Selma Book Vs Book Essay - 1451 Words

The conflicts met between the Civil Rights Movement protesters and the white people of the South were incredibly gruesome. While peace and equality for African Americans was the driving force of the protests, violence and inhuman resistance was the force for the white people. In the March Trilogy Books, written by John Lewis and Andrew Aydin, and in the movie Selma, written by Paul Webb and directed by Ava DuVernay, we are given a glimpse of these troubling times during the 1960’s. The tone was very dark, harsh, and violent. Because voting rights and equality were important to them, the mass of marchers continued their protests despite the beatings and cruelty they faced. Although there were horrendous acts made against the African†¦show more content†¦Where a crowd of resisters were waiting for them. Even though the marchers faced violent opposition and met with conflict, they continued their protests. The books and the movie displayed conflict throughout. One example is during the first attempt to cross the bridge, when the marchers were met by the Alabama State Troopers. It went very dark, very quick, as the troopers barged towards them, making this day known as â€Å"Bloody Sunday†, March 7, 1965. When asked for his comments in the movie by the press after the brutal attack on the marchers, King says â€Å"While rageful violence continues towards the unarmed people of Selma, while they are assaulted with tear gas and batons like enemy in a war, no citizen of this country can call themselves blameless, for we all bear a responsibility for our fellow man. I am appealing to men and women of God and goodwill everywhere, white, black and otherwise. If you believe all are created equal, come to Selma. Join us. Join our march against injustice and inhumanity. We need you to stand with us†. The second attempt to cross the bridge on March 9, 1965 brought clergy, men, and women from all over to join. But faced conflict as well, this time between Martin Luther King Jr, and the marchers themselves. However, there was a major difference regarding this attempt to cross, between the books and the movie. In the books, the marchers were met on the bridge by a Federal Official whoShow MoreRelatedSelma Book Vs Movie Essay1640 Words   |  7 Pagesof the South were incredibly gruesome. While peace and equality for African Americans was the driving force of the protests, violence and inhuman resistance was the force of the white people. In the March Trilogy Books, written by John Lewis and Andrew Aydin, and in the movie Selma, written by Paul Webb and directed by Ava DuVernay, we are given a glimpse of these troubling times during the 1960’s. The tone was precisely dark, harsh, and violent. Because voting rights and equality were importantRead Moreben sherman Essay13816 Words   |  56 Pagesmaking art during the not-sofun times. As mentioned, in 2008 I kept a writing schedule of three essays or posts each week. No matter what else was going on, the three essays would go up. A few of them were uploaded at 11:55 p.m. from a bad wi-fi connection in a random South Asian guesthouse, but the principle was â€Å"no matter what,† they are not going to be late. Because I knew I’d be writing a book and I wanted to change things up a little, I switched the schedule for 2009 to two major posts a

Effects of Armed Conflicts on Women Free Essays

string(79) " NGOs constantly strived to draw attention to their sufferings \(Jack, 2003\)\." Armed conflict has always been an inherent characteristic of the world we live in. The causes of conflict can be multifarious ranging from attempts to gain economic, political or territorial advantage to social factors such as religion and ethnicity. Armed conflicts can also be varied in nature with inter, intra and even non state combatants fighting against each other. We will write a custom essay sample on Effects of Armed Conflicts on Women or any similar topic only for you Order Now The complexity and scale of armed conflicts have increased to a great extent with the emergence of non-state terrorist and mercenary groups that lacks the distinctiveness of traditional state armies fighting against each other. The consequences have been devastating for an increasing number of the population of the world who are affected by such armed conflicts. These include not only the combatants but also civilians who get caught up in the fighting in one way or the other. In fact civilian casualties have been on the rise and climbing â€Å"dramatically from 5 per cent at the turn of the century, to 15 per cent during World War I, to 65 per cent by the end of World War II, to more than 75 per cent in the wars of the 1990s. † (UN Report, 2001) A very stereotypical view regarding armed conflicts is that it is the men who fight the battles while the women support them by taking care of the home front. Men are perceived as the fighters who suffer causalities while women have to play out the traditional roles of wives, mothers and care givers and are therefore comparatively unaffected by war. Byrne (1996) however holds that even though it is largely men who directly fight and die in battles, it is women who constitute an overwhelming majority of the civilian casualties of war. Byrne goes on to add that the concept of women staying safely at home while the men fight the war at the front, and the differentiation between ‘conflict’ and ‘safe’ zones in armed conflict are essentially myths that do not take stock of the practical situation. Moreover, the fact that a growing number of women are also participating in armed conflicts around the world as active combatants and not merely as passive support providers adds a new dimension to the effects of armed conflicts on women. The Independent Experts’ Assessment on the Impact of Armed Conflict on Women and the role of Women in Peace-Building (2001) commissioned by the United Nations Development Funds for Women chose ‘During Armed Conflict Women’s Bodies Become a Battleground’ as the title of the introductory chapter of its report. This exemplifies the extent of violence against women as a result of armed conflicts. Civilians have become the primary targets in new terror tactics that have evolved in armed conflicts. But it is women who suffer most. Men and boys as well as women and girls are the victims of this targeting, but women, much more than men, suffer gender-based violence. Their bodies become a battleground over which opposing forces struggle. † (Rehn Sirleaf, 2001) The United Nations defines violence against women as â€Å"any act of gender-based violence that results in, or is likely to result in physical, sexual or psychological harm or suffering to women, incl uding threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private. † (Machel, 2000) It is a matter of grave concern that women are actually subjected to every conceivable act of violence and more, that can fall under the purview of the definition. Not only do women face generic violence such as torture, killing, imprisonment and forced labour under conditions of war, but they also suffer gender-specific violence that strike at the very core of their existence. They are abducted and raped, used as sexual slaves, forced to cook, clean, carry water and loads and do other domestic chores; and even used as human shields or put to risky undertakings such clearing minefields. There are numerous examples. Rehn Sirleaf (2001) reports that â€Å"94% per cent of displaced households surveyed in Sierra Leone had experienced sexual assaults, including rape, torture and sexual slavery†¦ at least 250,000 – perhaps as many as 500,000 – women were raped during the 1994 genocide in Rwanda. † This however is only the tip of the iceberg. The sufferings of women in armed conflicts never seem to end. They are forced by the circumstances to sell sex to survive, they are taken advantage of sexually even by people who are supposed to help them, and finally, they have to face censure at the hands of those very near and dear ones for whom they make all the sacrifices. Such is their plight. The Reason Why The roots of the violence that women suffer during the course of armed conflicts are however opined to lie elsewhere. Violence is said to be perpetuated on women not solely because of the conditions of war but because of a direct relation with violence in the life of women even during peace time (Rehn Sirleaf 2001). The relationship between the genders is determined by the extent of access to or distribution of power. Men are in more control of resources and power than women. Since women do not have control over power and resources they as a gender are usually not the cause behind wars. In spite of that they suffer because of their inherent power and control position vis-a-vis men. Again, the greater emphasis by nations on increasing their military strength results in a deterioration of the rights of women exacerbating the inequalities in gender relations. In a display of unadulterated hypocrisy however, many armed conflicts are justified on the grounds of restoring or maintaining gender equality. This was clearly the case in the American invasion of Afghanistan ion 2001 when liberation of women from the fanatical regime of the Talibans was cited as a reason even though there was hardly any concern for the plight of the same women during the five years prior to the invasion even when local and international NGOs constantly strived to draw attention to their sufferings (Jack, 2003). You read "Effects of Armed Conflicts on Women" in category "Papers" It is very true that â€Å"although entire communities suffer the consequences of armed conflict and terrorism, women and girls are particularly affected because of their status in society and their sex. † (Beijing Declaration, 1996). The effect of war on women depends to a great extent on their gendered role that defines their constraints and opportunities in society. Women become more vulnerable war atrocities when they are perceived as symbolic bearers of the pride and honour of a community. In such cases women are