the bush like a man, giving everything he had. He knew the fear that was triggered from shooting a man. He also knew of the adrenaline rush of seeing that man drop dead on the floor knowing that later on in the camp he would be proclaimed and thanked. My brother had forgotten about these evils and regarded them as normal. This could not be happening. I could not let him forget the little innocent boy that once was my brother. I decided to write another letter to remind him of who he truly was. Dear Banura, Your words comforted me as I now know you are alive. However, they also hurt me so much. To know you have lost your humanity makes me wish that you died out there in the battle. How could you have forgotten what it was like to be a child soldier yourself? A few years back you were not so different from this little boy that died for his country. I, on the other hand, remember it all too clearly. You may only remember the drugs and the good times we had after using them, but I remember the whole story. I had just turned 13 and you were merely 7 years old when the Revolutionary United Front attacked our village. This was back in 1993. The war had started in 1991. We spent three years fighting against the government in Freetown. You remember those days, don’t you brother? The fighting, the killing, the bloodshed, the useless bloodshed. You probably forgot about the atrocities that happened during those years. You were so young, so innocent, and you were given drugs, constantly. You accepted them instantly as you thought they were treats. I do not blame you, I myself did not know any better. I accepted them as well. There is no need to rummage on the bitter past, but I would still wish to remind you of the day in 1996 when UNICEF delivered us from our perpetual sufferings. They helped us flee from Freetown and they gave us an education. It was basic but it still helped me take my mind off of the atrocities I had seen. I worked hard and had even started to learn how to read and write. You on the other hand, showed no effort. It seemed as if you were content with your old life, and that you even wished you could go back to it. I knew all hope for you was lost when you came to my bunk one night and told me â€Å"the neck of this one is in perfect position for cutting with a machete†. You were talking about the boy you had been playing marbles with you a few hours earlier. After a few months in the UNICEF camp, they helped some of us flee from Freetown. I went with them but you decided to stay behind. You said you preferred dying than abandoning your country in a time of need. I often wish you had come with me, but I will never regret this day. It opened up so many more possibilities than the war ever had. I was sent off to New York where I stayed with my foster mother, Laura Simms. Once I was there, I was signed up in the United Nations International School. I later enrolled in Oberlin College where I graduated with a degree in Political science. Right now, I write and tour the United States to explain the atrocities of being a child soldier, while you continue fighting a deadly war that kill thousands of children every year. Unfortunately, I believe all hope is lost for you, brother. I wish for you to regain your senses and your humanity. May God help you, Ishmael Beah The letter was sealed and I sent it off. It was not a careless act, as I rummaged over it for a few hours. If this could not knock some sense into his careless head, nothing will. I though back on my brother’s words, how could one lose all love and pity? I only wished for one thing. For Banura to see that there was a way to get out of all of these atrocities. The escape was simple. He could come to New York, and work alongside with me. All possibility of this may have been lost, but one can still dream after all. The letters were still coming in, and I did not know why. What could Ishmael want to do with me? He knew I was alive and well, so why would he want to keep talking to me? We were so different, what could we talk about? Then I read the letter. The words stung me like wasps. The sorrow in them cut me like blades. He was right. I had told him that he should have known what fighting was like because he had been a soldier, but I had forgotten what being a child soldier was like. Again he was right, the drugs had made that time of my life just seem like a shape in the haze. I hadn’t even realized I was crying until a tear fell on the letter. To add to my pain, I remembered telling another child to dump that little boy’s body into the hole at the other end of the camp. No tears had been shed for him back then, but this was being fixed. I dried my wet face with my sleeve and went back to my tent. I could not cry in public, but I could not hold back the tears, either. I wept for all the men I had killed and all the children I had deprived of a childhood and a life. As if by instinct, I took out my brother’s first letter from under my pillow and reread it. The answer seemed to stand out from the little piece of paper, â€Å"come and join me in this city of wonder†. With eyes half closed I started packing my bags. I wrote down my wish to join my brother as a letter and sent it off. Ishmael, You have been right all along. I have lost myself during all of this fighting and killing. Please accept my apology and open your home to me. Let me join you and start a new life. Your brother, Banura I waited for the reply for endless days. Finally one day the letter came and a few words were written on it. Banura, Join me now. I have arranged your departure with the United Nations. Go to the Lungi International Airport any day in the next six months and take this plane ticket with you. Ishmael My contract with the army was coming to an end. This piece of paper that had sealed me in this world of violence did not mean anything to me but bitter memories of a childhood and a life wasted. Three months after my brother’s last letter, I left this world of turmoil behind me forever. This was back in 2001, one year before the civil war in Sierra Leone ended. I now live with Ishmael, my brother, and we tour around the world explaining what a child soldier does. I help explaining to people the vicious cycle of war and how one is bound to return to being a soldier, as we are not taught anything else. Child soldiers often lack skills to do anything else but fight. This was the case for me, but thanks to my brother, today I live a different life in this city of wonder. Descent Into Hell 1st entry: It was a day like every other in Sierra Leone, where I live with my older brother and my mother. Nothing seemed to be different as everyone was tending to his or her chores. I was feeding the chicken and gathering the eggs for our supper tonight. One egg each. It was more than enough in these times of turmoil and desperation. In the distance I heard a deafening shout. It was my mother. At first, taken by panic, I stood amongst the poultry, paralyzed. I heard gunshots and that was it. I found myself running through this so familiar path to see, standing in front of my door, three buff soldiers holding a gun. I remember that sight, I always will. The object, a gun, used to be so foreign to me. I now am accustomed to the touch of it, as well as the sensation of having it placed in my bare hands. The soldiers were asking my mother where my father was. Little did they know he was deceased for a few years now. They then asked her if she had any sons and where they were. From behind her, my 17-year-old brother appeared. They asked him aggressively if he was ready to join the militia and to fight for his country. He replied that he wasn’t and that he had to remain with my mother to help her. He was shot dead. A bullet, in the head. Not any remorse from the other soldiers. A cry escaped from my mouth. The eyes from one of the soldiers found me. It was the end. â€Å"YOU!† he shouted. I advanced timidly towards him fearing for my life and for my mother’s. He repeated the same question he had asked my brother. What other choice did I have but to say yes and follow them? They allowed me to pack a pear of pants, a pair of shoes and I was gone. My life as I knew it was over. I was only 13. 