Things Fall Apart by Chinua Achebe Essay Example for Free

Things Fall Apart by Chinua Achebe Essay After Chielo took Ezinma away, Okonkwo was not able to sleep. He made several trips to the cave before he finally found and joined Ekwefi waiting outside the cave. When Chielo came out of Agbalas cave with Ezinma in the early morning hours, she ignored Okonkwo and Ekwefi and carried the sleeping Ezinma home to her bed, with the girls parents following behind. On the following day, the village celebrates the next event in the marriage of the daughter of Obierika, Okonkwos friend. The uri is a ritual in which the suitor presents palm-oil to everyone in the brides immediate family, her relatives, and her extended group of kinsmen. For this ceremony, primarily a womans ritual, the brides mother is expected to prepare food for the whole village with the help of other women. Ekwefi is exhausted after the preceding nights events. She delays going to the celebration until Ezinma wakes and eats her breakfast. Okonkwos other wives and children proceed to Obierikas compound; the youngest wife promises to return to prepare Okonkwos afternoon meal. Obierika is slaughtering two goats for the soup and is admiring another goat that was bought in a neighboring village as a gift to the in-laws. He and the other men discuss the magic of medicine used in the other village that draws people to the market and helps rob some of them. While the women are preparing for the feast, they hear a cry in the distance, revealing that a cow is loose. Leaving a few women to tend the cooking, the rest go find the cow and drive it back to its owner, who must pay a heavy fine. The women check among themselves to be sure that every available woman has participated in rounding up the cow. The palm-wine ceremony begins in the afternoon as soon as everyone gathers and begins to drink the first-delivered wine. When the new in-laws arrive, they present Obierikas family with fifty pots of wine, a very respectable number. The uri festivities continue into the night and end with much singing and dancing. Analysis This chapter further contributes to the understanding of several tribal customs and beliefs: the uri ceremony, which illustrates the phase of the marriage process following the agreement on bride-price (Chapter 8); the belief in supernatural powers to attract people to a market and even to help rob them; the law that requires villagers to control and corral their animals or else pay a penalty; and the custom that requires all available women to chase an escaped cow home. These descriptions follow the events of the preceding chapter and illustrate the strength of the villagers beliefs in the earth goddess and her powers, even when she requires the near abduction of a child. Yet, in most of the traditional events, the less than complete, blind obedience to a law or custom by some men and women suggests several strong, individual personalities. For example, Ekwefi is certainly one of the less-traditionally constrained women, and Obierika represents men who question some traditions and rituals. Sexual activity is a subtle part of courtship and marriage rituals. The chant at the end of the celebration, when I hold her waist beads / She pretends not to know, suggests that sexual anticipation is an enjoyable game for women as well as for men. In the preceding chapter, Okonkwos protective, manly presence in the darkness by the cave triggers Ekwefis fond memories of her first wedding night, when he carried her into his bed and . . . began to feel around her waist for the loose end of her cloth. Glossary umunna the extended family and kinsmen. a great medicine a supernatural power or magic that may take the shape of a person. In the Umuike market, the medicine assumes the shape of an old woman with a beckoning, magical fan. yam pottage a watery gruel made of yams. Summary In the dead of night, the sound of a drum and a cannon announce the death of Ezeudu, an important man in the village. Okonkwo shivers when he remembers that Ezeudu had warned him against playing a part in the killing of Ikemefuna. Everyone in the village gathers for the funeral ceremony of a warrior who had achieved three titles in his lifetime, a rare accomplishment. During the ceremony, men dance, fire off guns, and dash about in a frenzy of wailing for the loss of Ezeudu. Periodically, the egwugwu spirits appear from the underworld, including a one-handed spirit who dances and brings a message for the dead Ezeudu. Before the burial, the dancing, drumming, and gunshots become increasingly intense. Suddenly an agonized cry and shouts of horror are followed by silence. Ezeudus sixteen-year-old son is found dead in a pool of blood in the midst of the crowd. When Okonkwo fired his gun, it exploded and a piece of iron pierced the boys heart. In the history of Umuofia, such an accident h as never occurred. Okonkwos accidental killing of a clansman is a crime against the earth goddess, and he knows that he and his family must leave Umuofia for seven years. As his wives and children cry bitterly, they hurriedly pack their most valuable belongings into head loads to be carried as they prepare to flee before morning to Mbanta, the village of his mother. Friends move Okonkwos yams to Obierikas compound for storage. After the familys departure the next morning, a group of village men, carrying out the traditional justice prescribed by the earth goddess, invade Okonkwos compound and destroy his barn, houses, and animals. Okonkwos friend Obierika mourns his departure and wonders why Okonkwo should be punished so severely for an accident. Again, Obierika ponders the old traditions, remembering his own twin children who were abandoned in the forest because of tribal tradition. Analysis In the literary tradition of the tragic hero, Okonkwos undoing continues with his accidental killing of Ezeudus son. Early in the chapter, Achebe foreshadows the event with Okonkwos memory of Ezeudus warning about not killing Ikemefuna. The author builds dramatic tension by describing an increasingly frenzied scene of dancing, leaping, shouting, drumming, and the firing of guns, as well as the frightening appearance of the egwugwu. The action climaxes with an explosion of gunfire and then comes to a stop with the phrase All was silent. Achebe emphasizes the gravity of Okonkwos crime by saying that in Umuofia nothing like this had ever happened. As in Chapter 8, Obierika quietly questions clan traditions — this time, the tradition demanding that Okonkwo be banished for seven years because of an accidental killing. He also questions the tribal abandonment of twins, remembering his own innocent children left to die in the forest. The chapter includes several intimations of impending doom for the clan and its traditions. Achebe ends the chapter dramatically with the proverb, If one finger brought oil, it soiled the others, suggesting that Okonkwos crime may lead to the ultimate downfall of Umuofia itself. Glossary Go-di-di-go-go-di-go. Di-go-go-di-go the sound of drumbeats on the ekwe, or drums. esoteric intended for or understood by only a chosen few, as an inner group of disciples or initiates (said of ideas, literature, and so). raffia 1) a palm tree of Madagascar, with large, pinnate leaves. 2) fiber from its leaves, used as string or woven into baskets, hats, and so on. Mbanta The name means small town and is where Okonkwos mother comes from, his motherland, beyond the borders of Mbaino (Ikemefunas original home).