specifically targeted as a way of denting the very essence of he rival community. In regions where women are deemed to represent the cultural and ethnic identity of communities as the producer of future generations, any assault on their honour becomes an assault on the morale and honour of the entire community. Under such circumstances public rape and torture of women is considered to have serious demoralizing effects on enemy communities. The victors or occupation forces resort to sexual exploitation of women because of such underlying war strategies coupled with inherent sexual urges. Yet the same symbolic role of women can be a cause of threat or attack even from their own community for not conforming to the role in some way or the other in adverse conditions, such as not wearing a veil or venturing into forbidden areas as has been the case in the Islamic world. Armed conflict is therefore like a double edged sword for women. Societal norms also force women to bear atrocities. The comments of a doctor working with Save the Children Fund, in an ICRC/TVE film (2000) illustrate the point: In certain villages bordering conflict young girls have admitted that armed men come in at night – these girls are used as sex workers – they are not allowed to protest – they are not allowed to lock their doors and the whole community tolerates this because these armed men protect the community – so it is a trade off. †¦Ã¢â‚¬  When sexual violence is used as a means of warfare or when women are pressurized to bear children as a means of supply of future soldiers, women become a very vulnerable gender to the violence of armed conflict. In conflict zones such as Bosnia-Herzegovina and Kosovo, sexual violence was used as a means of ‘ethnic cleansing’. The Serbian police and paramilitary forces used rape to punish women belonging to the Kosovo Liberation Army (Human Rights Watch, 2000). Different Wars, Different Stages, Different Roles The different kinds of armed warfare, their different stages and the different roles that women play in these conflicts all have different effects on women. Modern armed conflicts are fought between adversaries that are very different from the conventional state armies. Terrorist groups and non-state players give armed conflicts a new dimension in the modern world. The problem with such combatants is that they do not adhere to international laws governing warfare and have no scruples in indulging in violence and atrocities that would fall in the category of war crimes. The Geneva Conventions and its protocols find no takers in them. They are not regulated by any authority and are guided either by their own perverted consciences or by fanatical ideologies. As a result women become more susceptible all kinds of violence from such elements in armed conflict. Armed conflicts usually pass through different stages viz. the pre-conflict stage or run up to the conflict, the conflict itself, the stage of conflict resolution or the peace process and the post conflict stage of reconstruction and reintegration. Each of these stages hold different horrors for women depending on the different roles that women play in such conflicts. Women act as agents of change when they participate in the prevention, resolution or management of armed conflicts. Their participation is very important because without them the views, needs and interests of half of the population go unrepresented. Conversely, women also act as agents of change when they indirectly support the men to take up arms for any cause which they may believe in. In the case of Rwanda, women were found to have been accomplices to and participants in gross acts of genocide (Lindsey, 2001). This indirect participation of women takes on added significance in their role as the primary influence on children. Women as mothers can influence children in many ways and mould them to serve as soldiers in armed conflicts. The simple act of women telling stories centered on sensitive issues of ethnic or clan conflicts could sensitize the children. Encouraging future generations to fight, may be considered as subtle participation of women in the armed conflicts as agents of change. Acting as agents of change is fraught with dangers because women often have to consciously take sides in their efforts to better the situation or to protect themselves and their families. They put themselves at risk in doing so. In the Democratic Republic of Congo (DRC) women of the South Kivu region were buried alive by people of their own villages because they were said to be witches. It was however found that they suffered their fate because the villagers suspected them of providing food and medicines to armed groups which the villagers did not support (Rehn Sirleaf 2001). Women participate as active combatants in armed conflicts. â€Å"†¦the number of women who participate in fighting forces is increasing in nearly all conflicts. Women have constituted significant proportions of combatants and combat support operations in conflicts in Eritrea, Mozambique, Zimbabwe, Vietnam, Cambodia, Sri Lanka, Nepal, Sierra Leone, Liberia, Uganda, and Rwanda † (USAID, 2007). As active combatants women face the same ravages of war as fighting men do. However, in many cases, women are abducted and forced to participate as combatants. The Revolutionary United Front in Sierra Leone made it a practice to raid villages and abduct children of both sexes to force them to join in the fighting. The abducted children were often raped, starved and drugged and then forced to kill. It has been the same in Uganda, Mozambique, Liberia and other war torn places. Women also get involved in the fighting as ‘followers’ of fighters. In such a role the woman does not carry arms but provide full and active support to the fighters. She acts as cook, domestic servant, sexual partner, guard or porter or all of these together. She may even be used as human shield in the fighting. It is not very difficult to imagine the trauma that she goes through in such roles. Women become victims and spoils of war. It is a very common practice of conquering forces to claim women of the defeated party as spoils of war. In an occupied land, women are also forced to curry sexual favors to the victorious forces for the sake of their own survival and the survival of their families. The fate of women is closely linked to the fate of their men. When men leave their homes to fight or die in the fighting, the women often becomes the primary bread winner of the family and has to take on additional role and responsibilities. This puts the woman in an entirely new social position, one that could even turn out to be advantageous but is more often than not a position that entails untold hardships on her. Left to fend alone for her family and herself, a woman could be driven to any extent and exploited easily under such circumstances. A woman usually finds herself in such a role in the post conflict stage of reconstruction and reintegration. Scars that do not heal Armed conflicts affect women physically, psychologically, economically, socially and even spiritually. They are more susceptible to violence than men because they are women. â€Å"Women are victims of unbelievably horrific atrocities and injustices in conflict situations; this is indisputable. As refugees, internally displaced persons, combatants, heads of household and community leaders, as activists and peace-builders, women and men experience conflict differently. Women rarely have the same resources, political rights, authority or control over their environment and needs that men do. In addition, their caretaking responsibilities limit their mobility and ability to protect themselves. † (Rehn Sirleaf 2001). Gender Based Violence (GBV) can take many forms. Sexual violence in the form of rape, sexual slavery, forced pregnancy, trafficking, genital mutilation and soliciting of sexual favors, as horrifying as they are, is only one aspect of the affect of war on women. Steep increase in domestic violence due to armed conflicts; the travails of displacement, forced or otherwise; the resultant adverse affects on health and increased exposure to infections and life-threatening diseases such as AIDS/HIV; the burden of additional social and economic responsibilities; and the lingering psychological, physical and social effects even after the end of hostilities are the multidimensional impacts of armed conflicts that are not quite as obvious, but devastating enough to merit closer scrutiny to understand their mechanism of operation. Sexual Violence and Physical Torture The continent of Africa is rife with armed conflicts. Many factors such as bad governance, illiteracy, deplorable economic conditions, political unrest and breakdown of social structures have contributed in fomenting armed struggles on unprecedented scales. Africa is a classic example of a society where the status of women as a subordinate and deprived class has added to their miseries during time so war. The majority of women in Africa is uneducated and live in abject isolation cut off even from all that is happening around them in politics and power play. They are therefore caught completely unawares when armed conflicts erupt. The subordination of women in Africa is accentuated in conflict situations. They are not only used as sexual objects who are to be humiliated and demeaned, but are also tortured and mutilated to deter them from carrying out stereotyped roles that are perceived to go against the interests of the perpetrators. During the documentation that has been carried out in Uganda, Liberia and Sierra Leone, women have testified that rebels cut off their lips, ears and nose giving various reasons for such acts (Ochieng, 2004). The same study also documents an instance in which a father was shot dead by enemy combatants when he refuse do have sexual intercourse with his daughter. The intention in this case was to inflict severe psychological torture on both the father and the daughter as incest is considered a blasphemy in Africa as in the rest of the world at large, and would leave