2nd entry: We walked until dawn the next day through the bush. Everyone was tired but we continued walking. In the distance we could see a camp. It was relatively small. As we entered through the metal gate one thing hit me. It hit me hard. The putrefying smell of rotting flesh. Prisoners from a previous attack had been staked in the middle of the camp to scare away anyone who dared come in. They made me walk past them into a hut on the other side of the camp. There, they gave me a uniform and told me that I was part of the army. This was all too new for me. I did not know what to do or expect, so I simply obeyed and followed the rules. I would soon find out that this would become a habit. To follow the rules blindly. An officer was speaking and telling me about the food schedule. We must all wake up at 5 a.m. and eat in order to be prepared to fight for the rest of the day. We would return at the camp around 8 every night to eat and rest before the next day. For breakfast we were given one egg and a handful of rice. For our lunch we were given bean soup and for dinner we would be handed two pieces of meat and a bowl of rice. He also told me that we had to do a special ritual before starting the training. They said that if I followed the rules I would gain magical powers that would protect me from the bullets. He also informed me that if I did not follow his orders he would hunt the rest of my family down and kill them one by one. The order was plain enough. I had to follow the rules and I would be protected from the bullets. What I found bizarre is that no one asked for my name that day. Newcomers must have been common here. A soldier came up to the officer and started talking to him. I was to follow this soldier to be trained. The officer shouted after us, â€Å"Take care of Pisco, he looks like a sturdy one†. I asked the soldier why the officer had called me Pisco, and he replied in the most natural tone ever, â€Å"It is your new name†. Abu Bakar Bangura, the young and innocent boy living in the village with his mother and brother was dead. Pisco, the sturdy child soldier had taken his place. 3rd entry: During my four months of training, we had to run in the morning and we studied about small arms at night. During the day, we would plough and harvest the fields and we practiced parade drills. To plough the fields, we had to pull a tractor with a rope so that the officers would not have to waste their money on fuel. The training was hard and I had no idea how to hold a gun, shoot and aim. The first couple times I even injured myself and almost shot a man in his leg from not aiming properly. Two other boys were in training with me. Nisu and Shole. They were twins and were taken away from their father a week ago. They were already better than I was but had trouble aiming. Nisu kept missing the aim and a soldier got tired of him and beat him. The beatings were severe and the pains caused from them were horrendous. I know that from experience. The fear of getting beaten everyday was always present, so I tried my best. I could not fail. Nisu and Shole were not as good as me. They were beaten every day and the beatings made it even harder for them to hold the gun in their hands. One day, Nisu was hit in the head with a rock, and fell dead. His brother could not endure the pain of being alone. He starved himself to death, and when the beatings came again, he died. They were thrown by a soldier into the latrines and left there. I still think of them today. That night, the soldiers beat me too. I was beaten unconscious and had to be sent to the hospital. They put an ice pack on my head and waited until I woke up. No tests were done to see if I had a concussion. When I returned to the camp, they beat me again. I nearly died that night. To this day, I still do not know why they beat me. I cried that night, but not only because of the pain of losing Nisu and Shole, nor from the pain my head was inflicting upon me, I cried because even though my training was not over, I had to start killing the enemy. Tomorrow I had to go into the bush for the first time and fight for my life. I knew that this would be the hardest day of my life and that it would be crucial for the rest of my stay here. 4th entry: Before I was sent out to the bush, an officer pulled me over and told me to follow him. Once again I did as I was told. I walked to the end of the camp, next to the latrines. On the ground, attached by ropes, was a boy. The same one who slept in the bunk over mine. He had just turned 10. He was used in the camp to wash the dishes and do the laundry in the river. They gave me my gun and ordered me to shoot him. I asked why. They told me that if I did not shoot him, they wouldn’t be able to trust me. I still did not understand why I had to shoot this young boy but the soldier’s next words convinced me. â€Å"If you do not shoot him, we will give him the gun and he will have to shoot you†. The boy got on his knees and started crying. He asked to be freed and to go back to his mother. The officer slapped him and ordered me to shoot. I shot. This was the first person I ever killed. He certainly wasn’t the last. I still have dreams about the boy of the village that I killed. The dreams keep me awake at night, crying my eyes out. The sobbing face keeps repeating that I killed him for no reason. I regret this act. I killed an innocent boy simply to prove I was trustworthy of killing even more men and women. After that shot was sent, I fell to my knees sobbing. A soldier grabbed me from my hair and threw me on the floor. He told me he would give me a potion that will make me invincible. He gave me a damp cloth and pressed it against my mouth and my nose. I started to feel a bit dizzy yet I was hyperactive. The soldier had drugged me and made me high so that I would be fearless and better in the bush. Nothing felt better than this feeling. The gun felt light in my hands, and the damp bush was almost invisible to me. I felt free and good. This day flew by for me. When I got home that night, my eyes were red and itching and I felt slightly dizzy. The drug was slowly dissipating and the hunger took over. During dinner, we were given two pieces of meat with a little rice. While I was eating my bowl of rice, an excruciating pain was felt in my leg. I had not noticed that a bullet had grazed my thigh and left a deep gash that was bleeding. I was taken to the infirmary and my thigh was bandaged. It did not help with the pain but at least I would not have to sleep on it with all the dirt. Wounds were deadly here as the risk of infection was high and the medicine was scarce. 5th entry: The drugs were the only things that made me want to go back into the bush. This was the only thing I was certain about in this world full of uncertainties. The soldiers would give us cocaine or marijuana. They would often mix cocaine with gunpowder and they would call it brown brown. We would then follow our officers into the bush and they would utter a few words and let us go. â€Å"This is the enemy† and they would give us a direction. No questions were asked. If we asked any questions, we would have a clear answer. Death. Our own team would shoot us. That day I killed my first man on the battlefield. I had climbed at the top of a tree and hid in the dense foliage. There I lay, not moving for what seemed like hours. The humidity and the high temperatures made the thirst unbearable. A man from the opposing army was walking nearby shooting at one of the soldiers in camp with me. From under the foliage I shot. The bullet hit the soldier in the back and he fell on his knees. Blood was gushing from the wound. The soldier’s life I had just saved came up to the dead body and turned him over. He drew a machete from his belt and cut the head off. The soldier dragged the head from the hair and brought it back to camp that night. It was put in the fire. The same fire the food was cooked on. That night, I fell asleep without even taking my dinner. I was alone in the hut enjoying the stillness of the night when an officer burst into the room. He asked, â€Å"Who is here?!