John Grisham Essay Example for Free

John Grisham Essay Introduction The Capital Area Food Bank has been serving 633,000 unprivileged residents in Washington D. C Metropolitan Area and 200,000 children whose standards of living are precarious inviting utmost care and concern. There are 200,000 children who are in need of food. [source: U. S Census Bureau,2000] Food Bank distributes over and above 62,000 pounds on daily basis and serves meals accounting to 1. 6 million per month apart from serving 700 non-profit partnership agencies affiliated with Washington D. C. Metropolitan Area. The minimum wage of D. C. is $7. 00. Also the minimum wage is $6. 15 in Maryland and $5. 15 in Virginia. [source:Hunger in America 2006, Mathematica Policy Research] CAFB definition of poverty : The Capital Area Food Bank defines poverty based upon 185% of the poverty guidelines. This means that a household may earn up to 185% of the U. S. government’s standard of poverty and still be considered â€Å"in poverty†. This measure (and other multiples such as 125%, 150% and even 200% of poverty) is utilized determine eligibility for many government programs. 1 Contributing factors to Hunger and Homelessness 1. Unemployment The following States have the problem of unemployment [2005]. Sno State High Low 1 Mississipi ^ 2 Louisiana ^ 3 South Carolina ^ 4 Alaska ^ 5 Michigan ^ 6 Hawaii ÐŽ 7 North Dakota ÐŽ 8 Vermont ÐŽ 9 Virginia ÐŽ 2. National poverty indicators: Sno (In millions} Status For the Year 1 25,350 Individuals 2005 2 5,146 Avg monthly individuals 2005 3 25,682 Avg monthly food stamp: individuals 2005 4 38,196 Food insecurity-household 2004 5 7,591 Unemployed individuals 2005 6 36,997 Individuals in poverty 2004 [source:Hunger in America, Draft Report, February 2006] 2. Food Insecurity [2002-2004] 1 Oklahoma ^ 2 South Carolina ^ 3 Arkansas ^ 4 Delaware ÐŽ. 5 North Dakota ÐŽ 6 New Hampshire ÐŽ 7 Minnesota ^ 8 Hawaii ^ [source:National Statistics on Hunger and Poverty]2 3. States with poverty [2004]3 1 New Hampshire 1 2 Minnesota 2 3 Vermont 3 4 New Jersey 4 5 Hawaii 5 6 Delaware 6 7 Masschusetts 7 8 Alaska 7 9 Virginia 9 10 Nebraska 10 11 North Dakota 11 12 Maryland 12 13 Wyoming 13 14 Idaho 13 15 Utah 13 16 Connecticut 16 17 Colorado 16 18 Iowa 18 19 Oklahoma 19 20 Nevada 20 21 Pennsylvania 21 22 Kansas 22 23 Rhode Island 23 24 Washington 23 25 Florida 25 26 Maine 25 27 Indiana 25 28 Ohio 25 29 Missouri 30 30 Illinois 30 31 Wisconsin 32 32 Georgia 33. 33 California 34 34 Michigan 34 35 South Dakota 36 36 Montana 37 37 West Virginia 38 38 Arizona 39 39 North Carolina 40 40 South Carolina 41 41 New York 42 42 Arkansas 43 43 Tennessee 44 44 New Mexico 45 45 Texas 45 46 Alabama 49 47 Kentucky 50 48 Mississippi 51 57% of hunger is prevalent in urban areas and 43% is prevalent in sub-urban/rural areas of U. S4. 4. Income – Household Employment status [2006]5 sno Income – (USD) percentage Employment percentage 1 0-999 60. 6 Full-time 14. 6 2 1000-2499 25. 3 Part-time 13. 2 3 2500 and above 2. 9 Unemployed 72. 2 4 Not known 11. 2 North Carolina – A study. Statistics of hunger and poverty in North Carolina sno year Household income (Avg) % (+) (-) Increase in numbers From To Increase % 1 2000 –2002 (-) $1749 (-) 4. 4 985,000 1. 07 mn 9 According to the survey of Wake Forest University School of Medicine, it was found that the overall percentage of hunger in U. S in 4. 3 and according to Quandt â€Å"food insecurity† is between 35. 6% to 41. 8% in four surveys conducted. North Carolina with a population of 8 million is having an account of 15. 2 % of individuals and 21. 2% of families with small children facing a risk of hunger. Statistics of Polkton. 1 Total population 18,324 2 Households 7,908 3 Families 5,337 4 Average household size 2. 28 5 Average family size 2. 78 6 Household Median income $36,259 7 Family Median Income $45,096 8 Percapita Income $19,804 9 Male – Median income $29,375 10 Female-Median income $23,070 11 Below poverty line-18 under 11. 70% 12 Below poverty line-65 and older 8. 80% 13 Children under 18 23. 50% 14 Married couples 56. 30% 15 Female householders 7. 90% 16 Non-families 32. 50% 17 Individual households 28. 90% 18 65 and older living alone 15% 19 Below poverty line 10. 10% of population 20 Families below poverty line 6. 40%. The break up of people living is: †¢ White : 92. 26% †¢ African American : 5. 89% †¢ Native American : 0. 19 †¢ Asian : 0. 247 Conclusion The result of 25 cities survey of status report on Hunger and Homelessness in U. S concludes that 83 per cent of cities surveyed that there is a dire need of assistance in shelter and food which has risen by 15 per cent, still having 76 per cent of cities reporting to be increasing. There are totally thirteen cities facing the acute and emergency need of home and food. viz. , Burlington, Vermont,Philadelphia,Pennsylvania,Charlotte,North Carolina,Portland,Oregon, San Antonio and Texas. [source:Mayor’s Conference]. North Carolina crisis in budget is expected to exceed $1Billion. Some of the other contributing factors are : increase in accommodation cost, unemployment, and employment problems, poverty, low income or lack of income, increasing utility rates, non-availability of transportation and handicapped and mentally disabled persons. There is an account of 1/5 of homeless persons who are mentally ill in the above cities. According to a survey 60percent of eastern North Carolina have participated in WIC program conducted by U. S Department of Agriculture, as compared to 40 per cent in Forsyth County. 6 Compared to other parts of the world, United States is free from food insecurity and hunger. The nations data accounts that 82. 4 per cent of households were secured with food and 13. 3. Percent of households were food insecure and 4. 3 percent were accounted with hunger. There are several community based organizations and local head departments [CBO, LHD] which are working for North Carolina to assist people in every manner providing comfort for illness and food. There is a severe need for adult care for treating mental illnesses apart from providing all kinds of facilities for children. References [1] Hunger in D C Metro Area, Capital Area Food Bank http://www. capitalareafoodbank. org/hunger/statistics. cfm [2]. A Report on the North Carolina 2003 Public Health Partnership Survey of Local Health Department and community based organization. http://www. schs. state. nc. us/SCHS/pdf/LHDCBOSurveyweb. pdf#search=%22statistics%20of%20hunger%20and%20poverty%20in%20Anson%20county%22 [3] Housing and extreme poverty of extreme poverty http://www. common-sense. org/journal/housing. html.