permanent scars on the psyche of individuals and the society. Even when women participate as combatants on their own will, they are expected to submit to the sexual exploitations of their superiors. A United Nations document on the situation in Columbia states that â€Å"the situation of women and girls making part of illegal armed groups continues concerning the Council. Women and girl-combatants were objects of sexual abuse by their superiors in the hierarchy. † (Franco et. al. 2006). Abduction of women during armed conflicts is a practice that has its roots in deep in history. A well-known example is the large group of women who were labeled the ‘comfort women’ in the Far East during the Second World War. Things have not changed much. Only the scale, range and scope have. The sexual violence is not restricted to a particular stage of armed conflict but is widely prevalent in all the stages. If it is exploitation by the same side during the initial stage, the victorious lay their own claim on the womenfolk of the vanquished during the stage of active combat; this is followed by sexual exploitation of displaced women who go from place to place as refugees and are hounded sexually by a host of anti-social elements as well as those who are meant to protect and shelter them. This extends into the peace process and the reconstruction and reintegration stage when women ravaged and left helpless by the experience of war easily succumb to the lure of currying favors in exchange of sex. â€Å"Women are physically and economically forced or left with little choice but to become sex workers or to exchange sex for food, shelter, safe passage or other needs; their bodies become part of a barter system, a form of exchange that buys the necessities of life. † (Rehn Sirleaf 2001). There have been reports of the situation being attenuated by the arrival of peacekeeping forces when personnel from these forces also indulge in sexually exploiting women in return for food, security, shelter, employment and other favors. The independent study commissioned by the United Nations Development Fund for Women were told by members of the local community in the Kisangani and Goma regions of the Democratic Republic of Congo that peace keepers having sex with local girls and that condoms were lying visibly scattered just outside the UN compounds. It was however the desperate women who took the initiative for such sexual liaisons. Trafficking is another adverse affect that is closely associated with armed conflict. Countries with armed conflict are ideal breeding grounds for trafficking because breakdown in law and order and reduced border controls and policing. Criminal networks of arms and drug dealers that operate in war torn countries easily double up as traffickers in women. The women are taken out to work in illegal factories, as slaves or as prostitutes in brothels in red light areas. Rise in armed conflicts have triggered a simultaneous rise in trafficking throughout the world. Trafficking worldwide grew almost 50 per cent from 1995 to 2000 (Financial Times, March 19, 2001), and the International Organization for Migration (IOM) estimates that as many as 2 million women are trafficked across borders annually. A survey conducted in Cambodia in 1995 revealed that about 31 per cent of the prostitutes in Phnom Penh and 11 other provinces were between the ages of 12 and 17, and had been trafficked out of the conflict-stricken countryside (Human Rights Task Force on Cambodia, 1996). Trafficking in women has assumed alarming proportions in Columbia due to the civil war which has dragged on for decades in the country. It is estimated that around 50,000 women are trafficked out of Columbia every year. Bosnia and Herzegovina in south-east Europe also experience very high trafficking in women due to the same basic reason. Traffickers lure women out of these areas on the pretext of giving them jobs. They are then forced into sexual slavery. The traffickers take away the travel documents of the women so that they are not able to escape. Once they are in the trap it is very difficult for these women to return home to their societies even if they are rescued. Though many family in the war torn countries are desperate enough not to question where the money their daughters send home comes from, they will also not accept the women back if they come to know that they had been working as prostitutes or sex slaves. As a result, the girls go through multiple traumas: first they are separated from home, thereafter they are sexually exploited and brutalized and finally they face rejection from their own families. Trafficking is a vicious trap that leads the women who fall prey to it to ultimate destruction unless there is institutional intervention. Since armed conflict and trafficking go hand in hand, women in trouble-torn regions are always vulnerable to trafficking. Forced Displacement Forced Displacement is actually not an inevitable outcome of all armed conflicts, but it is frequently adopted as a strategy of war to destabilize enemy families and communities, to uproot the enemy so that it is scattered and weakened. Forced displacement is however a â€Å"the clearest violation of human, economic, political and social rights and of the failure to comply with international humanitarian laws† (Moser Clark, 2001). Though displacement during armed conflict is viewed as a temporary process, examples in countries such as Sudan, Sri Lanka and Somalia show that it could extend into a prolonged affair, with succeeding generations having to stay away from the place of origin. Displacements can have multiple effects on women. For women displacement implies increased difficulties in managing household responsibilities as access to resources is cut off or becomes unavailable. Displacement has also been found to lead to a reversal in roles with women assuming the position of the head of the household. This is very evident in Sudan. Ethnic groups such as the Dinka, Nuer and Nuba have been displaced from their place of origin and face severe marginalization. The women of these communities take on added responsibilities of the missing men. Much of this added responsibility is transferred to younger members of the family, especially young girls. Young girls have to not only do domestic chores, but also look after the children, sick and the elderly. They lose out on valuable study and play time which affects their futures negatively. All displaced people face social exclusion, so do women. Staying in an alien environment without the usual support and protection from the male members of the family can be a very terrifying and psychologically scarring experience. In strife-torn Columbia, displacement has become a perennial problem. An estimated 40 million people have been forced to flee from their homes and seek sanctuary elsewhere. A whooping 80% of these displaced people are women and children (Security Council Report, 1999). This brings into sharp focus the high impact of displacement particularly on women. â€Å"The circumstances are unique in each country, but the stories are similar. In places such as Afghanistan, Angola, Bosnia and Herzegovina, the Republic of Chechnya, Colombia, the Democratic Republic of the Congo (DRC), East Timor, Guinea, Haiti, Indonesia, Liberia, Sierra Leone, Somalia and in the occupied Palestinian territories – whose people constitute the longest-standing and largest refugee population – women have been forced from their homes and exposed to indiscriminate violence while searching for a safe haven. † (Rehn Sirleaf 2001). Displaced people face violence and hardship as they search for a safe haven. Women are especially vulnerable in such a situation. While on the run, and even after they have found refuge, women have to suffer the humiliation of rape and other forms of physical violence. In their constant struggle to provide for their families and themselves, they are forced to sell their bodies in exchange of provisions and favours. Again, displacement can be of two types: the refugee who has left the country of origin and crossed international borders, and the Internally Displaced Person or the IDP who has been forced to leave the place of original residence and has moved to a different part or region within the country. While international laws do provide some amount of protection and security to the refugee, such laws are not applicable in case of the IDP. The IDP therefore faces a plight worse than the refugee and is practically left all alone in the fight for survival. Even in the case of the refugee, a lot depends on the willingness of those in power in the host country to allow international agencies to aid or help the refugees. In many cases, armed opposition groups may refuse to provide access to international agencies fearing that their own human rights violations will be exposed. Forced displacement however has some positive effects too for women. When the displaced women takes over the reins of the household, many of the traditional shackles lose their hold on them and they find new avenues for self development and progress. They gain a sense of liberty that they did not have in their conventional male-dominated societies. Displacement also becomes a boon for women when they find refuse in well-established and properly run care centers which provide them adequate training and education to enable them to stand on their own feet. When this happens, the suppressed woman can break free and find her own moorings. Domestic Violence during Conflict That domestic violence increases proportionately with increase in armed conflict is a fact that had not been known until very recently. Conflict attenuates domestic violence in two ways: by breaking down communities and the natural regulatory functions of communities, and by escalating violence in the context of masculine and militarized conflict situations. Conflict leads to imbalances in power relations which in turn escalates domestic violence. Many things contribute to the increase in domestic violence – the availability of weapons, the violence