† to which I replied by saying Pisco. His face lit up when he heard my name and he started unbuttoning his shirt. He was approaching me and saying things like: do not be scared Pisco, it won’t hurt very much. On a less gentle tone, he told me that if I ever told anyone about anything that will happen tonight, he would execute me and accuse me of treason against my team during the battle. He said he was in charge here and anything he accused me of, would be taken as true. The officer sat next to me and told me to get closer to him. Once again, I obeyed. The officer gagged me and tied me with a rope to the metal bars of the bed. I was laying on my stomach with my face crushed against the hard mattress. Without being able to move, I could feel the officer removing my pants. Once the officer had pleasured himself using my body, he left. He let me behind, mind and body shattered. I wish to never recall that night. This is the last time I will ever write about it. 6th entry: How could I live knowing that this would become a routine? Killing people. I had always thought that no man should have any sort power over another man’s life. Who did we think we were to end someone’s life? Yet, here I was, killing people. I could not live with this in my heart anymore. I had to tell someone, but whom did I have left except for my mother? Even though I wished I could talk to her, I had no way of doing so. I asked some of the older soldiers how they communicated with their family and they told me they would send letters with other soldiers when they went on raids for new recruits in villages. That night, I sat down and wrote my sorrows and my pains to my mother. I told her I would be fine, and that she should not worry about me. I tried reassuring her; by telling her I would come back to her. Then the thought hit me. What if I never returned home? I wasn’t as scared of dying as I was of staying here forever and having to live like this. I did not know how long I was going to stay here. I had to escape. My plan was set in my mind. If I was hurt enough, I would be sent to the nearby hospital and my wounds be tended for. Once I was in shape again, I would run away and join my mother at her village. The only thing that prevented me from doing so was the fear. The fear of being caught and being tortured as a punishment. I was aware of what happened to those that tried escaping. These men are raped, beat to death, buried alive and shot in front of their families. If they are not killed right away they are tortured, forced to reenter the army or arrested and imprisoned. This decision could not be taken over night; I had to think of all the other possibilities. During that time, I would continue to fight to live and to not lose all humanity. A Second Chance Lahlou, Ralia. â€Å"Child Soldiers.† Child Soldiers. Wix, 29 Feb. 2012. Web. 29 Feb. 2012. . Bibliography â€Å"Facts About Child Soldiers | Human Rights Watch.† Human Rights Watch. Human Rights Watch, 3 Dec. 2008. Web. 1 Feb. 2012. . â€Å"Studies Explore Effects of War On Former Child Soldiers.† ScienceDaily. ScienceDaily, 15 July 2010. Web. 1 Feb. 2012. . â€Å"INTERVIEW-Chad Child Soldier, Aged 12, Tells of Horror.† Reuters. Reuters. Web. 7 Feb. 2012. . Johnson, Caitlin A. â€Å"A Former Child Soldier Tells His Story.† CBSNews. CBS Interactive, 11 Feb. 2009. Web. 2 Feb. 2012. . â€Å"Some Facts.† Some Facts [Child Soldiers International]. Child Soldiers Internation, 2007. Web. 18 Feb. 2012. . â€Å"FACTSHEET: CHILD SOLDIERS.† UNICEF. UNICEF. Web. 15 Jan. 2012. . â€Å"What’s Going On: Abu’s Story.† UN News Center. UN. Web. 22 Feb. 2012. . â€Å"War Child: A Child Soldier’s Story.† The New Sudan Vision. The New Sudan Vision, 6 Feb. 2012. Web. 22 Feb. 2012. . Perlmutt, Bent Jorgen. â€Å"Congo, Democratic Republic of the.† UNICEF. UNICEF, 17 Oct. 2007. Web. 8 Jan. 2012. . Beah, Ishmael. â€Å"A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah Official Site.† A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah Official Site. Web. 23 Feb. 2012. . Jackson, Baradar. â€Å"Interview With A Child Soldier.† ShiaChat.com. 7 Nov. 2011. Web. 29 Feb. 2012. . â€Å"Child Soldier from Uganda Tells of Great Escape from LRA Rebel.† Guardian. Guardian, 31 Aug. 2010. Web. 27 Dec. 2011. . â€Å"Stolen Kids Turned into Terrifying Killers.† CNN. 12 Feb. 2007. Web. 18 Feb. 2012. . Kristin. â€Å"Because I Said So, Stories from Child Soldiers.† : Stories from Child Soldiers. 4 Jan. 2009. Web. 27 Feb. 2012. . â€Å"Karen Human Rights Group | Reports | Interview with an SPDC Child Soldier.† Karen Human Rights Group. 26 Apr. 2006. Web. 1 Feb. 2012. . Wild, Ko. â€Å"Mizzima News.† Interviews on Child Soldiers. 7 Feb. 2011. Web. 29 Dec. 2012. . Steel, Michelle. â€Å"Child Soldiers.† Child Soldiers. Vision, 2008. Web. 29 Feb. 2012. . â€Å"UNICEF in Emergencies.† UNICEF. 29 Apr. 2008. Web. 18 Feb. 2012. . â€Å"Uganda, Child Soldiers Trapped in Vicious Cycle of War.† UNICEF. 17 Feb. 2005. Web. 17 Feb. 2012. . â€Å"Voices Of Young Soldiers.† Voices of Young Soldiers [Child Soldiers International]. Child Soldiers International, 2007. Web. 25 Feb. 2012. .  © BBC World Service, Bush House, Strand, London WC2B 4PH, UK Privacy Statement. â€Å"Children of Conflict.† BBC News. BBC. Web. 29 Feb. 2012. . â€Å"Cover, Concealment, and Camouflage.† Field Manual 21-75 – Combat Skills of the Soldier. US Army. Web. 23 Feb. 2012. . Eaton, Courtney C. â€Å"Child Soldiers.† Teen Ink. Web. 8 Feb. 2012. . Hedemann, Philipp. â€Å"His Head Swimming In Hash, A Former Child Soldier In Burundi Recalls His Many Kills.† Worldcrunch. 29 Feb. 2012. Web. 29 Feb. 2012. . Singer, P. W. â€Å"Experiences of Child Soldiers.† Rowan. 2005. Web. 6 Feb. 2012. . Wakabi, Wairagala. â€Å"Lubanga Trial at the International Criminal Court (ICC).† Lubanga Trial, Week 6: Child Soldiers Tell of First Kill  « Thomas. 6 Mar. 2009. Web. 6 Jan. 2012. . â€Å"Child Soldiers of The Liberation Tiger of Tamil Eelam (LTTE).† Srilanka Terrorist Group. Web. 29 Jan. 2012. . Wessells, Mike. â€Å"Sierra Leone: Child Soldiers.† Pangaea Publishing and Design for Nature & Peoples of the Earth. Nov.-Dec. 1997. Web. 29 Jan. 2012. . Kari, Anna. â€Å"Anna KÃÆ' ¥ri : Ugandan Child Soldiers Freed from the Lords Resistance Army (LRA).† Anna KÃÆ' ¥ri : Ugandan Child Soldiers Freed from the Lords Resistance Army (LRA). Web. 18 Feb. 2012. . Clifford, Cassandra. â€Å"Uganda Child Soldier Awareness Weekà ¢Ã‚ ¦Agreement Signed With LRA.† Uganda Child Soldier Awareness Weekà ¢Ã‚ ¦Agreement Signed With LRA. Foreign Policy Association, 20 Feb. 2008. Web. 18 Feb. 2012. . â€Å"Child Soldiers Global Report 2008 | Produced by the Coalition to Stop the Use of Child Soldiers.† Child Soldiers Global Report 2008. 2008. Web. 20 Feb. 2012. . â€Å"Facts and Figures on Child Soldiers.† Kindernothilfe. 2012. Web. 20 Feb. 2012. . The Road from Soldier Back to Child.† UN News Center. UN. Web. 29 Jan. 2012. . Eisele, Sarah. â€Å"An Exploration of Child Soldiering in Three Countries.† IASSW. Web. 18 Dec. 2011. . â€Å"Child Soldiers | Education | United Nations Educational, Scientific and Cultural Organization.† Education – Child Soldiers. UNESCO. Web. 29 Feb. 2012. . â€Å"Children and Families in Gulu, Uganda Today.† Child Soldiers in Uganda. SOS CHILDREN’S VLLAGES. Web. 29 Jan. 2012. . â€Å"Child Soldiersà ¢Ã‚ ¢ – Providing Leadership, Direction and Support to Exploited Kids.† Child Soldiersà ¢Ã‚ ¢. 2004. Web. 29 Feb. 2012. . Harvard School of Public Health  · 677 Huntington Avenue  · Boston, MA 02115 Copyright  © 2012 The President and Fellows of Harvard College. â€Å"Life After Death: Helping Former Child Soldiers Become Whole Again.† Harvard School of Public Health. Harvard School of Public Health. Web. 21 Jan. 2012. . â€Å"Ugandas Child Soldiers Trapped in Vicious Cycle of War, UNICEF Says.† UN News Center. UN, 17 Feb. 2005. Web. 18 Jan. 2012. . Cataldi, Anna, Jimmie Briggs, and Corinne Dufka. â€Å"Crimes OWar – Educator’s Guide: Child Soldiers.† Hrea.org. Web. 12 Jan. 2012. .