Orphaned And Vulnerable Children In Africa Education Essay

Orphaned And Vulnerable Children In Africa Education Essay Introduction During the course Education Development in Diverse Societies we learned about the main educational theories and other (inter)disciplinary approaches to study educational issues in developing countries. We analysed educational reforms and innovations from an interdisciplinary and multilevel perspective, and examined their theoretical basis, the practical implications, the strengths and weaknesses, and how they respond to the learning needs of children with a diverse background.  [1]  In this paper I will apply the knowledge and understanding that I gained by writing about the impact of the HIV/AIDS epidemic on basic education for children at risk.  [2]   The AIDS epidemic has become a global crisis currently threatening the lives of millions of people and devastating entire societies. Education systems have an essential role to play in fighting this epidemic, because of their capacity to reach very large numbers of young people with life-saving information and skills. A completed primary education can reduce the risk of HIV infection for young people; and in fact, basic education has such a powerful preventative effect, that it has been described as the social vaccine (Boler Carroll 2003). As the epidemic gathers pace, however, it poses increasing risks to education itself, threatening to stop children from enrolling, teachers from teaching and schools from functioning. This threatens the Right to Education, and the objective of Education for All (EFA) and the Millennium Development Goal (MDG) to achieve primary universal education. Particularly, orphans and vulnerable children (OVCs), face a lot of challenges in the provision of q uality education.  [3]   In this paper, I therefore focus on the impact of the HIV/AIDS epidemic on basic education for orphans and vulnerable children in Sub Saharan Africa in order to improve and increase their access to quality education, skills development and other social services. Since I am going to conduct research in Zambia on a related topic, I focus particularly on the impact of HIV/AIDS epidemic on basic education in Zambia. The research questions of this paper therefore state: What is the impact of the HIV/AIDS epidemic on basic education for orphaned and vulnerable children (OVCs) in Zambia? What can be done to increase their access, progression and educational outcomes? Part one of this paper deals with the more general literature about HIV/AIDS in Sub Saharan Africa. This includes the impact of HIV/AIDS, leading to many different educational consequences. In part two I focus on Zambia as a case study, whereby I explain the HIV/AIDS epidemic in Zambia, the impact it has on OVCs and the educational system. Part three discusses the possibilities of redressing the harmful consequences within the educational system, whereby I focus on community schools. In conclusion, I answer the research question and I will give recommendations for further research. The HIV/AIDS epidemic in Sub Saharan Africa Two-thirds of all people infected with HIV/AIDS live in Sub Saharan Africa, although this region includes little more than 10% of the worlds population (UNAIDS 2008; Foster Williamson 2000: 275; Barnett Whiteside 2006: 210-19). HIV/AIDS has caused immense human suffering in the continent. The most obvious effect of this crisis has been illness and death, but the impact of the epidemic has certainly not been confined to the health sector. Households, schools, workplaces and economies have also been badly affected. Since the beginning of the epidemic more than 15 million Africans have died from AIDS (UNAIDS 2008). In the previous year 2008, an estimated 1.4 million adults and children died as a result of AIDS in Sub Saharan Africa (UNAIDS 2008). Besides, a growing number of children in Sub Saharan Africa have been orphaned by AIDS (Robson Sylvester 2007: 260). However, detailed information on the numbers of children directly affected by the HIV/AIDS epidemic is very limited in most countries in Sub Saharan Africa (Bennell 2005: 468). A major part of the problem is that it is often difficult to establish whether a child, parent or carer is ill or has died as a result of an AIDS-related disease. Another complicating factor is that there is no standard definition of an orphan. Definitions of orphans vary across different cultures and studies. In general, an orphan due to AIDS is defined as a child who has lost at least one parent dead from AIDS or AIDS related diseases. However, UNICEF and UNAIDS have a more specific definition. They define an orphan as a child under 15 years of age: a single orphan has lost one parent, while a double orphan has lost both parents (Foster Williamson 2000; Brennell 2005; Barnett Whiteside 2006: 213). For the purpose of this paper, and in line with working definitions in Zambia, an orphan is defined as a child below the age of 18 who has lost one or both parents (Robson Sylvester 2007: 262). The toll of HIV/AIDS on households can be very severe. Although the whole population is affected by HIV/AIDS, it are often the poorest areas of society that are most exposed to the epidemic and for whom the consequences are most severe. In many cases, the presence of AIDS causes the household to break up, as parents die and children are sent to relatives for care and upbringing. Although the HIV/AIDS epidemic has affected many aspects of social and economic development, this paper focuses on the affect on educational development. The relationship between AIDS and the education sector is circular as the epidemic worsens, the education sector is damaged, which in turn is likely to increase the incidence of HIV transmission. There are numerous ways in which AIDS can affect education, but equally there are many ways in which education can help the fight against AIDS and generates hope (Kelly 1999: 6-7).  [4]  The extent to which schools and other educational institutions are able to continue functioning will influence how well societies eventually recover from the epidemic. Or as the director of UNAIDS, Peter Piot, explained it: Without education, AIDS will continue its rampant spread. With AIDS out of control, education will be out of reach (World Bank et al. 2002). OVCs are less likely to have proper schooling. The death of a prime-age adult in a household will reduce a childs attendance at school (World Bank 1997: 225 in Barnett Whiteside 2006: 220).  [5]  The household may be less able to pay for schooling. An orphaned child may have to take on household or income-earning work. Sick adults may have reduced expectations of the returns of investing in childrens education as they do not expect to live long enough to recoup the investment. When a child goes to another household after his or his parents death, the obstacles become greater as the child is not their own (Barnett Whiteside 2006: 220). Finally, a reason why it is important to focus on children is that the impact of HIV/AIDS will linger for decades after the epidemic begins to wane (Foster Williamson 2000: 275). However, for a diversity of reasons, little attention has been paid to the situation and experience of individual children affected by HIV/AIDS. Nevertheless, greater understanding of the impact of HIV/AIDS on childrens education is essential in the design and evaluation of programmes to support children living under difficult conditions. HIV/AIDS epidemic in Zambia Zambia, in southern Africa, has been severely affected by the HIV/AIDS pandemic and can be seen as the mirror of Sub Saharan Africa. Statistics emphasize that one in five adults is infected with HIV (Kayanta 2004 in Robson Sylvester 2007: 259-60). Additionally, more than 70% of the population lives in poverty (CSO 2003 in Robson Sylvester 2007: 260). However, the country is active to implement the Convention of the Rights of the Child (CRC), to achieve the EFA and the MDGs, by eradicating extreme hunger and poverty, to combat HIV/AIDS, malaria and other diseases, to promote gender equality and empower women and to achieve universal primary education.  [6]  Besides, the country adopted a number of poverty reduction objectives (Ministry of Foreign Affairs 2008: 19). Almost 50% of Zambias population is under 15 years old, 71% of children live in poverty, and one in four children are orphaned. In other words, the HIV epidemic has devastated the country and it is estimated that by 2010 there will be 1,328,000 AIDS orphans (UNAIDS 2008). These children are vulnerable to neglect, sexual abuse and early marriages, forced child labour and can have serious health and nutrition problems. As a result OVCs are less likely to have access to school and to complete quality basic education. Social protection measures put in place by the government are hampered by inadequate resources, and OVCs lack of awareness of their rights. The impact of the HIV/AIDS epidemic on the Zambian education system The AIDS epidemic affects the supply of and demands for education in a variety of ways, especially in a high HIV prevalence country like Zambia (Bennell 2005: 467). HIV/AIDS has multiple effects on education through ten different mechanisms: reduction in demand, reduction in supply, reduction in availability of resources, adjustments in response to the special needs of an increasing number of orphans and vulnerable children, adaptation to new interactions both within schools and between schools and communities, curriculum modification, altered roles that have to be adopted by teachers and the education system, the ways in which schools and the education system are organised, the planning and management of the system, and donor support for education (Kelly 1999: 1). More and more research is carried out on the impact of the HIV/AIDS epidemic in Zambia. However, little research has been undertaken in basic schools themselves, to examine the experiences of poverty and AIDS-affected children. Therefore, Robson and Sylvester emphasize that  ´it is timely to explore the perceptions of education personnel and students regarding the adequacy of responses within the educational sector and to identify the unmet needs ´ (Robson Sylvester 2007: 262). Impact of the HIV/AIDS epidemic on education for pupils There are three groups of schoolchildren whose lives are most directly affected by the HIV/AIDS epidemic and whose education is, therefore, potentially at maximum risk: children who are HIV positive, children living in households with sick family members, and children whose parents or caretakers have died of HIV/AIDS. The scope to which the education of these children is negatively affected depends deeply on the level of physical and emotional support they get from the extended family, the school, the community and the local government (Bennell 2005: 468). However, like I explained in the introduction, it is difficult to indicate the number of directly affected children by the epidemic. Besides, schools rarely keep accurate and up-to-date records on the number of affected children and their parents. Nonetheless, we do know that the number of children that is HIV positive because the mother passed the virus on to her child is relatively small, since over 90 per cent of these children die before they are old enough to attend school. It is therefore estimated that a small number of schoolchildren is infected or has AIDS related sicknesses (Brennell 2005: 469). This is also the reason why mortality rates at primary schools are low. It is commonly believed that the education of children who are most directly affected by the epidemic is adversely affected in a number of ways. The main argument is that given very difficult home situations, both orphans and children in AIDS-affected households are often forced to drop out of school altogether with little likelihood of ever returning to school (Brennell 2005: 473). The growth in the number of orphans [and other directly affected children] is taxing the coping strategies of families and society at large. In many cases, the extended family find it extremely difficult to cope economically and psychologically with the numbers it is required to absorb. Few orphans [and other children in AIDS-affected households] are able to pay their school or training fees. Many others have to care for others in the homes where they live. Many have to work to support themselves or younger siblings dependent on them (Kelly 2000: 57 in Brennell 2005: 473). Pupils whose parents die or are ill often drop out of school due to different factors such as, economic stresses on households, changes in the family structure, responsibilities to look after the sick, the elderly or siblings and loss of parental supervision (Foster Williamson 2000: 278,81). The way school attendance, performance and school completion are effected generally depends on levels of risks and vulnerability due to social, economic and cultural circumstances (Robson Sylvester 2007: 265). It is important to mention that the financial burden on families, for example when parents die, prevents many children from attending school