male family members have experienced or meted out, the lack of jobs, shelter, and basic services (Lindsey, 2002). In a conflict situation, men get used to violence either by suffering violence or meting violence to others. This sort of acclimatizes them and makes them more prone to the use of violence. The experience of war changes some man from within so that they do not hesitate to apply violence in the domestic context. Combatants who return home after spending long years in fighting have been found to find it difficult to adjust to peace time. There have been instances when men returning form war have killed their own wives. Studies in Cambodia in the mid-1990s indicated that many women – as many as 75 per cent in one study – were victims of domestic violence, often at the hands of men who have kept the small arms and light weapons they used during the war (Lutz Elliston, 2002). In the Middle East too, there have been reports of men returning from fighting and using the same tactics of torture used in war on their wives in glaring cases of domestic violence. Israel responded to the second Intifada by imposing restrictions on the movement of Palestinians. This led to unemployment, frustration and overcrowded living conditions. The release has been noticed in the form of increased domestic violence within families, crimes against women within the family. Women were being raped and tortured by the frustrated men. The problem in the case of domestic violence is that there are very few laws to protect women from domestic. Even where such laws have been framed, they are not imposed, especially during periods of conflict. The United Nations itself has only recently woken up to the situation. War and Women’s health War has a profound negative effect on health. The direct impact is the casualties of war. Men and women die in large number in any armed conflict. In the event of continued armed struggles medical systems and facilities tend to break down. The expert’s independent report by Rehn Sirleaf (2001) had this to report of the casualties of war: â€Å"In 2000 alone, conflict is estimated to have directly resulted in 310,000 deaths, with more than half taking place in sub-Saharan Africa. If the commonly held ratio is accurate – nine indirect deaths for every direct death caused by conflict – then approximately 2. 8 million people died in 2000 of some conflict-related cause. Arguably the figure is much higher. When the direct fatalities are estimated by age and sex, children and adolescents account for a significant proportion of the deaths. The highest mortality rates are among men aged 15 to 44, but a quarter of direct mortality is among women. The greatest number of deaths of women is among those aged 15 to 29; some 25,000 women in this age group died directly of conflict in 2000. The International Rescue Committee has estimated that between August 1998 and April 2001, there were 2. 5 million excess deaths (i. e. , above the number normally expected) in the five eastern provinces of the Democratic Republic of the Congo (DRC), where armed groups have been fighting each other as well as attacking civilians. Only 350,000 of these deaths were directly caused by violence; the majority stemmed from disease and malnutrition. One in eight households had experienced at least one violent death; 40 per cent of these deaths were of women and children. There were more deaths than births in many of the areas studied and, in one area, 75 per cent of the children died before they reached the age of two. † The report speaks volume about the direct casualties that women suffer in armed conflicts. The indirect effects of armed conflicts on the health of women are perhaps more horrendous. The large scale rape and other sexual atrocities on women leaves them exposed to all forms of sexual diseases and infections including AIDS and HIV. Many women who manage to overcome the other travails of war have to finally accept defeat when they learn that they have contacted AIDS at the end of it. There have been instances, especially in the Rwandan armed conflicts when one ethnic community has deliberately tried to infect another ethnic community with AIDS. Epidemics break out in refugee camps claiming thousands of lives. Since the refugee camps house a larger number of women, they are affected the most. Women who have been raped or tortured suffer from mental problems. Unwanted pregnancies and adolescence pregnancies pose considerable threats to the health of women. In places such as Bosnia, Kosovar and Sierra Leone, women faced terrible dilemmas. Would they abort their unwanted babies or would they keep them? A majority of these women chose abortion because they feared rejection if they dared to keep the babies. In Sierra Lone, the matter becomes more complicated because abortions are declared illegal and it costs a lot of hard-earned money to have an abortion. All these have to be seen in the context of the conflict scenario when medical and health systems break down and there are acute shortages of medicines and trained medical personnel. Many women die at child birth due to lack of adequate care. Many babies die at birth leaving their mothers heartbroken. Provisions for Protection The Geneva Conventions of 1949 and its protocols remain the best applicable laws for the protection of women. The customary of international humanitarian laws can also be applied for the protection of women in conditions of armed conflicts. In 1993 and 1994 the Security Council established two ad hoc international criminal tribunals; the first to prosecute serious violations of international humanitarian law committed in the former Yugoslavia, and the second to prosecute similar violations as well as genocide in Rwanda. The statute of the International Criminal Code was adopted in July 1998. All laws include many common clauses that can be effectively used for the protection of women in armed conflicts. These include the clause of non discrimination by which the same protection is to be given both to men and women. The law lays down that both men and women are to be â€Å"treated humanely (†¦) without adverse distinction founded on sex †¦Ã¢â‚¬  Moreover specific protection for women are accorded by Article 14 of the Third Geneva Convention which makes it mandatory that â€Å"women †¦ be treated with all the regard due to their sex. † Considerations for the privacy of women are also taken into account by the laws, so are provisions for expectant mothers. The Human Rights and the Refugee Laws too cover other aspects of protection for women in situations of armed conflict. The crux of the matter however is that the laws are as good as the intentions of those who are responsible for implementing them. The international community has to join hands in taking up the cudgel for women caught up in horrifying situations such as armed conflicts, and they have to take enough women with them to provide the healing touch as representatives of those who have suffered the insufferable. Throughout the ages, women have shown remarkable resilience to the vagaries of armed conflict. It is one war they have to win at any cost. How to cite Effects of Armed Conflicts on Women, Papers

Cloud Computing Well-Recognized Social Enterprise

Question: Describe about the Cloud Computing for Well-Recognized Social Enterprise. Answer: Introduction Located at Sydney, Child Protection Board is a well-recognized social enterprise. It has branches in Melbourne and Brisbane. Currently, the staff manage the payroll system manually by recording the data in MS-Excel and sharing it via Dropbox. Recently, the payroll system has expanded by the inclusion of complicated and newer requirements that has led to the hiring of new staff for management of the increased workload. The huge amount of data that is being created is becoming hard to be manually handled by the team. A Digital Payroll Solution is required by the organization for effective performance. For a lower transition cost, the management prefers a cloud platform. They are also looking for File Sharing via a Cloud based solution. The following analysis will help the administration apply the proper cloud based solution. Cloud Delivery The PaaS model has been chosen for Child Protection Board for the deployment of a cloud based solution. This has been recommended for them since they will have the capability to develop and perform modifications as per the requirements in the foreseeable future. With the help of the PaaS cloud based solution, file sharing, outline development, and application development will be modernized. The PaaS model will also provide various other advantages such as enhanced software adaptability, more uptime, enhanced security, and cost efficiency. On top of this, it is advisable that the model be employed via a private cloud so that it can be operated and modified remotely. With the help of remote connection, the organization will have the capability to employ a far enhanced system of security, on top of enhanced personalization and dedicated assets (CSA, 2011). Impact The cloud based service model will offer various advantages which will help the Child Protection Boards employees. These advantages include Remote modification will assist employees in work from an external environment. The services will be instantly accessible online and this will enhance productivity of the employees. The cloud system will store data over the cloud and this implies that the data will never be misplaced. So, in case of any accidents such as the local machines being damaged or the local data being lost, the data will remain untouched in the cloud. Automation of various manual tasks will take place via digitization. Therefore, the employees will be able to work faster and in a more efficient manner. Document exchange will be made quicker and simplified via the cloud based solution. Additionally, it will simplify integration with external data hubs for file transfer (Bughin, et. Al., 2011) Comparison - Cloud Vendors Data Exchange User Type/Name of Solution Xero MYOB Inuit QuickBooks Basic $9/month $50/month $12/month Premium/Advanced $70/month $99/month $21/month Payroll Services Solution/Model of Payment Optus Ninefold Cloud Central Payment Model Cloud GB Storage Starts at $0.3/hour Starts at $0.092/hour Storage Allowance Payment Model CPU/hour Starts at $0.0175/hour Starts at $0.002/hour Starts at $0.025/hour Information Security A key issue for any and all data based solution, particularly the ones that involve a cloud system is data security. With the rise of cloud driven system, a staggering rise has been noticed in the number of cases that involve data theft over cloud servers. Various bigger and smaller organizations have become victims of the data of the organization falling into the clutches of unauthorized individuals. The data that has been stolen can be utilized improperly by the troublemakers and sometimes, the organizations have to suffer dearly for this mistake. Thus, it is critical the security level of information storage of the cloud solution vendors is analyzed properly so that a proper selection can be made. Listed below are the security characteristics of various cloud service providers Cloud Solution Security Characteristics Nine Fold Macquiresloudservice has acquired it. They place the data on local data centres and make sure that data is protected from both physically and virtually perspective. Xero Xero servers are physically protected by the official employees. It has 24-hr security staff and also biometric security. Experts are present to review their security. Authentication code and generated password are present to provide 2-step authentication. Intrusion detection is avoided by using multiple security layers via firewalls, routers, etc. Intuit QuickBooks They provide 24-hr data protection. It is done through automated monitoring. It monitors server performance and also dedicated staff is allocated for alarm management and video surveillance. There are functionalities which assess and record all the user activities. MYOB In this, AccountRight provides password protection. Administrators provide user rights with respect to task performance and file access. Changes in file are managed through lock system. Optus It has comprehensive security solutions. There are 6 elements of security: site-to-site VPN, secure remote access, content security and application control, prevention and detection of intrusion and protection via firewall. The firewall of the organization provides facilities like address translation, logging, anti0spoofing, filters via advanced-level layer, central administration of traffic, etc. In addition to this, it provides high performance with respect to reporting. It consists of uptime report of system, network security, IPS reports and URL filtering report. Cloud Central In order to transfer files, secured private network is used. Servers provide root-level access and there is a full control over the way data is utilized and various other processes are provided through cloud. According to the mentioned comparison, Intuit QucikBooks will be the proper cloud service solution for the organization since it is cost effective and has proper security characteristics for payroll management and file sharing. In case of payroll service, Ninefold could have also been chosen since it was cost effective, however, Ninefold has been acquired by another organization Macquire and the product has been discontinued. Optus can be the next best solution, since it is also cost effective, security rich, and has various security options. References Bughin, J., Corb, L., Manyika, J., Nottebohm, O., Chui, M., Barbat, B. d., Said, R. (2011). The impact of Internet technologies: Search. McKinsey Company. Macquarie Telecom . (2016, September 13). Private Cloud. This ones just for you. Retrieved from Macquarie Cloud Services: https://macquariecloudservices.com/private-cloud/ CloudCentral. (2016, September 13). Cloud Servers. Retrieved from Cloud Central: https://www.cloudcentral.com.au/products/infrastructure-as-a-service/cloud-servers/ CSA. (2011). SECURITY GUIDANCE FOR CRITICAL AREAS OF FOCUS IN CLOUD COMPUTING V3.0. CSA. MYOB. (2016, September 13). Company file security. Retrieved from MYOB: https://help.myob.com/wiki/display/ar/Company+file+security Intuit QuickBooks. (2014). Security you can trust7 reasons to believe. Intuit QuickBooks. MYOB. (2016, September 13). Protecting your confidential information. Retrieved from MYOB: https://myob.com.au/myob/australia/myob-security-recommendations-1257829253909 Xero. (2016, September 13). Your data is safe with multiple layers of security. Retrieved from Xero: https://www.xero.com/accounting-software/security/ Optus. (2016). Security in the cloud. Optus

Internet Communities and Social Networks

Introduction The global technological advancement has led to many changes in the ways of interaction among people. The advancement in information technology, which led to the development of social networking websites, clearly evidences this fact. There has been a gradual yet significant development of social networking sites. The development of these sites started with ‘Friendster’ established in 2002 followed by ‘LinkedIn’ and ‘Bebo’.Advertising We will write a custom essay sample on Internet Communities and Social Networks specifically for you for only $16.05 $11/page Learn More ‘Facebook’ and ‘MySpace’ invention took place in 2004 and 2005 respectively. It is important to mention that majority of the people in the world use Facebook. As a result, it is the social networking with the largest number of users in the world. For a social network to function effectively there is a need for a s ystem that controls the flow of information from one member of the internet community to the other. Social networks have led to an increased flow of information globally as well as building of relationships among different entities. Communities and Web 2.0 Web 2.0 allows members of internet community to exchange information as well as ideas interactively. Social networking sites are examples of Web 2.0 (Fraser, Dutta, 2008, p.27). Other examples of Web 2.0 include video sharing sites, wikis, blogs and mashups among others. All these enhance the formation of internet communities. Of much concern are the social sites that have been instrumental in bringing people from different geographical locations as well as races come together for a common goal.  Several factors enhance the success of internet communities. The social interactions of internet communities require great support, which should include a means to enhance grounding and social presence among members. Members should hav e access to information concerning their joining, trusting, participating and leaving an online community (Kim, 2000, p.12). Owing to the fact that internet communities are greatly involved in solving social dilemma, some strategies help members achieve this goal (Kollock, 1996, p. 41). These strategies include community attraction, rules and regulations, governance on group information as well as infrastructure. In addition, members should be able to find answers to their questions easily.  However, internet communities face some challenges. For instance, there have been cases of internet bullying whereby a member is psychologically tortured making such members quit the society (Boyd, 2007, p.12). This usually occurs among teenagers. There have also been cases of tolling or rather inflicting emotional stress among some members of an internet community. These instances lead to lose of members from the community. There has been a concern about the safety of children due to their ex posure to crude information in these sites. Such information may include pornographic materials and vulgar language (Moreno, Fost, Christakis, 2008, p. 159).Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Social networks Social networks originate from social networking sites. This helps to connect people who share the same interests, activities, political ambitions as well as economical views. The networking sites require the users to create user-profiles Boyd Ellison, 2007, p.27). This involves providing their personal information to the sites. Other sites allow users who have common interests to create groups and thus enhance more interaction. Most internet users are members of one or more groups. It is also important to mention that most people acquire scientific knowledge through social networks (Lieberskind, Porter, 1996, p.430). Students and teachers use social networks as a com munication tool in colleges because of their high speed as well as their ability to reach a large number of the members at once (Mazer, Murphy, Simonds, 2007, p.15). Activists have employed social networks to mobilize people at the grass-root level. As a networking tool, college students use it to contact professionals for internships and job applications (Arabie, Yoram, 1994, p. 266). It is also important to mention that most companies nowadays use Facebook and Twitter to build their brand image. They also use social networks in recruiting new staff as well as learning new technologies from their competitors. This helps to build healthy business growth within companies. Governments also use social networks as a tool to get the people’s opinion on different state issues before making major decisions.  Too much of everything is dangerous. A number of social network users have grown into addicts (Boyd, 2006, p.62). They spent too much time on these social networks to the ex tent that they overlook other important aspects of their life. Addiction is prevalent among Facebook users. It is important for members of any internet community to use these social networks wisely. The impact of online networks on the community As earlier mentioned online networks lead to increased flow of information in our communities. Online networks have been of much help to people with ill health especially those with chronic diseases (Battles, Wienner, 2002, p. 52). On social networking interaction, these people are able to help each other to manage their ill conditions. It is important to mention that they get to know people who they can identify with and helps to build a sense of acceptance. Online networks have also helped people to participate adequately in community activities by mobilizing people to attend activities leading to improved civic participation. The large numbers of people who join internet communities help to facilitate the mobilization.Advertising We will write a custom essay sample on Internet Communities and Social Networks specifically for you for only $16.05 $11/page Learn More For instance, according to a study carried out by The Centre of the Digital future, three quarters of Americans have internet access and spend 8.9 hours online weekly (Carvin, 2006).College students mostly practice this.  