Monday, July 29, 2019

Management and leadership development Essay Example | Topics and Well Written Essays - 3750 words

Management and leadership development - Essay Example From these definitions, it can be gathered that the primary traits of leadership includes development of a vision and aligning it with the personal interests of the followers. However, Hughes and Beatty (2011) argued that present scenario leadership includes motivation, strength, empowering, understanding the pros and cons, decision making and implementations. The scope leadership has magnified with the changes in the needs of the people and organizations. The theme statement of the essay reflected above signifies the changes in the leadership process in context of developing participative and democratic leadership. This statement will be analysed on the basis of corporate leadership, this essay will focus on the leadership of former CEO of American Automobile Company Ford, Alan Mulally, to examine the statement of Mahatma Gandhi. Adair (2010) noted that application of traditional leadership processes and theories have reduced in the business operations because of the complex influence of external forces and changes in the governing factors of business. Burkholder (2009) mentioned that as organisations have shifted their focus on profit generation to sustainable growth and development, the process of managing the internal functions and external relations have also changed. Davis (2011) highlighted beginning from the personality era of leadership, the traits of being a successful leader has changed regularly. For instance, during the Great Man Period, reformers believed that following the characters and traits of successful leaders can build the character of a potential leader. However, Edd (2011) criticised that the traits of leaders differ along with the situations and their vision and hence the personality leadership concepts were not a sustainable solution. The first form of participative leadership was de veloped with the influential era of leadership where

Sunday, July 28, 2019

China's economic discussion Assignment Example | Topics and Well Written Essays - 250 words

China's economic discussion - Assignment Example It has taken many decades for Chinese companies to compete on a national and global stage, but an increasingly educated workforce has helped to contribute to this. Before, the working Chinese population was not highly educated and thus could not perform technology intensive jobs. Another thing that MNCs will have to watch out for is labor shortages. Because of China’s one-child policy in the 1970’s and 80’s, there will be fewer young workers available for jobs in the future. In addition to this, labor costs will rise as the standard of living increases in China. As Chinese workers are becoming more skilled, they will demand pay that appropriately matches their skills. Finally, MNCs will need to change their focus to countryside Chinese cities, which are expected to experience huge growth in the not too distant future. Many MNCs are based in major cities in the eastern part of China, but this area has already experienced major

Corperate social responability Case Study Example | Topics and Well Written Essays - 1250 words

Corperate social responability - Case Study Example ions and unrestricted region organizations, for which the conventional priorities of overhaul quality and cost supervision must progressively more take a description of these similar ethical considerations affecting the marketable and commercial world. Corporate social responsibility is associated with understanding one’s business impacts on the outside and wide world. In the context of social responsibility, factors like environment, sustainability, global effects, corruption, armed conflicts, political issues, staff- customer relationships, local community, and social impacts on people’s health are widely discussed and entirely worked upon. This is greatly appreciated if the impacts are considered to have positive effects on all people involved. Positive relations between the triple bottom line factors also bring great contribution to the success. Triple bottom line has been described to consist of only three factors which include planet, people, and profits2. The idea achieved some recognizable accomplishment in the corporate social responsibility, climate change and fair trade. After more than a decade, in which cost-cutting had been the number-one business priority, the hidden social and environmental costs of transporting invention and services to economical countries such as China, India and Brazil, hence becoming gradually more evident to western customers. These included such happenings as the haphazard cataloguing of the Amazon basin, the extreme use of hydrocarbons and the utilization of despicable labor. It is essential to recognize that one’s business does not subsist in segregation or simply as a way of making money3. Employees, customers, suppliers, the local community, and other people depend entirely on the business because whatever goes on in a business affects them either directly or indirectly. In a business, corporate social responsibility has an involvement in everything that is done by all those in the business and everyone who

Saturday, July 27, 2019

As a Medical Administrative Assistant Assignment

As a Medical Administrative Assistant - Assignment Example Secondly, I would ensure that there are solutions for the above-mentioned drawbacks by providing an opportunity for patients to air their thoughts on all the areas of patient care. Further, I would conduct a survey on patient’s attendance to ensure they are provided with quality services. Lastly, proper documentation of the researched information would avoid confusion before the meeting because my thoughts would be well organized (Shelton 37). In the course of the meeting, I would present my findings in the most simplest way and engage my audience. I would make sure that the meeting is an open discussion while maintaining order. In addition, I would ensure that there is a divergence of information and the key meeting points summarized and accurate minutes published (Shelton 45). Finally, I would foresee that questions are asked and answered accordingly. After the meeting, it is my duty to ensure that I follow up and make sure that the meeting minutes were published. Furthermore, I would publish the meeting discussions on the hospital’s/clinic’s website so that they could be easily accessed by everyone. Lastly, I would benchmark the healthcare with other clinics in terms of customer service to ensure that the meeting objectives were achieved and

Friday, July 26, 2019

Communication Strategies Essay Example | Topics and Well Written Essays - 1500 words - 1

Communication Strategies - Essay Example In the paper, Ricardo Ramirez and Wendy Quarry analyze the different communication strategies in this age of decentralization and privatization of rural services. The study is based on two African experiences to incorporate the aspect of rural service provision. From the study, the paper then identifies the challenges that decentralization faces in privatizing the provision of rural services. Globally, this wave creates many challenges for the local governments, service providers and the rural communities at large. The unprecedented new rules and procedures that come with this new trend are studied in respect to their impact on local organizations. Further, the paper finds that these new rules bring about the need for change in attitudes and skills. In the first case, the authors identify Uganda in studying the Communications and Information Strategy for the National Agricultural Advisory Services Program. Secondly, they then tour Mozambique, where efforts are made to formulate a plan tom communicate the National Water Policy and the Rural Water Transition Plan. The research findings are wide and varied and agree on the importance of having communication strategies in decentralization and privatization of rural services. Among the findings are the different complimentary functions that communication plays in any development. The authors say that it goes well beyond ‘public relations’. The paper also finds posits that there is an increasing urge to incorporate specialized skills in planning and managing communication strategies.