despite the provision of free basic education because of the extra school costs, like textbooks, contribution to school funds and examination costs (Brennell 2005: 475; Barnett Whiteside 2006: 220). Other reasons for children to drop out of school or to perform badly are that poor children are frequently ill because of poor living conditions, which seriously affects their education. Besides, AIDS-related stigmas and discrimination increase the chance that children are not going to school (Foster Williamson 2000: 281-82; Bennell 2005: 473). Children, especially whose parents are known or suspected to have died of HIV/AIDS face the risk of being stigmatised or discriminated. This can also result in bullying of these children. Stigma and discrimination in schools violates the principles of inclusive education and education for all (Robson Sylvester 2007: 266). Research in Zambia showed that the number of children attending primary school is decreasing. The decline in school participation rates was thought to result from poverty, inability to pay the rising costs of schooling, and increasing parental disillusion with the low quality of education. This is linked to HIV/AIDS and its affects on poverty, levels of employment, and the quality of school provision (Kelly 2000: 12 in Barnett Whiteside 2006: 220). Noteworthy is that proportionately more orphans than non-orphans were not attending school according to this research. Although it is important to focus on enrolment rates and participation, it is also important to pay attention to the quality of learning as well. Children, for example, might be hungry, or are unable to concentrate due to tensions or anxiety at home. Vulnerable children tend to be more malnourished or to have received insufficient health care. This negatively affects school enrolment, attendance and performance (Robson Sylvester 2007: 266; Barnett Whiteside 2006: 221). Orphans and other vulnerable children often have to do a lot of household tasks before and after school. This indicates that obstacles to school achievement are strongly connected with poverty and its related tensions. Besides, the curriculum of the school often not adapts to the vocational, emotional and life skills needs of HIV/AIDS affected-pupils. Whats more, HIV/AIDS has resulted in increasing teacher absenteeism and a significant decline in the number of teachers. This affects the quality of teaching, learning and assessment and diverted resources away from schools. The remaining teachers face problems because the burden on their shoulders increases since they have to manage progressively larger class sizes with poor resources (Kelly 1999: 3; Carr-Hill 2002 in Robson Sylvester 2007: 261, 265; Barnett Whiteside 2006: 220). Sometimes pupils are also sent home because of a lack of teachers. All together, this affects the quality of teaching and learning for the pupils. Overall, we can say that poor pupils attending and performance is the result of a myriad of factors including irregular attendance and generally poor quality of schooling (Brennell 2005: 475). Studies also show that HIV/AIDS should not be excessively blamed for problems achieving Universal Primary Education. Problems with school enrolment, attendance and completion are also related to poverty or problems inherent to the school system, such as the quality of education (Barnett Whiteside 2006: 222). Redressing the harmful consequences within the educational system In Zambia most of the initiatives within the education sector in relation to tackling HIV/AIDS and poverty are situated within educational reform programmes, such as the Basic Education Sub-Sector Investment Programme (BESSIP). The aim of this programme is to increase and improve the access, quality of basic education by the year 2015 (Ministry of Foreign Affairs 2008: 19). Besides, the Ministry of Education made the goal of equitable access to relevant education a right for all Zambians and it removed the school fees in 2003 (Robson Sylvester 2007: 260). HIV/AIDS prevention strategies tend to focus mainly on preventive community-based initiatives to improve access to health education. However, there are various barriers to learning and participation. This is linked to the fact that many teachers lack the knowledge or the skills to implement effective HIV/AIDS and life skills programmes (Obura Sinclear 2005 in Robson Sylvester 2007: 260). Therefore, the challenge for the Zambian Ministry of Education (MoE) and the international community is not only to provide the right to basic education, but also strengthen schools as inclusive and supportive communities. For the pupils, this might focus on provision of alternative and more opportunities for participation and learning, access to health, life skills, suitable counselling and support in order to cope with the harmful consequences of the HIV/AIDS epidemic. For teachers, it is important to concentrate on professional development opportunities in order to support the management of large scale and curriculum development e.g. in the areas of life skills and vocational skills (Robson Sylvester 2007: 259-60). In Zambia, community schools have a significant position in redressing the harmful consequences of HIV/AIDS within the education system. Community schools try to differentiate the learning needs of OVCs by designing and delivering a relevant and meaningful curriculum that assist these children to develop income-generating skills, personal, health, emotional and social skills, and critical learning skills (Kelly 1999: 4). Most community school use the four-year curriculum: Skills, Participation, Access and Relevant Knowledge (SPRAK). This curriculum offers pupils a fast track to official grade 7 examinations (Chondoka 2004; Robson Sylvester 2007: 267). In the following part of this paper I will first explain the main features of community schools in Zambia. Secondly, I will discuss why community schools and especially the SPARK curriculum could be a solution for the educational development of OVCs affected by the HIV/AIDS epidemic. Community Schools One of the main characteristics of the Zambian education system is the central role played by community schools. Community schools emerged as a response to the unmet demand for school places among the poor and other marginalised groups in Zambia who are not in formal schools (USAID 2006 in Robson Sylvester 2007: 262; Ministry of Foreign Affairs 2008: 52). In many instances, these schools are run by parents and volunteer teachers, though increasingly they receive support from the government, non-governmental organisations, faith based organizations or private initiatives. In other words, there is an enormous variation between community schools, more than between government schools or private schools, in how they are supported and managed (Destefano 2006). Besides, the school buildings and provisions vary greatly. A large number of these schools have wattle-and-daub constructions and temporary provisions (Ministry of Foreign Affairs 2008: 52, 56).  [7]  Classrooms and water and sa nitation facilities are often of poor quality. Teaching and learning materials are generally inadequate. Pupils often sit on the floor. Uniforms are often not a school requirement. Finally, the vast majority of teachers are unqualified (Chondoka 2006: 7). Adversely, reasons why these community schools increase in popularity are that community schools are less expensive, close to home, less demanding in entry requirements and are managed by local communities. Most community schools serve children aged between 9-16 years who are either drop-outs or who have never been to school. The concept of a community school was not entirely new to Zambia. The European missionaries had already established similar schools and called them village schools or bush schools (Chondoka 2006). Around 1995, more community schools began to appear in areas without government schools, where parents could not meet the expense of the high school fees that were charged, where the distance to the nearest government school was to far or where the government schools were considered overcrowded. Since 1998, the Zambian government officially recognises community schools. The Zambian government acknowledges the positive effect of community schools in redressing the harmful consequences of the HIV/AIDS epidemic. Since 1998, the number of community schools has enlarged exponentially, although the school fees for government schools were banned in 2002 with the introduction of free basic education. However, it is important to mention that in general, community schools are relatively small. In 200 0, they accounted for 17% of the basic schools and 8% of the pupils in basic schools; in 2006 these figures had increased to 34% and 16%, respectively (Ministry of Foreign Affairs 2008: 54-55). In 2005 the MoE distributed 30% of their budget to community schools (Robson Sylvester 2007: 262). This made it possible for community schools to receive school grants, textbooks, professional guidance and sometimes a government funded teacher. However, most community schools started without prior information of the MoE and are severely underfunded. While the majority of the community schools receive an inadequate amount of MoE support, many other schools not even receive a school grant. Despite the fact that the MoE supports community schools, its practical interest seems to be somewhat limited. Actual support depends on the specific policy of the particular district boards (Ministry of Foreign Affairs 2008: 54, 56). Community schools can be found in both rural an urban areas. A recent study shows that the main reason determining the location of rural community schools is distance to the nearest government school (Chondoka 2006: 7). In urban areas, these schools are set up in locations with large concentrations of children who are unable to get access to a public school due to costs or other factors (Destefano 2006). Pupils in community schools usually belong to the poorest and most vulnerable social strata (Ministry of Foreign Affairs 2008: 54). Less than one third of community school families live in stable structures, compared to 46% of public schools families (Destefano 2006). Most community schools are attended by a relatively large number of orphans. In 2005, about one in three pupils in community schools had lost his or her mother. In government schools this ratio is one in five. Most of the orphans lack sufficient parental support. According to a study in Central Province, many orphans not succeed to come to school regularly, while many of them are to hungry to concentrate in class when they do come (Chondoka 2006: 9). Due to their restricted size, many of the community schools make use of multi-grade teaching, especially in rural areas. Instead of using the normal curriculum, they most of the times use the SPARK curriculum, which provides primary education in four years. The SPARK curriculum has been designed to meet the particular needs of community school children, who are usually older (between 9 and 16 years) and who are often directly hit by the HIV/AIDS epidmic. It follows the government curriculum and focuses on the relevant topics within English, Mathematics, Environmental Science, Social Studies, Physical Education and Zambian languages, with a life skills component integrated through all the subject areas. The SPARK curriculum places health education, with a strong focus on AIDS/HIV prevention, at the heart of the primary circle. It prioritizes literacy, numeracy and life skills which are recognized as having to serve a nation in crisis due to the young people who will have to survive an d assume early responsibility of heading a family due to HIV/AIDS (Ministry of Foreign Affairs 2008: 56). As this part of the paper tried to make clear, community schools are able to reach the most vulnerable and marginalized groups within Zambia, such as orphans. By using the SPRARK curriculum, that assist these children to develop knowledge and skills, it is possible to adapt to the needs of OVCs who face a lot of challenges because of the HIV/AIDS epidemic. However, it also clear that there is an enormous variation between community schools. It is therefore important that the MoE not only recognises the community school, but also that the MoE support is more fairly distributed between the different (types) of community schools. After all, it is important to work together with the different types of school to achieve EFA goals and the MDGs and to guarantee that all children have the right to education. Conclusion One of the most dramatic impacts of HIV/AIDS epidemic is the threat they constitute to the well-being of children and young people. The already high prevalence of poverty, coupled with the possible impacts of the AIDS epidemic can have long-term educational, emotional and social consequences (Khin-Sand Lwin et al 2001; Kanyata 2004; UNICEF-Zambia 2004 in Robson Sylvester 2007: 268). It is estimated that the majority of children having lost one or both parents due to AIDS is living in Sub Saharan Africa. Children affected by HIV, as well as children living with HIV, often suffer