Writing Essays On Kindness

Writing Essays On KindnessSo, you've finished a sample essay on kindness. Congratulations! It's a good job that you didn't let any of the grammar slip through your fingers! Now you're ready to submit your essay for publication.Now, take some time to learn how to properly proofread your sample essay on kindness. You'll want to make sure that every sentence and paragraph you proofread are grammatically correct. Reading a sample essay on kindness is an excellent way to learn more about proper grammar, but even if you have never read a writer before you can learn.One of the most important mistakes a student can make is to use language that is too casual. In writing it's important to think about how you would talk about someone if you met them. If you use slang, unusual vocabulary, or improper grammar, your essay may lose some of its meaning.Number your paragraphs, as well. Proofread each paragraph, following the same number and placement. You'll be able to recognize problems much easier if they are grouped together instead of scattered throughout the essay.Use a post-it note to keep track of anything that's unclear. It's often easier to work through a problem when you write it down in the outline of your essay.These tips will help you write essays that are well-written and proofread properly. They're just a few of the many ways you can do your part to improve your own essay. After all, what's the point of writing an essay if you won't put any effort into it?These tips will help you write a sample essay on kindness. If you are unsure of how to start writing an essayon kindness, you can find out how to do it by using the sample essay on kindness available.

Kozol Amazing Grace

Introduction A non-fiction literature writer by the name Jonathan Kozol who is best known for his publications concerning public education wrote about the struggles, problems and challenges that the children of the poor people face in USA. He started writing about public education after he was fired from Boston Public Schools after teaching a Langston Hughes poem but later he was offered a job in the district that he grew up in, Newton Public Schools.Advertising We will write a custom essay sample on Kozol: Amazing Grace specifically for you for only $16.05 $11/page Learn More Kozol is considered a great educator and activist who did some great work in advocating for social justice mainly through his writings and interpreting scientific works e.g. in the field of social psychology (Schultz, 2001). Let us look at one of his writing, ‘Amazing Grace’. Kozol’s Work In this essay discusses the work of Kozol, Amazing Grace, in identifying t he challenges and problems that America’s poor population faces in their day-to-day life. A larger percentage of the affected people are either black Americans or of Hispanic origins living in Bronx, St. Ann’s Avenue, Beckman Avenue, Cypress, Hunts point, Mott Haven, East Tremont among others. He introduces to us the disheartening experiences that these poor people face including discrimination and racial segregation. The most affected are the younger population especially children who are still dependent on their parents. He quotes when children are exposed to extreme hardships they are not hardened as people may think. The only thing that makes them survive is that they are usually full of hope and are more than willing to welcome better life. For instance the people who attend and live near St. Ann’s church are said to be the poorest in America, the pastor to this church was interviewed by Kozol and he mentioned that he had visited different parts of America and according to him this was the â€Å"poorest of the poorest by any standard he can think of† (Schultz, p 372). Statistical reports released showed that 95% of the residents of this area live below the poverty line. At a local elementary school at St. Ann’s Avenue, only less than ten children out of eight hundred children can comfortably afford their own lunch daily i.e. they are not dependent of the free lunches that are offered at the school. Five of the ten believe that they are just poor but not destitute and by this, the in most cases do not rely/ accept the free lunch offered (Schultz, p 372). As we know if poverty levels are extremely high then crime is most likely to be as high in the same areas and this reduces security in the areas. This is known to the government but nothing much is being done to manage the situation. The New York Times refers to this area, St. Ann’s Avenue, as â€Å"the deadliest blocks in the deadliest precinct of the city. They claim that, if there is a deadlier place in the United States of America, they don’t know where it is† (Schultz, p 373).Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is the precinct that in the early 90’s, when Kozol wrote his work, was leading in cases of homicide. Kozol says that a total of 84 people were murdered just a few months before he visited the area. Most of them were below 21 years of age. During his stay in the area another ten people were shot dead on Beckman Avenue and in this Avenue majority of the population are schoolchildren and this means that they were most likely exposed to this incidences. The following year which was 1993 on Valentine’s Day a whole family of six were shot in cold blood in their house and no one survived. Their house was only few blocks from them police but nothing was done to prevent the inhumane action from happeni ng (Schultz, p 373). The high crime rates as we have seen are promoted by the high poverty levels, but this is not the only outcome of the poverty. There is also a lot of drug use and poor health care. Talking of the drugs they also contribute to crime as we know and Mont Haven is the most affected area. Some analysis that Kozol quoted on his writing indicated that during the time of his research, there were over four thousands intravenous drug users most of which were addicts of heroin and cocaine. Intravenous drug users tend to promote the spread of HIV/ AIDS, a pandemic that has claimed a lot of lives all over the world. This is after sharing needles for injecting the drugs. Kozol says that after he interviewed several children from the areas I mentioned above, he concluded that at least every child in these areas knows of someone who died from AIDS, this may either be a neighbor or a relative. The most saddening news is that over 25 percent of all pregnant women that attend pren atal clinic are tested positive of the HIV. From 1993 to the year 2000 over thirty eight thousand children were infected with HIV mostly through mother to child transition during or after birth. Most of these children only lived for one and a half years. Only 5% of them survived to 12 years and over 10,000 children were orphaned during this period. 