Thursday, July 25, 2019

Essay discussion Example | Topics and Well Written Essays - 750 words

Discussion - Essay Example Therefore, in order to build a child’s rapport with literacy, it is imperative that the social and culture capital of children’s engagement with one another is appreciated. Literacy should be perceived as a social practice. This is the way we can achieve expertise on the use of emerging technology that is required in the profession, and is also the need of the present age. Educationalists have conventionally been reluctant to include the popular culture in their pedagogy because it is believed that the popular culture is based on the themes of sexism, racism and violence. Corporate media has always highlighted Black youth culture as the basis of sexism in the society (Rhymes, 2007). In my professional practice, when I would be working with children and families, I will incorporate popular culture in my pedagogy, though I would make sure that I teach the children how to criticize and reject the negative elements of the popular culture and appreciate and adopt the positiv e ones. Reflection upon Class mate 2’s presentation: In the contemporary age, technology is being increasingly employed in the educational setup for pedagogical purposes. Websites have made it easy for teachers and parents to make the children learn alphabets and figures. Research has shown that incorporation of popular culture into pedagogy boosts a child’s interest in studies and the child’s critical thinking and analyzing skills are polished. However, some teachers are reluctant to incorporate popular culture into their pedagogy because popular culture considers man superior to woman, frequently projects adult material and promotes racism. There has occurred a lot of debate on the violent video games as the cause violence in the society (Sternheimer, 2009). Also, mass media has always been influencing white Americans’ perceptions of the African Americans (Balkaran, 1999). Bianca et al. (2011) have favored the popular culture and have said that it shoul d be wisely used to gain maximum benefits. Popular culture must be used in child education so that the children can be made aware of the controversial issues of the society at a very young age. This is conducive for the development of their better understanding of the society and they can behave as responsible citizens when they grow up. As I discussed before, I shall definitely incorporate popular culture in early child education because it would not only help me making the children learn, but would also improve the quality of education, not to mention that I would be very prudent in the selection of material. References: Anon. (n.d.). Pop Culture. Retrieved from http://english.berkeley.edu/Postwar/pop.html. Balkaran, S. (1999). Mass Media and Racism. The Yale Political Quarterly. 21(1). Retrieved from http://www.yale.edu/ypq/articles/oct99/oct99b.html. Bianca, Melissa, Sarah, and Rebecca. (2011). Popular Culture and Literacy. Powerpoint. Jaksic, A., Fulton, H., Capps, S., Jacobs, D., Sultani, M., and Stojcevska, M. (2011). Popular Culture. Powerpoint. Rhymes, E. (2007). White Culture: Sexism, Racism and Violence. Retrieved from http://www.africaresource.com/index.php?option=com_content&view=article&id=277:white-culture-sexism-racism-and-violence&catid=136:race&Itemid=351. Sternheimer, K., (2009). Connecting Social Problems and Popular Culture: Why Media is not the Answer. Retrieved from

Wednesday, July 24, 2019

You have been recently appointed as Human Resource Managment (HRM) Essay

You have been recently appointed as Human Resource Managment (HRM) Director of a company which has recognised that it has problem with low workforce motivation - Essay Example Employee motivation is inducement or incentive which may be self-generated or influenced by external forces, that fuels satisfaction and inherent urge towards improvement in performance. Productivity is defined as â€Å"the efficient as well as the effective use of resources to achieve outcomes† (Berman et al, 2005: 309). Productivity depends on the quality of human resources, and their levels of performance. In contemporary organizations, there is increasing emphasis on implementing high performance work practices, taking into consideration all aspects of organizational operations. The purpose of this paper is to examine employee motivation and its impact on organizational productivity; suggest HRM policies, based on relevant theories, that can be introduced in a company with a problem of low workforce motivation and poor workforce productivity, for improving both motivation and productivity. To underscore the importance of human resources management in motivation and subsequent productivity, theories have been formulated on the content and process motivational models by various theorists such as â€Å"Abraham Maslow, Frederick Herzberg, Douglas McGregor, Victor Vroom, Lyman Porter, and Edward Lawler† (Petrick & Furr, 1995: 10). Earlier, the â€Å"content† theories attempted to explain motivation at work in terms of the events, goals, needs and motivators, and â€Å"process† theories were concerned with behaviour at work resulting from employees’ choices; and how different kinds of events, conditions or outcomes motivate behaviour. Thus, the work of the theorists Maslow, Herzberg and others underlined managerial concern for employee satisfaction towards motivation and improvement in performance and productivity (Lashley, 2001: 192). According to the needs-based theory of the process of motivation, it is initiated by the conscious or unconscious recognition of unsatisfied

Tuesday, July 23, 2019

Tuition increase Article Example | Topics and Well Written Essays - 250 words

Tuition increase - Article Example Costs have been escalating due to the fact that colleges must overcome the colleges had to compensate for the reductions that were made in per-student basis. In addition, public universities spending have been climbing since inflation has taken off. Moreover, the income ambiguities that exist between poor and rich colleges have undoubtedly been prevalent. Increase in spending for public colleges continued to be driven due to higher administration and maintenance costs. Clearly, the gap between the rich and the poor schools continues to be an added burden for the student community. One of the main reasons that Duke University costs about $51,000 a year is that the elite schools continue to bid for the excelled faculty and other resources â€Å"Since public schools tend to serve many low-income students and minority students who need more remedial classes and extra counseling services than better-prepared students who attend elite private universities, says F. King Alexander, presiden t of California State University at Long Beach. The lack of state and federal funds have pushed public schools to also raise their costs, which is a high unconcern for students who are already in a tight financial situation. Yet, the hope remains- that the recessive economy pulls itself through for the better and stops the inflation from concurring more debt than needed. "The Surprising Causes of Those College Tuition Hikes - US News and World Report."  US News & World Report | News & Rankings | Best Colleges, Best Hospitals, and more. N.p., n.d. Web. 24 Oct. 2011.

Monday, July 22, 2019

The Sound of Music Essay Example for Free

The Sound of Music Essay The sound of music was by far the greatest musical success for the team of Rodgers and Hammerstein. I chose this musical because of the lyrical and musical talent of these two men. I have enjoyed watching this classic numerous time throughout the years due to my mothers influence. She exposed my brother and I to many different types of music, teaching us to appreciate the style of each artist. The Sound of Music was directed and produced by Robert Wise, although he was not the first choice, he did indeed prove to be the best. Richard Rodgers wrote the music with the lyrics by Oscar Hammerstein II. The music was arranged and conducted by Irwin Kostal with the choreography by Marc Breaux and Dee Dee Wood. Filming of The Sound of Music began in 1964, in and around the area of Salzburg, Austria. It then premiered in early 1965, where it stayed on the circuit for more than four years. The film won five academy awards, including Best picture in 1966. The setting for the movie was to represent the late 1930s in Salzburg, Austria, with the looming threat of Nazi occupation. The movie was adapted from the real life stories of Maria von Trapp, who had a book published about her family life during this time. The title is The Story of the Trapp Family Singers. The opening scene pans across the mountains with the sound of wind blowing snow as it crosses over and down the other side. Once the forest and lake come in to view the music changes to birds chirping and the light sound of flutes playing. It continues to pan across hills and valleys with the tempo (xxi) of the music changing as instruments are added. The scene unfolds reaching Julie Andrews up on a hilltop surrounded by mountains. Here the musics dynamic level (xxvii) becomes more intense. When she starts to sing the music decreases in volume, matching her vocal range as she sings the title theme. The music that accompanies the abbey scene shows nuns walking slowly, heads bowed as if in prayer, gives the impression of spiritual devotion and a peaceful setting. In the court yard several nuns are discussing Maria with the Reverend Mother and do a call-and-response type of song called Maria. Maria is sent to Captain von Trapps as a governess for his children. The music in these next few scenes has a dissonance quality that sets the mood for her arrival at the von Trapp household. Maria soon finds out how strict the Captain is with his children and that music is not allowed since the death of his wife. She decides that God has sent her to bring joy and music back into their lives. The children come to Marias room during a scary thunderstorm. She tries to calm them with a song called A Few of My Favorite Things. This is a very light, happy, rhyming song that soon has the children forgetting their fears and having some fun. That is until the Captain walks in with a frown and sends the children scurrying to their rooms. While the Captain is away in Vienna, Maria introduces the children to having fun with music. She takes them on an outing in the hills and finds out that they dont know any songs at all. Maria teaches them Do-Re-Mi which uses the scales and has a call-and-response theme. The harmony of this tune is a favorite of mine, showing the melody of the song and timbre of each voice. When the Captain returns with the Baroness and Uncle Max, the children sing for them the songs they have learned. The Captain joins in as they sing The Sound of Music, surprising the children. Later after the puppet show they encourage their father to sing. Playing an acoustic guitar, he sings Edlewise with Lisel joining him. The song is softly played with some instrumental backup that is almost undetected. The waltz between the Captain and Maria in the garden just outside the ballroom is another favorite of mine. The orchestra playing the tune with  violins and flutes primarily in the foreground, setting the tempo of the composition as they dance and discover the attraction they have for one another. Maria escapes to the abbey after realizing she is in love with him. The Reverend Mother talks Maria into going back to face the situation and determine if the life of a nun is what she truly wishes. Upon returning to the von Trapp estate, Maria finds out from the children that their father is to marry the Baroness. Maria is heartbroken but wishes them well as they greet her. After the evening meal Gaylord sees Maria looking gloomy as she wanders the grounds of the estate. He realizes he has made a mistake and breaks it off with the Baroness. He then seeks Maria out at the gazebo, where he tries to encourage her to tell him the reason she left. Soft music plays as they declare their love for each other, becoming much louder as they start singing Something Good. The wedding scene, the music here is a rendition of Maria but, bolder with a marching tempo to it, as she walks down the aisle. Upon returning from their honeymoon the couple find that the Nazis have occupied Austria and are expecting the Captain to take a commission in Germany Navy. They use the folk festival as a front as they look for a way to escape into the mountains. They end up with help from the nuns at the abbey to get away from the Germans, and they cross the mountains into Switzerland. The music of Climb every Mountain is a very dramatic song as they show them walking across the mountains into freedom.