from stigma and discrimination. The opportunity of these children to continue their education successfully may be reduced if their impoverished family or caretakers cannot pay the fees or the extra school costs. By giving a case study of the impact of the HIV/AIDS epidemic on basic education for orphans and vulnerable children (OVC) in Zambia, this paper showed that relationship between the epidemic and the education sector is circular. There are various ways in which the epidemic effects the education for OVCs, but there are also several ways in which education can generate hope for these children. Schools, teachers and the Zambian government therefore need to be made more responsive to the needs of OVCs. Providing education to these children is not only a human rights imperative, it is also vital to break the vicious cycle of poverty and to promote security and public health. Basic education should, therefore, be free and target support to meet essential schooling costs (provision of lunches, books and pencils, examination fees). Besides, basic education should be provided for needy children as part of a wide-ranging package of support and it could help prevent absence or dropout (Brennell 2005: 487). To my opinion the Skills, Participation, Access and Relevant Knowledge (SPARK) curriculum, which is used at most community schools, is a step forward to overcome most obstacles to achievement of education. SPARK is a special curriculum that was written for community schools. This four-year curriculum follows the government curriculum with a life skills component integrated through all subject areas and offers pupils a fast track to official grade 7 examinations. However, more drastic curriculum and pedagogical review and teacher professional development are necessary to improve the quality and relevance of the educational experience. This also requires further research of what pupils are learning, and differentiated responses to their particular needs (Robson Sylvester 2007: 269). Literature Barnett, T. and Whiteside, A. 2006 AIDS in the Twenty-First Century. Disease and Globalisation. New York: Palgrave MacMillan. Bennell, P. 2005 The impact of the AIDS epidemic on the schooling of orphans and other directly affected children in Sub-Saharan Africa. Journal of Development Studies 41 (3): 467-488. Boler, T. and Carroll, K. 2003 Addressing the educational needs of orphans and vulnerable children. UK Working group on HIV/AIDS and Education. Policy Research: issue 2. Chondoka, Y. A. and Subulwa, C. 2004 Evaluation of the SPARK curriculum in community schools in Zambia 2002-2004, Lusaka: University of Zambia Chondoka, Y. A. 2006 Situation analysis of Community Schools in Central Province of Zambia. Lusaka, University of Zambia. Destefano, J. 2006 Meeting EFA: Zambia Community Schools. Lusaka: USAID. Foster, G. and Williamson, J. 2000 A review of current literature of the impact of HIV/AIDS on children in sub-Saharan Africa AIDS 14 (3):275-284. Kelly, M. J. 1999 What HIV/AIDS Can Do to Education, and What Education Can Do to HIV/AIDS? School of Education, University of Zambia Lusaka. Ministry of Foreign Affairs (the Netherlands), 2008 Primary Education Zambia. IOB Impact Evaluation. No. 312 April 2008. Robson, S. and Sylvester, K. B. Orphaned and vulnerable children in Zambia: the impact of the HIV/AIDS epidemic on basic education for children at risk. Educational Research 49 (3): 259-272. Skinner, D. et al. Defining orphaned and vulnerable children. Cape Town: HRSC Publishers. UNAIDS Report on the global AIDS epidemic http://www.unaids.org/en/KnowledgeCentre/HIVData/GlobalReport/2008/ (last viewed on 2 January 2010) World Bank/ UNESCO/ UNAIDS 2002 In turning the tide against HIV/AIDS, education is key. Press release (October 18). http://portal.unesco.org/es/ev.php-URL_ID=7195URL_DO=DO_TOPICURL_SECTION=201.html (last viewed on 2 January 2010)

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The truth about Wicca Wicca, commonly known as the â€Å"Craft† or â€Å"Old Ways† is an expression used to describe various traditions of contemporary Paganism, an earth-centered religion that shows a substantial amount of respect for nature; celebrating the changes in the season and lunar cycles (Mankiller, Wicca); As stated by Morrison Wicca celebrates, â€Å"the beauty of the moon, the stars, and the sun (5)†; and the worshipping of the deities (Morrison, 2001). Those who follow the path of Wicca are usually referred to as â€Å"Witches† or â€Å"Wiccans† derived from the Anglo-Saxon term wicce, which can be translated as â€Å"Sorceress† or â€Å"Wise One† (Morrison, 2001), they are nothing like the witches seen in modern media (Mankiller, Wicca). Throughout History Wicca has been depicted as a Satanist related religion, leading to mass persecution of those who adhere to its principles (as seen in the Salem Witch Trials); few truly fathom the Wiccan f aith. The real truth about Wicca is that, it is a religion centered on the theology of the deities in form of the Patron Goddess and God, it is a matriarchal religion, with varying traditions and religious branches, that doesn’t believe in predestination, and has basic tenets that must be followed. Wicca, like many fellow Pagan traditions, focuses on the beliefs of the deities that all share a different, yet common purpose in the universe-to keep balance and harmony in the world. Wicca, unlike other religions, categorizes the divine; honoring the Goddess in form of the Triple Goddess of sometimes referred to as the Patron Goddess, whose aspects are the Maiden, Mother, Crone; representing the three phases of the moon: Waxing, Waning, Full Moon, and Dark Moon (Morrison, 2001). In form of the Maiden, as stated by M... ...f empowerment; making the religion commonly depicted as a Matriarchal religion. Those of the Wiccan faith, also choose not to believe in predestinations because they see everyone as having control their own lives, and destiny’s, depending upon their actions. The most crucial point to the Wiccan faith is the basic, principles that must be followed; which includes the threefold law that states anything they do whether- good or bad- will come back to you times three; then there is the Wiccan Rede that is the outline of the Wiccan faith; to practice Wicca as you will, but to harm none in the process. Wicca has had a long history of being seen as an evil and unkindly religion; hopefully, it can now be recognized by the public that Wicca is actually a peaceful and natured centered religion that neither contains Devil worshipers nor blasphemes against the Christian faith.