Social networks also lead to formation of relationships between members of a given internet community. The issue of online dating came in from well-established ties between two members of a given online community (Romm, Setzekon, 2008, p. 271). They also help to increase communication between friends and family. According to Nielsen (2000), over 70% of online communities interact with their geographical communities on regular basis (p. 52). It is therefore evident that online communities enhance cohesion between members of geographical communities as well. Online gaming is a feature of most social network s. Parents have had a difficult time in controlling their sons and daughters when it comes to computer games especially those who are still schooling (Knapp, 2006, p. 6). They believe that their children will perform poorly due to dedication of much of their time on these games. This therefore calls for parents to monitor the levels of their children’s involvement in online gaming. However, when well managed it is a good leisure activity. Conclusion Since invention of social networks in the late 1990s, online communities have both shown an increasing trend and wide acceptability. Social networks connect people sharing the same interests in life. For these networks to succeed there has to be a strong team supporting the networking sites. In addition, members of a given online community have to relate well in order to attract more people to these social networks. Consequently, social networks will exhibit tremendous growth. Reference List Arabie, P., Yoram, W. (1994). Marketin g and Social Networks. California:  Sage Publications. Battles, B., Wienner, L. (2002). Star bright World: Effects of Electronic Network on  The Social Environment of Children with Life-threatening Illnesses. Children’s Health Care, 31(1), 47-68. Boyd, D. (2006). Friends, Friendsters and MySpace Top 8. Writing Community into Bery  on Social Network sites, 11 (12), 60-67.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Boyd, D. (2007). Why Youth (Heart) Social Networking Sites. The Role of Networked  Publics in Teenage Social Life, 2(4), 9-12. Boyd, D., Ellison, N. (2007). Social Network Sites: Definition, History and Scholarship.  Journal of Computer-mediated Communication, 13 (1), 23-30. Carvin, A. (2006). Understanding the Impact of Online Communities on Civic  Engagement. Retrieved from https://www.pbslearningmedia.org/ Fraser, M., Dutta, S. (2008).Throw Sheep in the Boardroom. How Online Social  Networking will Transform your Life, Work and World. New York: Wiley. Kim, A. (2000). Community Building on the Web. Berkeley: Peachpit Press. Knapp, E. (2006).A Parent’s Guide to my space. New York: Day Dream Publishers. Kollock, P. (1996). Design Principles for Online Communities. Harvard. Lieberskind, K., Porter. J. (1996). Social Networks, Learning and Flexibility. Sourcing  Scientific Knowledge in New Biotechnology Firms. Organization Science, 7(4), 428-443. Mazer, J., Murphy, R., Simonds, J. (2007). I’ll see you on Facebook: The effects and  Classroom Climate. Communication Education, 56 (1), 1-17. Moreno, A., Fost, C., Christakis, A. (2008). Research Ethics in the MySpace  Era.Pediatrics, 121(1), 157-161. Nielsen, J. (2000). Designing Web Usability. The Practice of Simplicity. Indianapolis:  New Riders Publishing. Romm, L., Setzekorn, K. (2008). Social Networking Communications and E.Dating  Services: Concepts and Implications. New York: Information Science Technology. This essay on Internet Communities and Social Networks was written and submitted by user Elvis Hodges 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.

Albert Gallatin Inspired the Age of Canals in America

Albert Gallatin Inspired the Age of Canals in America An era of canal building in the United States began in the early 1800s, helped along to a considerable degree by a report written by Thomas Jefferson’s secretary of the treasury, Albert Gallatin. The young country was hobbled by a horrendous transportation system which made it difficult, or even impossible, for farmers and small manufacturers to move goods to market. American roads at the time were rough and unreliable, often little more than obstacle courses hacked out of the wilderness. And reliable transportation by water was often out of the question due to rivers that were impassable at points of waterfalls and rapids. In 1807 the U.S. Senate passed a resolution calling upon the treasury department to compile a report proposing ways that the federal government could address the transportation problems in the nation. The report by Gallatin drew upon the experience of Europeans, and helped inspire Americans to begin building canals. Ultimately the railroads made canals less useful, if not entirely obsolete. But Americans canals were successful enough that when the Marquis de Lafayette returned to America  in 1824, one of the sights Americans wanted to show him were new canals that made commerce possible. Gallatin Was Assigned to Study Transportation Albert Gallatin, a brilliant man serving in Thomas Jefferson’s cabinet, was thus handed a task he apparently approached with great eagerness. Gallatin, who was born in Switzerland in 1761, had held a variety of governmental posts. And before entering the political world, he had a varied career, at one point running a rural trading post and later teaching French at Harvard. With his experience in commerce, not to mention his European background, Gallatin fully understood that for the United States to become a major nation, it needed to have efficient transportation arteries. Gallatin was familiar with the canal systems which had been built in Europe in the late 1600s and 1700s. France had built canals which made it possible to transport wine, lumber, farm goods, lumber, and other essential products throughout the country. The British had followed Frances lead, and by 1800 English entrepreneurs were busy constructing what would become a thriving network of canals. Gallatins Report Was Startling His 1808 landmark Report on Roads, Canals, Harbors, and Rivers was astounding in its scope. In more than 100 pages, Gallatin detailed a vast array of what today would be called infrastructure projects. Some of the projects Gallatin proposed were: A series of canals parallel to the Atlantic coast from New York City to South CarolinaA major turnpike from Maine to GeorgiaA series of inland canals heading to OhioA canal crossing New York stateImprovements to make rivers, including the Potomac, Susquehanna, James, and Santee, passable to major river navigation The entire projected expense for all the construction work proposed by Gallatin was $20 million, an astronomical sum at the time. Gallatin suggested spending $2 million a year for ten years, and also selling stock in the various turnpikes and canals to finance their eventual upkeep and improvements. Gallatins Report Was Far Ahead of Its Time Gallatin’s plan was a marvel, but very little of it was actually implemented. In fact, Gallatins plan was widely criticized as folly, as it would require a vast outlay of government funds. Thomas Jefferson, although an admirer of Gallatins intellect, thought his treasury secretarys plan might be unconstitutional. In Jeffersons view, such vast spending by the federal government on public works would only be possible after amending the Constitution to allow for it. While Gallatins plan was seen as wildly impractical when it was submitted in 1808, it became the inspiration for many later projects. For instance, the Erie Canal was eventually built across New York state and opened in 1825, but it was built with state, not federal funds. Gallatins idea of a series of canals running along the Atlantic coast was never implemented, but the eventual creation of the intra-coastal waterway essentially made Gallatins idea a reality. The Father of The National Road Albert Gallatin’s vision of a great national turnpike running from Maine to Georgia may have seem utopian in 1808, but it was an early vision of the interstate highway system. And Gallatin did get to implement one major road building project, the National Road which was started in 1811. Work began in western Maryland, at the town of Cumberland, with construction crews moving both eastward, toward Washington, DC, and westward, toward Indiana. The National Road, which was also called the Cumberland Road, was finished, and became a major artery. Wagons of farm products could be brought east. And many settlers and emigrants headed west along its route. The National Road lives on today. It is now the route of US 40 (which was eventually extended to reach the west coast). Later Career and Legacy of Albert Gallatin After serving as treasury secretary for Thomas Jefferson, Gallatin held ambassadorial posts under presidents Madison and Monroe. He was instrumental in negotiating the Treaty of Ghent, which ended the War of 1812. Following decades of government service, Gallatin moved to New York City where he became a banker and also served as president of the the New York Historical Society. He died in 1849, having lived long enough to see some of his visionary ideas become reality. Albert Gallatin is regarded as one of the most influential treasury secretaries in American history. A statue of Gallatin stands today in Washington, D.C., before the U.S. Treasury building.