Letter from Birmingham Jail Essay Example for Free

Letter from Birmingham Jail Essay On April 16, 1963, from the jail of Birmingham, Martin Luther King, Jr. wrote an extensive letter to eight clergymen who attacked his work for civil rights in a public statement released on April 12, 1963. Martin Luther King, Jr. aimed this letter at those eight leaders of the white Church of the South. However, the eight clergymens letter and the response from Martin Luther King, Jr. were publicly published. Martin Luther King, Jr. wanted to convince of the utility of his commitment in this particular area at this specific moment. To persuade his readers, Martin Luther King, Jr. appeals to his own reputation and wisdom. Second, he tries to arouse sympathy in the readers to influence them emotionally. Finally, he appeals to logic, supported with evidence and citations from influential thinkers. This paragraph starts with a delicate yet strong statement from King whom wants to say, Honest confession that over the past few years has been gravely disappointed with the white moderate. The imagery used in his topic sentence, honest confession, gives you the impression that he is opening his deepest and most heart felt feelings then; when he is disappointed gravely, as he said, by the white moderates reactions to his direct action, you begin to feel a prejudice towards them from the very start. This imagery is continued when King states his regrettable conclusion about what the real obstacles King also relates the white moderates main argument, the idea that direct action is not necessary and that all problems are resolved over time, with an unrealistic image. King states that the white moderates actions or inactions are guided by a mythical concept of time, which leads the white moderate to believe that there is a more convenient season, which must be on a later date. This argument also ties into an argument made in a later paragraph which starts by saying, such an attitude stems from a tragic misconception of time, from the strangely irrational notion that there is something in the very flow of time that will inevitably cure all ills. It comes to Kings attention that these members of the white moderate are not of ill will, but he argues that this in essence is worse than being of ill will because Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Not only does Martin Luther King Jr. give the white moderate a negative connotation, but also when told I agree with you in the goal you seek, but I cannot agree with your methods of direct action, he relates the white moderates argument with a father telling a child to wait for he wants. The white moderate paternalistically believes that they can set a time table for another mans freedom. This argument is subtle yet effective because the idea is a paradox, in that you cannot be paternal in relation to a man, someone who has reached manhood or maturity. The overall meaning and essence of the letter written by Martin Luther King Jr. while he was in jail gave the white leaders and black leaders a reason for negotiation on the cause for desegregation. Martin Luther King Jr. as successful in his attempt to lead a non-violent protest in light to his feeling for Gandhi and make a huge accomplishment once again for black African Americans in the city. The protests which lead to Martin Luther King Jr. to Birmingham jail gave a chance to help desegregation take place and leave a positive impact on the people of color, and the whites. The Letter from the Birmingham jail made a huge impact and change on the lives of thousands of African Americans.