20% of the 10,000 were residents of Mott Haven and they were mainly Hispanic or Black American. Kozol tells a saddening story of which was narrated to him as quoted below, â€Å"In one family, the father died two years ago and the mother is about to die. The four soon-to-be-orphaned children are being cared for by their 75-year-old grandmother. One of the children, a nine-year-old, is sick with full-blown AIDS. Another child, seven years old, is less sick but he’s been getting IV blood infusions.Advertising We will write a custom essay sample on Kozol: Amazing Grace specifically for you for only $16.05 $11/page Learn More The six-year-old may be okay. But it’s the 13-year-old girl, who isn’t sick, who’s causing the most worries. She’s staying out all night, defying her grandmother. She stared to do this at 11, when her father died. Recently, this girl had an abortion† (Schultz, p 377). Asthma, fear and anxiety are some of the most common diseases and problems respectively that children from this areas face in their lives. Winter season is considered the worst weather since they are never well protected from the dangerous cold weather. Rarely the government is forced to distribute free electric blankets and sometimes space heaters to protect them from the cold. This leads to over loading on the electricity supply in these areas and they are forced to turn to sleeping bags as an alternative (Schultz, p 372). Conclusion The residents of these areas especially children have their comfort on one song which to them is like a prayer, â€Å"Amazing gra ce! How sweet the sound, that saved a wretch like me, I once was lost and now am found, was blind but now I see†¦Ã¢â‚¬  This is according to Jonathan Kozol who sympathizes with them. References Schultz, F. â€Å"SOURCES: Notable selections in education.† New York: McGraw-Hill Dushkin, 2001, p 370-380. This essay on Kozol: Amazing Grace was written and submitted by user Sariyah Cantu to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Civil Rights Movement Timeline From 1960 to 1964

Civil Rights Movement Timeline From 1960 to 1964 This civil rights movement timeline chronicles important dates during the struggles second chapter, the early 1960s. While the fight for racial equality began in the 1950s, the non-violent techniques the movement embraced began to pay off during the following decade. Civil rights activists and students across the South challenged segregation, and the relatively new technology of television allowed Americans to witness the often brutal response to these protests. President Lyndon B. Johnson  successfully pushed through the historic Civil Rights Act of 1964, and a number of other groundbreaking events unfolded  between 1960 and 1964, the span covered by this timeline. 1960 Civil Rights Sit-In at John A Brown Company. Oklahoma Historical Society / Getty Images On Feb. 1, four young African American men, students at North Carolina Agriculture and Technical College, go to a Woolworth in Greensboro, N.C., and sit down at a whites-only lunch counter. They order coffee. Despite being denied service, they sit silently and politely at the lunch counter until closing time. Their action marks the start of the Greensboro sit-ins, which sparks similar protests all over the South.On April 15, the Student Non-Violent Coordinating Committee holds its first meeting.On July 25, the downtown Greensboro Woolworth desegregates its lunch counter after six months of sit-ins.On Oct. 19, Martin Luther King Jr.  joins a student sit-in at a whites-only restaurant inside of an Atlanta department store, Richs. He is arrested along with 51 other protesters on the charge of trespassing. On probation for driving without a valid Georgia license (he had an Alabama license), a Dekalb County judge sentences King to four months in prison doing hard labor. Presidential con tender John F. Kennedy phones Kings wife, Coretta, to offer encouragement, while the candidates brother, Robert Kennedy, convinces the judge to release King on bail. This phone call convinces many African Americans to support the Democratic ticket. On Dec. 5, the Supreme Court hands down a 7-2 decision in the Boynton v. Virginia case, ruling that segregation on vehicles traveling between states is unlawful because it violates the Interstate Commerce Act. 1961 Policemen await to arrest Freedom Riders. Bettmann Archive / Getty Images On May 4, the Freedom Riders, composed of seven African American and six white activists, leave Washington, D.C., for the rigidly segregated Deep South. Organized by the Congress of Racial Equality (CORE), their goal is to test Boynton v. Virginia.On May 14, Freedom Riders, now traveling in two separate groups, are attacked outside Anniston, Ala. and in Birmingham, Ala. A mob throws a firebomb onto the bus in which the group near Anniston is riding. Members of the Ku Klux Klan attack the second group in Birmingham after making an arrangement with the local police to allow them 15 minutes alone with the bus.On May 15, the Birmingham group of Freedom Riders is prepared to continue their trip down south, but no bus will agree to take them. They fly to New Orleans instead.On May 17, a new group of young activists join two of the original Freedom Riders to complete the trip. They are placed under arrest in Montgomery, Ala.On May 29, President Kennedy announces that he has ordered the Inte rstate Commerce Commission to enact stricter regulations and fines for buses and facilities that refuse to integrate. Young white and black activists continue to make Freedom Rides. In November, civil rights activists participate in a series of protests, marches, and meetings in Albany, Ga., that come to be known as the Albany Movement.In December, King comes to Albany and joins the protesters, staying in Albany for another nine months. 