SAT Essay Tips 15 Ways to Improve Your Score

SAT Essay Tips 15 Ways to Improve Your Score SAT / ACT Prep Online Guides and Tips Whether you've never written an SAT Essay or didn't get the score you wanted on your last test, you can benefit from knowing more: both about the essay itself, and what really matters when the graders are reading your essay. To introduce you to what you'll have to do, we've gathered up these 15 tips to master the SAT essay. If you can reliably follow all these points, you'll be able to get at least a 6/6/6 on the SAT essay- guaranteed. The Challenge The SAT Essay is a very short assignment. You only get 50 minutes to read a 650-750 word passage, analyze the devices the author uses to structure her/his argument, and write a full-fledged essay- and it can pass in a flash if you don't have a method for attacking it. Writing an SAT essay requires a very specific approach that's unlike the essays you've been writing for English class in school. The goal of this strategy is to cram in as many as possible of the desired components in the 50 minutes you've got. In this article, we give you 15 key tips for the SAT essay. The first five tips in this article relate to what the College Board tells us about what's a good essay. The next five are truths that the College Board doesn't want you to know (or doesn’t make explicit). And the last five tips for SAT essay writing show you how to build an SAT essay, step by step. What the College Board Does Tell You: 5 Tips The College Board explains the main components of the successful SAT Essay in its scoring criteria. Here they are, condensed: #1: Give a Clear Thesis The SAT essay rubric states: "The response includes a precise central claim.† What this means is that your essay needs to make a clear argument that the reader can easily identify.All you have to do to create your "precise central claim" is to identify the main idea of the passage andlistthe methods the author uses to support it. Fortunately, the SAT provides you with the passage’s main idea, so you don’t have to go hunting for it yourself. I've bolded the claim in this (fake) sample prompt so you can see this for yourself: Write an essay in which you explain how Sam Lindsay builds an argument to persuade her audience that more works of art should feature monsters. In your essay, analyze how Lindsay uses one or more of the features listed in the box above (or features of your own choice) to strengthen the logic and persuasiveness of her argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with Lindsay’s claims, but rather explain how Lindsay builds an argument to persuade her audience. Now, here's an example of a thesis statement for an essay responding to this prompt: In the article â€Å"Monsters Monsters Everywhere,† Sam Lindsay uses personal anecdotes, vivid language, and appeals to emotion to persuade her audience that more works of art should feature monsters. It's fine to copy the exact words describing the author’s central claim from the prompt into your thesis statement- in fact, this guarantees that the graders will see that your thesis is there and on-topic. #2: Include Both an Introduction and a Conclusion The SAT essay rubric states: "The response includes a skillful introduction and conclusion.† Including an introduction paragraph in your essay is absolutely essential to getting a Writing score above a 4 (out of 8). The introduction paragraph introduces the reader to what you’ll be talking about and allows you to set up the structure for the rest of the essay. Plus, an introduction can be a pretty good indicator of the quality for the rest of the essay- a poorly constructed introduction is often a warning that the essay that follows will be equally discombobulated. It's best to have both an introduction and a conclusion, but if you’re running short on time and can only have one, definitely pick the introduction. The main reason for this is that a good introduction includes your thesis statement. For the SAT essay, your thesis (or your "precise central claim") should be a statement about what devices the author uses to build her/his argument. Introductions can be tricky to write, because whatever you write in that paragraph can then make you feel like you’re locked into writing just about that. If you’re struggling with the introduction paragraph, leave yourself 10 blank lines at the beginning of the essay and jump into writing your body paragraphs. Just make sure you remember to go back and write in your introduction before time’s up! #3: Use Effective Language and Word Choice There are a couple of parts of the Writing score section on the SAT essay rubric that pertain directly to style. The SAT essay rubric states this about a perfect-Writing-score essay: "The response is cohesive and demonstrates a highly effective use and command of language." For most of us, "command of language" is an area that takes a long time to develop, so unless your language skills are really rough or you're prepping at least a year ahead of time (or both), you'll probably get more out of focusing on the other components of the essay. The SAT essay rubric also states: â€Å"The response has a wide variety in sentence structures. The response demonstrates a consistent use of precise word choice. The response maintains a formal style and objective tone.† This basically boils down to: don't be repetitive and don't make grammar mistakes. In addition, you should avoid using first person statements like "I" or "My" in the essay, along with any other informality. You're writing the equivalent of a school paper, not an opinion piece. Bad (Too informal): â€Å"I think that Sam’s super persuasive in this article causeshe’s just so passionate. It made me feel kinda bad that I don’t really monster it up in my everyday life.† Good (Formal): â€Å"Lindsay’s passionate defense of how drawing monsters 'allows us to laugh at our personal foibles' causes her audience to put themselves in her shoes and empathize with her position.† Finally, try to use different words to describe the same idea- don't use "shows" 15 times. Take the chance to show off your vocabulary (if, and only if, the vocabulary is appropriate and makes sense). This component is the biggest reason why revising your SAT Essay is essential- it's fast and easy to change repeated words to other ones after you're finished, but it can slow you down during writing to worry about your word choice. If you're aiming for a top score, using advanced vocabulary appropriately is vital. #4: Only Use Information From the Passage All the relevant information is in the passage, so avoid getting drawn into the topic and using your outside knowledge- you want to be sure to show that you’ve read the passage. In real life, there are many ways to support a thesis, depending on the topic. But on the SAT, there's one kind of correct support: specific details drawn from the passage you’re asked to analyze. We'll show you more below. #5: Focus Your Essay on Relevant Details You don’t have to mention every single detail that makes the argument effective. In fact, your essay will be more coherent and more likely to score higher in Analysis if you focus your discussion on just a few points. It's more important to show that you're able to pick out the most important parts of the argument and explain their function that it is to be able to identify every single persuasive device the author used. Think about it as if you were asked to write a 50-minute essay describing the human face and what each part does. A clear essay would just focus on major features- eyes, nose, and mouth. A less effective essay might also try to discuss cheekbones, eyebrows, eyelashes, skin pores, chin clefts, and dimples as well. While all of these things are part of the face, it would be hard to get into detail about each of the parts in just 50 minutes. "The New Dance Craze."  ©2015-2016 by Samantha Lindsay. Used with permission. And this is the eye, and this is the other eye, and this is the...other eye...and the other eye...and the other...wait...what's going on here? What the College Board Doesn’t Tell You: 5 Secrets Even though the SAT essay has clearly stated, publicly-available guidelines, there are a few secrets to writing the essay that most students don't know and that can give you a major advantage on the test. #1: Read the Prompt Before the Passage Why? Because the prompt includes the description of the author’s claim. Knowing what the author’s claim is going into the article can help keep you focused on the argument, rather than getting caught up in reading the passage (especially if the topic is one you're interested in). #2: Your Facts Must Be Accurate†¦But Your Interpretation Doesn’t Have to Be A big part of the Analysis score for the SAT essay is not just identifying the devices the author uses to build her argument, but explaining the effect that the use of these devices has on the reader. You don’t have to be completely, 100% accurate about the effect the passage has on the reader, because there is no one right answer. As long as you are convincing in your explanation and cite specific examples, you’ll be good. Here's an example of an interpretation about what effect a persuasive device has on the reader (backed by evidence from the passage): Lindsay appeals to the emotions of her readers by describing the forlorn, many-eyed creatures that stare reproachfully at her from old school notebook margins. The sympathy the readers feel for these forgotten doodles is expertly transferred to Lindsay herself when she draws the connection between the drawn monsters and her own life: â€Å"Often, I feel like one of these monsters- hidden away in my studio, brushes yearning to create what no one else cares to see.† Now, you don't necessarily know for sure if "sympathy for the doodles" is what the author was going for in her passage. The SAT essay graders probably don't know either (unless one of them wrote the passage). But as long as you can make a solid case for your interpretation, using facts and quotes from the passage to back it up, you'll be good. #3: You Should Write More Than One Page This has always been true for the SAT essay, but for the first time ever, the College Board actually came out in The Official SAT Study Guide and explicitly said that length really does matter. Here's the description of a one-paragraph, 120-word-long student response that received a Writing score of 2/8 (bolding mine). â€Å"Due to the brief nature of the response, there is not enough evidence of writing ability to merit a score higher than 1. Overall, this response demonstrates inadequate writing.