Sunday, July 21, 2019

Cyclone Nargis in Burma: Aid Analysis

Cyclone Nargis in Burma: Aid Analysis Introduction On May 2nd 2008 a category 3 cyclone hit the Irrawaddy delta in Southern Myanmar. Nargis, as it was named, was the worst natural disaster in Myanmars recorded history (TCG 2008). It ended up claiming the lives of almost 140,000 people in addition to displacing a further 800,000. The United Nations reported that overall the cyclone had disrupted the lives of nearly 2.4 million people (Crisis Group 2008). The Myanmar government, or the State Protection and Democracy Council (SPDC), had neither the resources nor the experience to deal with such an event and as a result, assistance from the international community was needed (Selth 2008). The purpose of this paper is to examine the aid delivered to Myanmar by various international government and civil society groups. In an attempt to do so the paper looks at the at delivery of the aid in light of the influence of international politics, the domestic policies adopted by the SPDC, international funding issues, the effectiveness of the human rights system, and issues related culture, environment and gender. Influence of International Politics One of the factors that had a significant impact on the delivery of aid to the cyclone victims was the influence international politics on the decision making process. This section of the paper takes a look at the manner in which politics determined the course of the humanitarian operation in Myanmar. First of all, it is of importance to highlight the fact that for twenty years before Nargis struck the Irrawaddy delta, Myanmar had been deprived of international aid. The international community hoped that by enforcing sanctions and trade embargos they would be able to force the military regime out of political power and bring in a more democratic government. The devastating consequence of cyclone Nargis, however, made the international governments and non government organizations realize that they had to suspend those polices temporarily in an attempt to provide the much needed humanitarian aid to the victims. (Crisis Group 2008) Unfortunately, for several weeks the SPDC continued to hinder the international humanitarian operation. They insisted upon delivering aid themselves with as little help from overseas as possible. They blocked access to the affected region and refused to grant visas to international aid workers (Selth 2008). They also prevented French, UK and US aid vessels from entering Myanmar territory. Despite the fact that these ships were carrying supplies to feed and shelter the survivors, the junta feared that the humanitarian operation could be used as a pretense to overthrow their government. Consequently the aid vessels, which the SPDC viewed as warships, were left anchored in international waters for weeks awaiting permission to unload the much need supplies, before they went back. (Stover and Vinck 2008) This pattern of events prompted several European countries to view the SPDCs response to the disaster as a crime against humanity. They accused the SPDC of having had inadequate aid measures in place and its continued rejection of aid from abroad was considered to be a deliberate disregard for the citizens of Myanmar (Crisis Group 2008). Therefore, the French government, with the support of the British and US governments, requested the UN Security Council to authorize the Responsibility to Protect  doctrine for the purpose of delivering aid to the victims by force if necessary (Belanger and Horsey 2008). However, Chinese and Russian governments rejected the proposal based on the fact that the doctrine did not apply to natural disasters and as a result was not sanctioned by the Security Council (Selth 2008). Eventually signs of cooperation between the SPDC and the international community began to emerge. First there was a meeting between the Foreign Ministers of the members of the Association of South-East Asian Nations (ASEAN), where it was established that aid could be delivered to the region through ASEAN representatives. Next, at a meeting between UN Secretary-General Ban Ki-moon and Senior General Than Shwe in Naypyitaw it was agreed that the SPDC would allow international aid workers full access to the disaster sites. As an outcome of these two meetings the SPDC along with representative from the UN and ASEAN set up the Tripartite Core Group (TCG), as a means to coordinate the cooperative relief effort. (ALTSEAN 2008) Domestic Policies Even after granting visas to the aid workers, the SPDC implemented certain domestic policies that hindered the international relief effort. An example of such a deterring policy is the confinement of international aid workers to the immediate Yangon area. As a result of this policy, foreign staff members distributing relief materials and food donated by the international community could only work from Yangon region. They had to rely on the junta to distribute it outside the city borders. In addition, the junta also set up road blocks preventing access to the affected areas in an attempt to further restrict the movements of international aid workers. (ALTSEAN 2008) Additionally the SPDC was cautious of the types of materials they allowed to be brought in as aid. They prevented aid agencies from delivering any materials that could be used by the survivors to gain access to outside world. As a result, the SPDC banned the import and use of communication equipments unless purchased from the government, at a price of $1,500 per phone. Each agency was allowed purchase a maximum of ten phones. Furthermore, the SPDC did not allow aid agencies to import vehicles or machinery from abroad either. An offer by the British government to provide the SPDC with equipment capable of unloading planes faster was turned down. As a result, because of these policies adopted by the SPDC, the delivery of aid was not only slow and delayed but huge quantities of relief supplies ended up in Yangon warehouses as confiscated items instead of being delivered to the victims. (ALTSEAN 2008) Another major criticism of SPDC domestic policies was the fact that they conducted the constitutional referendum despite the cyclone disaster. The purpose of the election was to legitimize the authority of the junta. As a result they went ahead with the elections amidst widespread disapproval. Even though, the junta postponed the referendum in the cyclone affected areas they went ahead with the elections the in other regions (Selth 2008). Consequently, the SPDC had to commit the limited resources it had to the referendum which diverted the much needed attention away from delivering aid to those affected by the cyclone. In addition the SPDC forcefully evicted many of the survivors from both government and unofficial shelters for the purpose of conducting the referendum. For example, the SPDC evicted around 90 people from a hall in Yangon so that the hall could be used as a polling station (Amnesty International 2008). Therefore, international politics combined with domestic policies ensured that the delivery of aid for the victims of Nargis was not an easy matter. To complicate things further the international community faced certain funding issues as well. The next section of the paper takes a closer look at those issues. International Funding Issues Aside from the onsite hindrances of delivering aid the international aid agencies had issues related to raising adequate funds. During the initial emergency response the World Food Program (WFP) estimated that the daily aid delivered to the victims was only one third of the required amount (ALTSEAN 2008). A year later half a million people are still without proper housing and 350,000 people require food donations from the World Food Program (Solomon 2009). The original Myanmar Cyclone Flash Appeal had requested for 187.3 million dollars for the rebuilding effort. However, after a more comprehensive assessment of the affected area and the victims a revised Flash Appeal requesting $481 million was launched (UN 2008). Unfortunately, during the emergency phase of the operation, international aid agencies were able to raise only 66 percent of that amount. Similarly, of the nearly $700 million required for the three years Post-Nargis Recovery and Preparedness Plan (PONREPP), initiated by the SPDC in association with ASEAN and the UN, only $100 million had been pledged by donor countries (Mungpi 2009). The lack of adequate funding drastically reduced the rate at which aid was being delivered to those in need. Despite the obvious need for additional funding, international aid agencies were unable to accumulate funding the way in which they did during the 2004 Asian Tsunami. One of the major reasons for this was the reluctance of governments to provide additional funding to military junta. They feared that their donations were being diverted away from the victims and were being used to strengthen the military regime instead. Such fears were reaffirmed by evidence of aid being stolen and redirected by the SPDC. For example, the first two WFP planes carrying food into Myanmar were seized by the government upon arrival. The WFP responded by suspending their flights to Myanmar, however, in light of the extent of the humanitarian crisis the WFP realized that they had to resume the flights and send aid irrespective of fact that it might get sized again. In addition there were reports of incidents where the victims being made to pay for the relief items. In some cases the government agents forced the survivors to vote Yes  in the referendum before giving them their aid supplies. Survivors were also reportedly given rotten, low quality food instead of the nutrition-rich biscuits that the international donors had sent. Instead, these items ended up being sold in the markets along with the rice and oil donated by international organizations. To counter these accusations SPDC issued a warning to take legal action against anyone caught stealing relief supplies. However, the threat never materialized, and as a result reports of stolen and missing aid continued to appear, which further discouraged international donors and caused additional funding issues for the aid agencies. (ALTSEAN 2008) The implementation of the human rights system According to an international system of human rights, in the event of a natural disaster, every individual has the right to be given protection from natural hazards, evacuate if necessary and be given access to adequate quantities of food, shelter, and medicine. It is the national authoritys responsibility to provide these services; however, in cases where the authority is either unable or unwilling to provide these services the international community has a humanitarian obligation to deliver the aid instead (Caritas 2008). It was this system of human rights that was used by the international community to aid the victims of Cyclone Nargis in Myanmar. Facing numerous previously mentioned SPDC created obstacles the UN Human Rights Council adopted a resolution on June 18 condemning the continued violation of the rights of the cyclone survivors. The resolution demanded