1962 James Meredith Registering at the University of Mississippi. Bettmann Archive / Getty Images On Aug. 10, King announces that he is leaving Albany. The Albany Movement is considered a failure in terms of effecting change, but what King learns in Albany allows him to be successful in Birmingham.On Sept. 10, the Supreme Court rules that the University of Mississippi must admit African American student and veteran James Meredith.On Sept. 26, the governor of Mississippi, Ross Barnett, orders state troopers to prevent Meredith from entering Ole Misss campus.Between Sept. 30 and Oct. 1, riots erupt over Merediths enrollment at the University of Mississippi, or Ole Miss.On Oct. 1, Meredith becomes the first African American student at Ole Miss after President Kennedy orders U.S. marshals to Mississippi to ensure his safety. 1963 Bettmann Archive / Getty Images King, SNCC and the  Southern Christian Leadership Conference  (SCLC) organize a series of 1963 civil rights demonstrations and protests to challenge segregation in Birmingham.On April 12, Birmingham police arrest King for demonstrating without a city permit.On April 16, King writes his famous Letter from a Birmingham Jail in which he responds to eight white Alabama ministers who urged him to end the protests and be patient with the judicial process of overturning segregation.On June 11, President Kennedy delivers a speech on civil rights from the Oval Office, specifically explaining why he sent the National Guard to allow the admittance of two African American students into the University of Alabama.On June 12, Byron De La Beckwith assassinates  Medgar Evers, the first field secretary for the National Association for the Advancement of Colored People (NAACP) in Mississippi.On Aug. 18, James Meredith graduates from Ole Miss.On Aug. 28, the  March on Washington for Jobs and Fre edom  is held in D.C. Around 250,000 people participate, and King delivers his legendary  I Have a Dream speech. On Sept. 15, the Sixteenth Street Baptist Church in Birmingham is bombed. Four young girls are killed.On Nov. 22,  Kennedy is assassinated, but his successor, Lyndon B. Johnson, uses the nations anger to push through civil rights legislation in Kennedys memory. 1964 President Lyndon Johnson Signs Civil Rights Act. PhotoQuest / Getty Images On March 12,  Malcolm X  leaves the Nation of Islam. Among his reasons for the break is Elijah Muhammads ban on protesting for Nation of Islam adherents.Between June and August, SNCC organizes a voter registration drive in Mississippi known as Freedom Summer.On June 21,  three Freedom Summer workersMichael Schwerner, James Chaney, and Andrew Goodmandisappear.On Aug. 4, the bodies of Schwerner, Chaney, and Goodman are found in a dam. All three had been shot, and the African American activist, Chaney, had also been badly beaten.On June 24, Malcolm X  founds  the Organization of Afro-American Unity along with John Henrik Clarke. Its aim is to unite all Americans of African descent against discrimination.On July 2, Congress passes the  Civil Rights Act of 1964, which bans discrimination in employment and public places.In July and August, riots break out in Harlem and Rochester, N.Y.On Aug. 27, the Mississippi Freedom Democratic Party (MFDM), which formed to challenge the segr egated state Democratic Party, sends a delegation to the  National Democratic Convention in Atlantic City, N.J.  They ask to represent Mississippi at the convention.  Activist Fannie Lou Hamer, spoke publicly and her speech was broadcast nationally by media outlets.  Offered two nonvoting seats at the  convention, in turn, the MFDM delegates reject the proposal. Yet all was not lost. By the 1968 election, a clause was adopted requiring equal representation from all state delegations. On Dec. 10, the Nobel Foundation awards King the  Nobel Peace Prize. Updated by African-American History Expert, Femi Lewis.

Illegal Use of Sensitive Information Between the Consumers and the Research Paper

Illegal Use of Sensitive Information Between the Consumers and the Online Vendors - Research Paper Example There are myriad of computer laws that are being followed in my country (Canada). To name a few, there are 1984 Computer Fraud and Abuse Act (CFAA), Electronic Communications Privacy Act (ECPA), Children’s Online Privacy Protection Act (COPPA), and Health Insurance Portability and Accountability Act (HIPAA). CFAA deals with penalties for the intruders who gain access to sensitive information stored in a computer without authorized access. Computers have to be protected when the consumers carry out commercial activities, engage in cross-border e-commerce, and make online business transactions and email communications with online traders. The Act applies penalties upon the identity thieves, starting from 10 years to 20 years of imprisonment. ECPA was designed in the 1980s. It applies penalties upon the persons who gain access to and makes illegal use of the sensitive information that has been exchanged between the consumers and the online vendors through electronic communication techniques such as electronic mails, text messages, video conferences, chatting, and etcetera. COPPA was designed in 1998 and became effective in April 2000. COPPA put forward rules and regulations that are to be applied on the commercial website owners and internet service providers who know which websites are being used by children and collect personal information from them with or without their parents’ consent. The Canadian province, British Columbia, presented in the 2008 Legislative Session: 4th Session, 38th Parliament, the legislation about e-Health and its services so that the consumers could benefit from e-Health’s secure and steadfast solutions right from the comfort of their homes.