Holocaust :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Holocaust was a tragic event that ended many Jewish lives. The Nazis murdered over 6 million innocent Jews. They tortured so many of them leaving the few Holocaust survivors with horrid memories.   Ã‚  Ã‚  Ã‚  Ã‚  Propaganda played a huge role and affected many people’s thinking during this time period. The propaganda was designed to influence the targeted people’s opinions, beliefs, and emotions. Joseph Paul Goebbel’s was the German national socialist propagandist. He had complete control over radio, press, cinema, and theater. What the propagandist preached may have been either true or false. They did whatever it took to sway the people to believe their ideas. They wanted people to think that their way was right.   Ã‚  Ã‚  Ã‚  Ã‚  The Nazi’s were known for using terms that had literal and actual meaning in their propagandized language. Their thoughts were hammered into people’s brains so they soon became unconsciously thinking the way the Nazi’s did. The propagandist had rules like our 10 Commandments. The first three were to divide and conquer, tell the people what they want, and the bigger the lie, the more people will believe it. (www.primenet.com/~popgnda/goebbels.htm)   Ã‚  Ã‚  Ã‚  Ã‚  Like I stated earlier, propaganda was used to sway the ideas and minds of Jews, just like the hoax that took place at Theresienstadt. Theresienstadt was a ghetto concentration camp. It was located in today’s Czech Republic. It was suppose to be the â€Å"model ghetto† for the Red Cross. There were rumors about this killing center so the Nazis arranged a hoax. A lot was done to this ghetto; a cafà © was created, a children’s opera was performed, a monument was built to honor the dead.

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The Creeds of the church were key parts of the origins of the church. They lay the foundation for the first years of the church in order to accomplish the mission given to the Apostles by Jesus. Two of these creeds were the Apostles Creed and the Nicene Creed. Culture during that time period was key to the layout of these creeds and the messages they set. A creed was an early statement of Christian beliefs, and a symbol for others to follow by. There were numerous cultures and needs that led to the ultimate development and writing of the creeds, which are still used for their original purpose today. One of these needs was for the church to have a basic statement of beliefs, which was accomplished by the Apostles creed. Early Christians knew that people needed to have an understanding of what they believed in that wasn’t requiring a lot of research. Cultures of the people and the time period also had a great influence on the creation of these creeds. They needed a way to sprea d the word of Christ to all people, in a time period where we didn’t have the technology and communication options that we have today. A combination of the churches basic needs for success and the fact that the word needed to be spread were two of the leading causes in the creations of these creeds. One of the most important reasons that led to the creation of the church was the essential need of the early church to have a document which listed the basic beliefs and practices of the Catholic Church. This was created by the authority of the church, the apostles appointed by Christ to lead the church. They had to find a way to spread the church of God, and these creeds provided a method to complete this task. None of the churches at the time had all books tha... ...hrist, along with making sure everyone in the Church understood the basic beliefs of the Catholic Church. The creeds provided both of these, as they clearly stated what things the Catholic Church supported and instructions for its followers. These were vitally important to the success of the Church. Now, there was a set list of things that every catholic person could look to if they began to lose sight of their faith in the Catholic beliefs. They also served as an effective method of communicating the ideas of God to all cultures, allowing the word of God to be communicated to people of many different cultures and beliefs. The languages they were written in were widely spoken in that time period; therefore many could understand it without needing a translator. This allowed the Creeds to spread the word to the entire world, just as Jesus instructed the apostles to.

How to hack crack email account password Essay

Email Password Hacking or cracking is the process of recovering passwords from data that has been stored in or transmitted by a computer system.The use of passwords goes back to ancient times. Sentries guarding a location would challenge for a password or watchword. We Know how to defeat sentries or bypass them. Records of Email – Records of Instant Messages and Chatroom Conversations – MSN Messenger – Yahoo Messenger – ICQ – AOL Instant Messenger – Plus various chat rooms! Records of Web Sites Visited – URL visited – Date and Time the web page was first viewed Screenshots from the targeted computer And MUCH MORE â€Å"I’ve been suspecting my husband has been having an internet affair for 4 years now. After using your secrets I discovered he has been having numerous online relationships with many women! He even had the photos stored on his email† — Michelle S, Birmingham, AL(it’s a comment from one of our client) Many passwords can be guessed either by humans or by sophisticated crackingprograms armed with dictionaries and the user’s personal information.If still can`t get the password you are looking for then turn to  us, rest we will do and find/hack/legitimate/recover that password for just 150$ and you need to pay only after when you are satisfied. In one survey of MySpace passwords which had been phished, 3.8 percent of passwords were a single word found in a dictionary, and another 12 percent were a word plus a final digit; two-thirds of the time that digit was 1