that the SPDC allow aid workers immediate, full and unhindered access  to the Irrawaddy delta and stop forcing t he survivors to return to their cyclone affected village homes where access to emergency relief was inadequate. (Akimoto 2008) However, a year later international relief workers still find it difficult to get visas for Myanmar. Those that do get the in are only allowed a limited period of time to work in the Irrawaddy delta (Solomon 2009). Furthermore, since declaring the end of the rescue and relief phase of the cyclone Nargis response on 20 May 2008 the SPDC ordered increasing number of traumatized cyclone victims to return to their homes despite the fact that they no to access to food, shelter or other aid supplies in those villages (Amnesty International 2008). Therefore, even though it was through the human rights system that the international community was able to provide assistance to the survivors, the domestic policies adopted by the military junta greatly diminished the effectiveness of its application. Many of these domestic policies that hindered the delivery of aid to the victims of the cyclone resulted from certain cultural beliefs that the military junta has. The next section of the paper takes a look at some of these cultural issues that have made delivering aid difficult. Cultural Issues One of the major cultural issues that made the process of restoring the Irrawaddy delta immensely difficult is rooted in the isolationist principles of the military junta. Since the 1960s the government of Myanmar endorsed a self-reliance doctrine where they believed that their nation and citizens would do better if left on their own. Consequently they avoided accepting assistance from abroad even if caused more hardships (Belanger and Horsey 2008: 2). This belief was a major factor behind the initial denial of international assistance. This tradition of self reliance also resulted in the survivors being prematurely sent back to their cyclone devastated homes. Just after a month after the cyclone, the government declared that the survivors had to return to their villages and resume their way of living. According to the SPDC, cyclone victims would otherwise become too dependent on relief from international donors and not be productive enough to support themselves. In some cases, the government forcibly evicted people from their shelters and sent them back to their villages by the use of force. In Yangon, for example, the military reportedly threatened to shoot those that would not return to their villages. (Shwe 2008) Another major cultural issue within Myanmar stems from the fact it is a multi-ethnic country with several groups in conflict with one another. Even the delta region is home to a number of different ethnic groups with the Bamar being the dominant group in the region followed by the Karen and then the Rakhaing. As a result the international aid agencies had to ensure that no particular ethnic group was given preferential treatment or overlooked during the operation. Otherwise intergroup tensions worsened the already strained relations between the various ethnic groups. On the other hand aid through an equitable and non-sectarian delivery of aid the aid agencies were able to make different groups together. (TCG 2008) Environmental Issues Environmental issues also presented themselves as factors that needed to be considered by the aid agencies. Due to the damages caused by the cyclone the local environment in the Irrawaddy delta created severe health issues for the survivors. The contamination of the ponds and lakes, used by villagers as drinking water, with sea water and dead bodies spread dengue fever, diarrhea and dysentery across the region. Despite efforts by the government and international medical groups the damage done to the local environment, continued to create serious health concerns for the survivors. (Shwe 2008) Aside from causing physical harm, environmental damages placed a severe strain on the economic wellbeing of an already impoverished society. The fact that the majority of the victims of Nargis belonged to rural societies they relied on agriculture as their main source of income. In addition the delta region also produced a major portion of the countries of food supply. Therefore, the destruction of the agricultural sector meant that not only were the residents of the Irrawaddy to suffer severe economic hardships, but the entire country would have food shortages for several years unless the aid agencies addressed the issue. Therefore, the rehabilitation of the region, expected to cost $11 billion, remains a top priority for aid agencies (TCG 2008) A third environment related issue is associated with the loss of the mangrove forests in the region. The spread of shrimp farms and rice paddies for over a period of ten years resulted in the loss of significant portion of the mangrove covering. The presence of the mangrove forest would have reduced the extent of the damage caused by Nargis (TCG 2008). Consequently the IUCN suggested that once the emergency aid had been provided, the government and other organizations needed to restore the mangrove forest and other coastal ecosystem in order to avoid future devastations caused by cyclones. (IUCN 2008) Gender Issues According to a report published by the TCG, 61 percent of those that died in the cyclone were women, with the number being even higher in certain villages. Furthermore, the majority of the women that died were aged between the 18-60 years, the age group that is the most the productive and reproductive. Therefore, the cyclone created a gender imbalance in the delta region which in turn created several issues for the aid agencies (TCG 2008). This section of the paper takes a look at some of the gender issues created by Nargis, particularly the ones related to division of labor, migration of women into cities and the overall difference in needs of men and women in the aftermath of a natural disaster. First of all Nargis caused a shift in the division of labor among men and women. The death of the female members of the household meant that the men had to take on responsibilities that were traditionally reserved for women, such as cooking and childcare. Similarly, in families where the men died women had to take on the responsibility of earning money in addition to their previous roles. As a result it created additional burden for the widows and widowers and prevented them from performing other duties and as such had to be treated as among the most vulnerable groups in the community (TCG 2009) Another gender related issue created by the cyclone involves women migrating from the rural sectors to the urban regions. The devastation to the region that Nargis caused left unmarried women with very limited opportunities to earn a living. As a result many were prompted to leave their villages and look for work in the city. Once in the city, these women, with no experience of life outside their village, became easy targets for exploitation, forced labor, prostitution and trafficking. (TCG 2008) Finally aid agencies had to implement different aid mechanisms for the men and women of the delta region who experienced the natural disaster in different ways and as such needed to be looked upon as separate interest groups with specific needs, limitations and abilities. Due to cultural and social restrictions women, comparatively, have fewer opportunities to improve their conditions on their own. As a result the aid agencies, helping women recover, needed to provide services that allowed women to improve their ability to participate in activities and decision making processes. (TCG 2008) Conclusion Therefore, it can be seen from this paper that the delivery of aid to a country devastated by a natural disaster requires the consideration of a variety of factors. In the case of Nargis wrecking the Irrawaddy delta in Myanmar, the international community had to deal with a military government intent on hindering the aid effort. After having convinced the SPDC to let international aid workers enter Myanmar the aid agencies faced additional difficulties due to the domestic policies. Moreover, with the junta diverting and stealing aid the availability of international funds became an issue as well. Despite, having had used the international system of human rights to initiate the delivery of aid to the affected groups, the overall international response was not as effective in preventing the violation of the survivors human rights. Cultural, environmental and gender issues inside the Irrawaddy delta complicated matters further; illustrating the complexity of the delivering aid to an isolated developing country struggling to cope with a natural disaster. Reference Akimoto, Y. (2008) Post Nargis Analysis: The other side of the Story  [http://www.dhf.uu.se/pdffiler/burma_post_nargi_analysis.pdf] ALTSEAN (2008) SPDC turns disaster into catastrophe [http://www.altsean.org/Docs/PDF%20Format/Thematic%20Briefers/SPDC%20turns%20disaster%20into%20catastrophe.pdf] Amnesty International (2008) Myanmar Briefing: Human rights concerns a month after Cyclone Nargis [http://www.amnesty.org/en/library/asset/ASA16/013/2008/en/8592e938-32e5-11dd-863f-e9cd398f74da/asa160132008eng.html] Belanger, J. and R. Horsey (2008), Negotiating humanitarian access to cyclone-affected areas of Myanmar: a review  Humanitarian Exchange 41 Caritas Australia (2008) Burma Cyclone Nargis Humanitarian analysis [http://www.caritas.org.au/AM/Template.cfm?Section=Caritas_policy_documents_PDFsTemplate=/CM/ContentDisplay.cfmContentID=4006] Crisis Group (2008) Burma/Myanmar After Nargis: Time to Normalize relations  Asia Report 161 IUCN (2008) Restoring natural habitats in Myanmar a reconstruction priority  IUCN Press release May 23, 2008, Geneva [http://www.ddrn.dk/filer/forum/File/IUCN_Myanmar_press_statement.pdf] Mungpi (2009) Global support for cyclone victims not sufficient: UN  Mizzima [http://www.mizzima.com/nargis-impact/one-year-after-nargis/2063-global-support-for-cyclone-victims-not-sufficient-un.html] Selth, A. (2008) ËÅ"Burma and the Threat of Invasion: Regime Fantasy or Strategic Reality?, Griffith Asia Institutes Regional Outlook Paper 17 Shwe, K. (2008) An Alternative Assessment of the Humanitarian Assistance in the Irrawaddy Delta Situation after 60 days [http://www.cohre.org/store/attachments/Cyclone%20Nargis%20-%20Alternative%20assessment.pdf] Solomon (2009) A year on, Nargis victims still lack adequate support  Mizzima [http://www.mizzima.com/nargis-impact/one-year-after-nargis/2042-a-year-on-nargis-victims-still-lack-adequate-support.html] Stover, E. and P. Vinck (2008) Cyclone Nargis and the Politics of Relief and Reconstruction Aid in Burma (Myanmar)  JAMA 30(6): 729-731 TCG (2008) Post-Nargis Joint Assessment  [http://www.aseansec.org/21765.pdf] TCG (2009) Post-Nargis Social Impacts Monitoring  [http://www.aseansec.org/CN-SocialImpactMonitoring-November08.pdf] UN (2008) Myanmar Revised Appeal: Cyclone Nargis Response Plan Consolidated Appeal  [http://ochadms.unog.ch/quickplace/cap/main.nsf/h_Index/Revision_2008_Myanmar_FA/$FILE/Revision_2008_Myanmar_FA_VOL1_SCREEN.pdf?OpenElement]