How does the US Constitution address the grievances enumerated in the Essay

How does the US Constitution address the grievances enumerated in the declaration of independence - Essay Example The agitation and tremendous sense of revolt among the Americans paved the way for the development of the first Continental Congress in September, 1774. During the first congress which included representatives from all the colonies except than that of Georgia gathered together and decided on the development of several actions followed by the complete boycott of the British commodities. The First Congress also drafted a written declaration to the King as well as the Parliament defines the position of the congress which is known as the Declaration of the Rights and Grievances. On September 7, 1774, the Congress appointed a committee with two delegates from each colony in attendance. The duty of the committee was defined in the constitution as â€Å"That a Committee be appointed  to state  the rights of the  Colonies  in general, the several instances in which these rights are violated or infringed, and the means most proper to be pursued for obtaining a restoration of them" (Declaration and Resolves on Colonial rights of the First Continental Congress, 2012). The committee read the drafts of the rights of the colonies and the draft of the grievances and the final draft were agreed on October 14, 1774 (Declaration and Resolves on Colonial rights of the First Continental Congress, 2012). . The paper will discuss the way in which the US constitution addresses t he grievances enumerated in the declaration of independence. ... The Declaration of Independence incorporated a list of grievances against King George III of Britain (Founding documents). The grievances mainly pointed out or bases upon some ideologies that the king is a tyrant, the king deprived the colonists of the right of trial by jury, the king imposed taxes on the colonists without their assent, the king dissolved the process of legislatures and the king kept standing armies in colonies in times of peace (Grievances listed in the Declaration of Independence). Majority of the grievances listed in the Declaration of Independence formed the base for the rights which are protected in the First Amendment and the entire Bill of Right in the US constitution. The First Amendment formed the cornerstone of the Bill of Rights which guarantees the basic rights of speech, religion, assembly and petition. The First Amendment exhibits the basic framework which guarantees the citizens of America with the other rights that follow it. In the present day the Bi ll of Rights consists of 27 amendments. However there are still huge amount of debate regarding the meaning and limitations of the freedoms (Founding documents). Addressing of grievances by the US Constitution With regards to taxes, the Article 1, Section 8, Clause 1 states that the Congress will have the power to lay and collect the taxes, duties, imposts and excised for the purpose of paying debts and also provide for the common person's defense and general welfare of the United States along with the establishment that all the duties, imposts, excises should be uniform throughout the United States of America (The Founder’s Constitution). King has been accused â€Å"For cutting off our Trade with all parts of

Internalization And Social Learning Theory Young People Essay

Internalization And Social Learning Theory Young People Essay According to research, the effects of inter-partner violence witnessed by the child or young person can cause significant internalized behaviours, whereby the emotional and psychological effects of the violence have caused common problems including anxiety,  [1]  social withdrawal  [2]  and depression  [3]  for children and young people. It is of our own ignorance that some people choose to presume that a child is just being quiet rather than experiencing significant stress and emotional problems (Calder 2004:57). It is this ignorance that increases the childs felt isolation alongside their psychological and emotional disturbances. It is arguable that the lack of mature coping strategies a child has, alongside the failure of others to recognise when a child needs help, is what puts them at greater risk of experiencing such traumatic and indeed clinical behaviours. For example, Davis and Carlson (1987)  [4]  found in their study regarding children of battered women that 68% of preschool children and 53% of school age children in their sample had depression that was of a clinical concern.  [5]   The internalised behaviours of depression, anxiety and social withdrawal are interestingly typical of what the abused mother (victim) often goes through (WHO 2000; Hester et al 2007; McCue 2008). According to the Home Office, 75% of domestic violence cases result in mental health consequences to women (Home Office, 2001). These behaviours are not surprising in relation the physical and emotional harm that domestic violence may cause. The victim may be fearful of when the man may next strike causing anxiety. Depression may come from thoughts and feelings that they cant get themselves and their children out of the abusive home. Furthermore, the stress, anxiety and depression caused by their situation may lead them to avoid social environments, withdrawing themselves from anything which may lead them to be noticed, questioned, embarrassed or shamed. One may question however, how do these behaviours in the child occur? When analysing the environment the child is subjected to, the reasons for why they may have symptoms of depression, anxiety and social withdrawal become apparent: Anxiety Constant reminders around their home may keep them anxious and fearful of when the violence may next occur; there may be broken furniture, blood stained carpets/walls as well as other reminders around the home, even cuts and bruises physically apparent on their parent, signifying the childs lack of control.  [6]   Withdrawal The child is silent and withdrawn. They will have learnt that silence and not being outspoken is the best way to behave if they dont want to get beaten or they do not want to see or hear their mothers beaten. This can be taught verbally and/or visually through associative learning means.  [7]  (Lieberman 2000:41-55). For example if they witness their father repeatedly violating their mother there are two responses; the mother stays quiet and does not respond-the consequence maybe that the father does not continue to be violent, the atmosphere may calm. The second response may consist of a volatile reaction from the mother, screams, shouts and/or crying-the consequence is that their father will continue to violate. Therefore the child learns and associates that being loud, outspoken and overtly emotional will increase the violence, so the child may become quiet and withdrawn with the hope that the violence will reduce. Depression The depression may stem from their insignificance, their silence, their feeling of powerlessness and the feelings of guilt for not protecting their mother. Feelings of powerlessness and guilt may increase the childs emotional and psychological trauma, particularly if there are no significant internal or external supports.  [8]   We can apply these behaviours to social learning theory, which is based on the principle that behaviours observed as a young person will become learned and modelled as if the behaviour they have observed is the norm.  [9]  For example if the normal social behaviours of an abused mother in the home involve depression, anxiety, quietness, such behaviours are likely to be modelled by the child, because of their attachment (psychological, emotional and biological) but also because they havent had the opportunity to learn any other behaviours. Social learning can also be applied by observing an actual activity and seeing what it achieves which is sometimes referred to as associative learning.  [10]  For example, children and young people who internalise their behaviours may do so because they have learnt from their parents relationship that when the mother is quiet and withdrawn the abuse is less likely to occur. A case study which demonstrates this kind of social learning behaviour has been highlighted by a case brought forward to the Domestic Violence Integrated Response Project (DVIRP), a support network based in the East Midlands (UK) which offers supports including the Break-Thru programme for children aged 7-16 years who have witnessed and or experienced domestic violence. An 8 year old boy was referred to the Break-Thru programme for therapeutic sessions after he had witnessed domestic violence. He saw his father hit his mother on a weekly basis. If he attempted to intervene his father would hit him too. Due to this the boy learned to stay upstairs where he would hear the abuse instead. This learning process is one which demonstrates the influence in staying quiet, withdrawing from difficult situations, as arguably this boy learnt that these internalized behaviours were the best way to act in order to reduce trouble. But what about those children who model and socially learn from the perpetrators behaviour? There has been significant research carried out surrounding the cycle of violence thesis and the social learning theory of aggressive behaviour  [11]  (Walker 1979; Straus 1990; Grusec 1992; Bandura 1997) because there is concern that children may learn from their parent, who is the perpetrator, that using such modes of behaviour is the only means of achieving what they want (Calder 2004:23). Effects on behaviour: Externalization and social learning theory A significant impact on children and young people who have witnessed domestic violence considers how the childs experience influences their externalized behaviours.  [12]  highlight how all but one study examining impacts of domestic violence found that children who were exposed to domestic violence on a regular basis externalised significant behavioural problems, most commonly: aggressive, hostile, disruptive and anti- social behaviours compared to children from non-violent homes, similar to that of the perpetrator (in this case the father). However one must consider that the significance of such externalised behavioural problems demonstrated in these cases will vary according to support mechanisms in place during and post domestic violence and other situational circumstances at the time of the study. For example some children and mothers were placed in refuges at the time of the studies  [13]  where a sudden change of home, school, friendships and adjustment to refuge livin g were most probable and likely to affect their behaviours differently to those who still live with the perpetrator. Historically scientists have questioned the motivation behind aggressive behaviour. Albert Bandura (1997)  [14]  , in particular, proposed a social learning theory that focuses on externalised aggressive behaviour and how it can be implanted by roots of observational learning. This theory considers that when children witness adults committing violent acts this will influence children to imitate or model this violent behaviour too.  [15]  Similar outcomes of observational learning have been found in other studies and research surrounding the effects of domestic violence upon behaviour. The case study regarding the 8year old boy brought forward by DVIRP, as discussed previously, highlighted that the boy displayed externalised behaviours including anger for which he had no outlet; this resulted in him copying his fathers behaviour and being aggressive by hitting his mum and breaking household possessions (Appendix 1). This case, along with other such cases which are demonstrated through research by the likes of McGee (2000)  [16]  and Abrahams (1994)  [17]  , highlight that childrens role models (parents) do heavily influence behaviours; if the child had not witnessed his fathers violent behaviour he may not have externalised aggression, he may have been able to diffuse his anger through alternative methods. Not only do such learnt externalised behaviours affect familial relationships, it has been suggested that children living in homes with heightened hostility are likely to resolve their own interpersonal difficulties, for example with peers, by imitating and utilizing the modes of aggression and hostility they have picked up from the home (Straus 1990)  [18]  , thus potentially leading them into drug and alcohol abuse, running away and juvenile delinquency.  [19]  Delinquency was shown in its extreme form by the media attention that surrounded the Sheffield Crown Court case on the Edlington attack where grievous bodily harm with intent was committed by two brothers aged 10 and 11. The barrister on the case implied that the two boys may have learnt such extreme violence and criminal behaviour from their parents. The barrister highlighted that the two boys had been subject to a toxic home life as they witnessed extreme domestic violence in the home; for example they saw their father threaten to slice their mothers face to bits with a knife (BBC News 21/1/2010).  [20]   On the contrary one must recognise that this case is an extreme form of externalization behaviour that has influenced a criminogenic life path, but there is no clear evidence to suggest the criminal acts carried out by the two boys were the sole consequences of learnt behaviour and such behaviours are not representative of all children who have been affected by witnessing domestic violence. However those who do exhibit hostile behaviours, whether it be on a low scale level or an extreme level are likely to affect important stages of their life, including the school learning process and involvement in peer socialisation; arguably two key aspects of developing the self during childhood.  [21]   Alongside the effects of externalised behaviours as a young person, researchers have also paid close attention to the impact of domestic violence on children and young people as they make transitions into adulthood. Many studies have found evidence for the intergenerational cycle of violence theory which argues that adults who externalize violent and abusive behaviour have most likely witnessed violent and abusive behaviour as children  [22]  23 Physical Symptoms Although children present in homes where domestic violence occurs are likely to suffer physical abuse as well, the physical effects of being the witness to domestic violence are quite different than symptoms of abuse, itself. The physical effects of domestic violence on children can start while the fetus is present in the mothers womb. Studies have shown that low infant birth weights are associated with both the direct physical trauma inflicted on the fetus mother, as well as the emotional stress that is placed on the victim of the domestic abuse. Direct physical abuse on the female victim can lead to multiple physical injuries associated with the infant child, ranging from premature birth, excessive bleeding, and even fetal death. Increased maternal stress during the times of abuse, especially when combined with smoking and drug abuse, can also lead to premature deliveries and low weight babies.[3] Infant children who are present in the home where domestic violence occurs often fall victim to being caught in the crossfire. They may suffer physical injuries from unintentional trauma as their parent is battered. Infants may be inconsolable and irritable, have a lack of responsiveness secondary to lacking t he emotional and physical attachment to their mother, suffer from developmental delays, and have excessive diarrhea from both trauma and stress. Physical effects of witnessing domestic violence in older children are less evident than behavioral and emotional effects. The trauma that children experience when they witness domestic violence in the home, plays a major role in their development and physical well being. The children, however, will exhibit physical symptoms associated with their behavioral or emotional problems, such as being withdrawn from those around them, becoming non-verbal, and exhibiting regressed behaviors such as being clingy and whiney. Anxiety like behavior is also a common physical symptom in children who witness domestic violence in the home. These children harbor feelings of guilt, blame, and are constantly o n edge. They may startle at the smallest things, such as a car door slamming or a glass cup accidentally falling to the floor. If their anxiety progresses to more physical symptoms, they may show signs of tiredness from lack of sleep and weight and nutritional changes from poor eating habits.[4] Children who witness domestic violence in the home can suffer a tremendous amount of physical symptoms along with their emotional and behavioral state of despair. These children may complain of general aches and pain, such as headaches and stomach aches. They may also have irritable and irregular bowel habits, cold sores, and they may have problems with bedwetting. These complaints have been associated with depressive disorders in children, a common emotional effect of domestic violence. Along with these general complaints of not feeling well, children who witness domestic violence may also appear nervous, as previously mentioned, and have short attention spans. These children display some of the same symptoms as children who have been diagnosed with attention deficit hyperactivity disorder. On the reverse, these children may show symptoms of fatigue and constant tiredness. They may fall asleep in school due to the lack of sleep at home. Much of their night may be spent listening to or witnessing violence within the home. Children of domestic violence victims are frequently ill, and suffer from poor personal hygiene. Children who witness domestic violence also have a tendency to partake in high risk play activities, self abuse, and death by suicide.[5] Children who witness domestic may show many physical symptoms of trauma, emotional stress, and possibly, physical abuse. Children who witness domestic violence in the home should be assessed for the physical effects of the violence by everyone around them. It is easy to see the physical injuries if the domestic violence turns into child abuse, however, the other physical findings may be difficult to evaluate. Any child who has changes in their eating habits, sleep patterns, or bowel patterns should be further examined or questioned by someone whom they trust. Behavioral Symptoms Domestic violence in the home affects children in different ways and the children exposed to this type of violence are likely to develop behavioral problems. Domestic violence can cause children to have regression with out of control behavior.[6] When a child is a witness of domestic violence, they often imitate behaviors. Children think that violence is an acceptable behavior of intimate relationships. They may develop a sense of social acceptance to this behavior and become the abused or the abuser. Some warning signs of domestic violence in children may be bed-wetting or having nightmares. Some children may become distrusting of adults. The child may try to act tough and have problems letting other people into their life and there are some children that may even isolate themselves from their close friends and family. Another behavioral response to domestic violence may be that the child may lie in order to avoid confrontation and excessive attention getting. Adolescents are in jeopardy of academic failure, school drop-out, and substance abuse. Their behavior is guarded and they are secretive about their family members. They get embarrassed ajbout the home situation. Adolescents dont like to invite friends over and they spend their free time away from home. Denial and aggression are their major forms of problem solving. Teens cope with domestic violence by blaming others, encountering violence in a relationship, or by running away from home.[7] An estimated 1/5 to 1/3 of teenagers who are involved in dating relationships are regularly abusing or being abused by their partners verbally, mentally, emotionally, sexually and/or physically. 30 to 50 percent of dating relationships can exhibit the same cycle of escalating violence in marital relationships.[8] Emotional Symptoms About 3.3 million children are exposed to domestic violence in their homes every year.[9] Not only are these children at risk for developing physical, behavioral, and social problems, but they are prone to develop emotional problems as well. These children often have conflicting feelings towards their parents. Feelings of distrust and affection often coexist for the abuser. The child becomes overprotective of the victim and feels sorry for them.[10] Children exposed to domestic violence often develop anxiety. They fear that they may be injured during an altercation between their parents, or even fear that their parents will abandon them. Children also worry about the safety of the parent that is being abused. Many times children fear that they are to blame for the violence that is occurring in their homes. Grief, shame, and low self esteem are common emotions that children exposed to domestic violence experience. Depression is a common problem in these children. The child often feels helpless and powerless. More girls internalize their emotions and show signs of depression than boys. Boys are more apt to act out with aggression and hostility.[11] Witnessing violence in the home can give the child the idea that nothing is safe in the world and that they are not worth being kept safe which contributes to their feelings of low self worth and depression.[12] Some children act out through anger and are more aggressive than other children. Even in situations that do not call for it, children will respond with anger.[13] Post Traumatic Stress Disorder can result in children from exposure to domestic violence. Symptoms of this are nightmares, insomnia, anxiety, increased alertness to the environment, having problems concentrating, and can lead to physical symptoms.[14] These children are not allowed a normal childhood. There is a role reversal between the child and the parent and the responsibilities of the victim who is emotionally and psychologically dysfunctional are transferred to the child. (see parentification.ua.edu)This is also known as parentification. 20,21 In this situation, the parents treat their child as a therapist or confidant, and not as their child. They are forced to mature faster than t he average child. They take on household responsibilities such as cooking, cleaning, and caring for younger children.[15] The responsibilities that they take on are beyond normal assigned chores, and are not age appropriate. The child becomes socially isolated and is not able to participate in activities that are normal for a child their age. The parentified child is at risk for becoming involved in rocky relationships because they have been isolated and are not experienced at forming successful relationships. Also they tend to become perfectionists because they are forced to live up to such high expectations for their parents.[16] Social Symptoms Children exposed to domestic violence frequently do not have the foundation of safety and security that is normally provided by the family. The children experience a desensitization to aggressive behavior, poor anger management and problem solving skills, and learn to engage in exploitative relationships.[17] The symptoms of children living with violence present differently at various ages of development. School age children exposed to domestic violence present with an excessive worry of possible danger and feelings of resentment towards the perpetrating party.[10] Symptoms include isolation from friends and relatives in an effort to stay close to siblings and victimized parent.[17] Adolescent children present with a difficulty in trusting adults and engage in excessive social involvement to avoid volatile situations at home. The adolescent may display these symptoms by joining a gang or becoming involved in dating relationships that mimic the learned behavior.[17] Children exposed to domestic violence require a safe nurturing environment and the space and respect to progress at their own pace. The caretaker should provide reassurance and an increase sense of security by providing explanations and comfort for the things that worry the children, i.e. loud noises.[10] The children should develop and maintain positive contact with significant others such as distant family members.[10] All family members are encouraged to become involved in community organizations designed to assist families in domestic violence situations. The behavioural effects of domestic violence on education and the school response 4.1 Overview Education is widely accepted as to boost economic and social capital as in to maintain ones life. It is widely understood accepted by the society that compulsory education is a must for children and young people. This is due to the system which emphasises on social skills (interacting with peers, tutors, involving in discussions), moral and cultural knowledge (through learning History, Music), organisation skills (cues in accordance, deadlines and school uniforms) and academic skills (through Maths and Science) which will be a leading path for them for a successful life path. The children who are not able to cope up with the education norms by truanting and excluding themselves will be a great concern for parents and teachers.  [24]   Domestic violence does not impose direct impact on children as per researches done, though the impacts are rather limited yet of great significance. However it has been proved relevantly that domestic violence does give negative impacts on children and young people in social settings which include school.  [25]   Pro social behaviour is seen in children and young people when the family setting is of positive  [26]  and negative result is seen in those of poor family attachment and negative family relationship between child and parents.  [27]   It is agreed that children and young people of domestic violence background are more likely to be involved in negative behaviours outside home which increase the probability of school difficulties. It is easy to say that the domestic violence impact affects the children and young people diversely when they do not conform with the education system and unable to achieve proper academic qualification. Those impacts include increased risk of later employment issues,  [28]  involvement in crime  [29]  and mental health problems.  [30]  It is not to discuss the current impacts of domestic violence After analysing the possible effects of witnessing domestic violence on the childs behaviour in the previous chapter, this chapter shall focus on analysing the effects that these negative internalised and externalised behaviours have on the childs education Internalised and externalised behaviours: Impact on schooling Learning As seen earlier those children who have been affected psychologically and emotionally by domestic violence have internalised behaviours of anxiety, social withdrawal and depression, and externalised behaviours of a disruptive and aggressive nature compared to normal life leading groups.  [31]   Mostly these type of affected children and young people are not able to control their behaviour from social settings outside their home where they will have problems in adult relationship, aggressive or poor communication with peers, low rate of concentration in school and overall poor achievements in school.  [32]   The aggressiveness which shown by these group of people is the outcome of the process of domestic violence at home. Ones these children are placed outside of their home frame, they are restless of what might b happening to their abused parent while they are not present at home. This situation increases the severity where they will ill treat those people around them in schools.  [33]   And if [Dad] beat Mum up I would be at school thinking.What if I go home and Mum isnt there? What if somethings happened? (Hannah aged 15 in McGee 2000:80). Internalised behaviours of fear and anxiety caused by home circumstances have been found to affect rate of concentration and involvement in school practices (Abrahams 1994). Children who have been traumatised and suffer from internalised behaviours are more likely to become totally withdrawn from their class; their state of mind becomes dissociated whereby they become completely disconnected from the environment they are in (the classroom), which results in them missing out on large amounts of information (Cole et al 2005:37). This withdrawal may significantly hinder their academic development and success, particularly because there is potential that educational support by some parents in an abusive relationship is likely to be weaker than in comparable relationships affecting home study. Externalised behaviours may also cause damage to the child or young persons learning process. According to Cole et al (2005:34) a traumatised child may exert aggressive or disruptive behaviours in the classroom to their teachers and peers. While other children in the class (and some teachers) may perceive this behaviour as troublesome and irrational, these externalised, aggressive behaviours maybe a result of Post-Traumatic Stress Disorder (Hester et al 2007) which can often be triggered by the actions, comments or tone of peers and teachers themselves. whenever I hear the teacher shouting, I just used to cover my ears cause I dont want to hear no one shoutingit was like bells ringing in my head (Karina aged 16 in McGee 2000:81). Some children who illicit aggressive behaviour towards a peer or teacher maybe doing so in frustration or defence because a particular tone, comment or action was expressed by them in the manner that the perpetrator did in the process of abuse they witnessed in the home. This illustrates how domestic violence can be detrimental to the communicative skills of children and young people because they gain distorted perceptions of the intentions, feelings, and behaviours of others (Rogosch and Cicchetti 1994 in Cole et al 2005:34) within the school environment. Social Exclusion and Impact on Attendance Not only are children likely to suffer academically because of their behavioural symptoms, their relationships with peers and other adults are also likely to be affected. Internalised behaviours such as depression, anxiety and withdrawal are symptoms which can exclude the www.internetjournalofcriminology.com Internet Journal of Criminology  © 2010 child or young person from their peers; their post-traumatic symptoms or behaviour may acutely disturb a developing close relationship with a best friend, create a sense of isolation from peers, or lead to social ostracism (Pynoos et al 1996:134). This social ostracism is further increased when children have to move schools because they need to be re-housed or take shelter in a womens refuge away from their violent home. This disconnection from both the academic and social life at school may lead children and young people who have been <

Hotel Rwanda †The Rwandan Genocide Essay

Hotel Rwanda is a film about the genocide that transpired within the premises of the city of Kigali, the heart of Rwanda during the year 1994. This evil act lasted for 100 days killing thousands of innocent lives of Rwandan men, women and children. But in the film, it did not focus on the genocide. Instead, it shed a light on the heroic and courageous deed of one ordinary man in an effort to save the lives of some of his countrymen. In the movie, almost all of the aspects of the genocide were tackled including the powerlessness of the United Nations to put a stop to the violent killings perpetrated by the Rwandan government and the Hutu rebels against the Tutsis. This was very much evident when the character of Dan Cheadle was promised by the UN Colonel that he, his family and all the refugees at the Milles Collines will be rescued. But when the colonel had a talk with another UN officer, the plan seemed to have changed. The colonel explained that only foreign nationals were allowed to leave Rwanda. Only a small number of troops were instructed to uphold peacekeeping and not peacemaking meaning they were not allowed to shoot at anyone even if they commit violent actions. More so, the minimal involvement of the international organizations and their eventual negligence over the escalating killings in Rwanda played a pivotal role in the increased deaths of thousands of people. Instead of helping the Tutsis to take refuge to a safer place in neighboring countries, these organizations decided not to get involve because of the misconception that nothing can restore the peace and order in an anarchic setting. Moreover in the movie, a Red Cross worker drew some attention because of how she showed her bravery by setting aside her fears and her own welfare just to save a few people from being mercilessly killed by the Hutus. Some aid workers decided to stay in order to help while others chose to flee in order to protect their welfare. Overall, the movie generated an accurate depiction of the Rwandan genocide. However, some controversial issues were downplayed like the role of the French in the uprising and arming of the Hutu rebels. After the genocide, some reports have surfaced that implicated a few French politicians and the French military with this tragic incident. According to the results of the findings of an â€Å"Independent Rwandan Commission,† the French government was â€Å"aware of preparations for the genocide and helped train the ethnic Hutu militia perpetrators. The report included that France provided the Hutus with â€Å"political, military, diplomatic and logistical support. † For almost 2 years, the commission had gathered data and interviewed several survivors. All the information that had been obtained, served as testimonies to the participation of the French government in the killing of almost 800,000 civilians in the span of 100 days (BBC, 2008). But the French vehemently refu ted the accusations. In their defense, they stated that the allegations were biased because the commission has only one thing in mind and that is to prove that the French are guilty. The â€Å"French Foreign Ministry said â€Å"there is no surprise in the conclusions of the commission given its mission† (CNN, 2008). Aside from this, the film also failed to include the admission of the United Nations of its failure to prevent the genocide. But for the UN, this became a learning experience. They realized that people should not be neglected specifically in times of dire need when lives are at stake (BBC, 2000). Given this new angle in the Rwandan genocide, it should have been also portrayed in the movie. This would have given viewers more accurate representation of what really happened in Rwanda in April 1994. Also, this would have been a chance for the whole world to determine who the real culprits were in one of the worst humanitarian crisis of the 20th century. More so, these events could have provided a comprehensive outlook on how humans are capable of doing horrendous and brutal acts just to have power and control.