† (source: The Official SAT Study Guide, p. 176) You’ll have one page for (ungraded) scrap paper that you can use to plan out your essay, and four pages of writing paper for the essay- plan on writing at least two pages for your essay. #4: Be Objective When Reading the Passage Being able to stay detached while reading the passage you'll be writing the essay about can be tricky. This task might be especially difficult for students who were used to the old SAT essay (which pretty much made it mandatory for you to choose one side or the other). You’ll have to practice reading persuasive essays and gaining objectivity (so that you are able to write about how the argument is constructed, not whether it’s good or bad). A good way to practice this is to read news articles on topics you care deeply about by people who hold the opposite view that you do. For instance, as a composer and violist/violinist, I might read articles about how children should not be encouraged to play musical instruments, since it holds no practical value later on in life (a view I disagree with vehemently). I would then work on my objectivity by jotting down the central ideas, most important details, and how these details relate to the central ideas of the article. Being able to understand the central ideas in the passage and details without being sidetracked by rage (or other emotions) is key to writing an effective SAT essay. "Always Wear a Helmet."  ©2015-2016 by Samantha Lindsay. Used with permission. Don't let the monster of rage distract you from your purpose. #5: Memorize and Identify Specific Persuasive Techniques Once you’re able to read articles objectively (as discussed in point #4 above), the next step is to be able to break down the essay passage's argument. To do this successfully, you'll need to be aware of some of the techniques that are frequently used to build arguments. The SAT essay prompt does mention a few of these techniques (bolding mine): As you read the passage below, consider how Lindsay uses evidence, such as facts or examples, to support claims. reasoning to develop ideas and to connect claims and evidence. stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed. It’s certainly possible to wing it and go into the test without knowing specific names of particular persuasive devices and just organically build up your essay from features you notice in the article. However, it's way easier to go into the essay knowing certain techniques that you can then scan the passage for. For instance, after noting the central ideas and important details in the article about how more works of art should feature monsters, I would then work on analyzing the way the author built her argument. Does she use statistics in the article? Personal anecdotes? Appeal to emotion? I discuss the top persuasive devices you should know in more detail in the article "6 SAT Essay Examples to Answer Every Prompt". How to Get All the Necessary Components in 50 Minutes: 5 Step-By-Step Strategies When you write an SAT essay, you only have 50 minutes to read, analyze, and write an essay, which means that you need a game plan going in. Here's a short step-by-step guide on how to write an effective SAT essay. #1: Answer the Prompt Don’t just summarize the passage in your essay, or identify persuasive devices used by the author- instead, be sure to actually analyze the way the author of the passage builds her argument. AsThe Official SAT Study Guide states, "[Y]our discussion should focus on what the author does, why he or she does it, and what effect this is likely to have on readers." College Board makes a point of specifying this very point in its grading rubric as well- an essay that scores a 2 (out of 4) or below in Analysis "merely asserts, rather than explains [the persuasive devices'] importance." If you want to get at least a 3/4 (or a 6/8) in Analysis, you need to heed this warning and stay on task. #2: Support Your Points With Concrete Evidence From the Passage The best way to get a high Reading score for your essay is to quote from the passage appropriately to support your points. This shows not only that you’ve read the passage (without your having to summarize the passage at all), but also that you understand what the author is saying and the way the author constructed her argument. As an alternative to using direct quotations from the passage, it’s also okay to paraphrase some of what you discuss. If you are explaining the author's argument in your own words, however, you need to be extra careful to make sure that the facts you're stating are accurate- in contrast to scoring on the old SAT essay, scoring on the new SAT essay takes into account factual inaccuracies and penalizes you for them. #3: Keep Your Essay Organized The SAT essay rubric states: â€Å"The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay.† The main point to take away from this is that you should follow the standard structure for an SAT essay (introduction-body-body-conclusion). Using a basic four- to five-paragraph essay structure will both keep you organized and make it easier for the essay graders to follow your reasoning- a win-win situation! Furthermore, you should connect each paragraph to each other through effective transitions. We'll give you ways to improve your performance in this area in the articles linked at the end of this article. #4: Make Time to Read, Analyze, Plan, Write, and Revise Make sure you allocate appropriate amounts of time for each of the steps you’ll need to take to write the essay- 50 minutes may seem like a long time, but it goes by awfully quick with all the things you need to do. Reading the passage, analyzing the argument, planning your essay, writing your essay, and revising are all important components for writing an 8/8/8 essay. For a breakdown of how much time to spend on each of these steps, be sure to check out our article on how to write an SAT essay, step-by-step. "Watch Yourself."  ©2015-2016 by Samantha Lindsay. Used with permission. #5: Practice The more you practice analysis and writing, the better you’ll get at the task of writing an SAT essay (as you work up to it a little at a time). It's especially important to practice the analysis and writing components of the essay if you are a slow reader (since reading speed can be difficult to change). Being able to analyze and write quickly can help balance out the extra time you take to read and comprehend the material. Plus, the time you put into working on analysis and writing will yield greater rewards than time spent trying to increase your reading speed. But don't forget: while it’s okay to break up the practice at first, you also really do need to get practice buckling down and doing the whole task in one sitting. What’s Next? This is just the beginning of improving your SAT essay score. Next, you actually need to put this into practice with a real SAT essay. Looking to get even deeper into the essay prompt? Read our complete list of SAT essay prompts and our detailed explanation of the SAT essay prompt. Hone your SAT essay writing skills with our articles about how to write a high-scoring essay, step by step and how to get a 8/8/8 on the SAT essay. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Thins Fall Apart Essay Example | Topics and Well Written Essays - 1000 words

Thins Fall Apart - Essay Example The level of detachment achieved by the author in describing the life before colonialism is commendable. The theme of the book and the author’s attitude towards the theme both evoke curiosity. Without giving too much room for sentimentalism, he details the state of affairs in the country, and is not interested in creating a rosy picture out of love for his country. He states the facts, and describes the shortcomings of his people, mentions about fierce tribal wars, day to day violence and the resultant suffering. He also mentions that the uniting factor amongst the people is social coherence, deep-rooted faith in ritualism and extraordinary traditions, the importance of which is difficult to quantify but highly respected and followed by the people. What is the importance of the customs and traditions of Igbo society and how they are reflected in the day to day life and dispositions of the Nigerian tribal community? The importance of various segments of culture has a deep impac t on the Nigerian society and their inner world responds to its richness and beauty. Referring to the role of music Chinua Achebe(1994, p.4) writes, â€Å"The total effect was gay and brisk, but if one picked out the flute as it went up and down and then broke up into short snatches, one saw that there was sorrow and grief there.†Through this observation, the author states in his own style and reveal about the societal conditions and its impact on the common man, meaningfully. How the traditional families functioned—study Okonkwo’s life for example! He was a self-made man, but he was unhappy affected much by the poor image his father had in the Igbo society. He tried to overcome that inferiority complex with great efforts, achieved matchless prosperity, and enjoyed great reputation in the village. His physical assets added to his popularity and the awe and esteem in which the people held him. About his physical prowess the author( p.3) writes, â€Å"â€Å"It w as this man Okonkwo threw in a fight which the old men agreed was one of the fiercest since the founder of their town engaged a spirit of the wild for seven days and seven nights.† His anger seized his personality and he lost control over his normal speech and donned a violent mood. The role of the superstitions in the life of people touched great heights. Whether the personal traits dominated the superstitions, or the superstitions contributed to the formation of the personal traits was a difficult question to answer. Both co-existed and exerted mutual influence. As for Okonkwo, it was rooted in his ancestry. The author observes that he suffered from a sort of inferiority complex, about resemblance to his father, which he thought was a sign of backwardness. Each section of the society, men women and children had some superstition or the other to hang on, and their origin was difficult to trace. The basis of their continuance was faith, with no convincing logical explanations. The author cites one such example, amongst the womenfolk. Worshipping the trees was common with them and they believed that the tree was the abode of good children waiting to be born and they sat under the shades of the trees. Colonialism impacted the cultural traditions of Igbo tribe in a big way and it was a well-planned

A research topic related to religion and the environment Paper

A topic related to religion and the environment - Research Paper Example Indeed the Bible does not directly tell anything about how man should interact with the environment; but concept of ‘nature’ occupies an important part of Christian faith. A devout Christian necessarily believes that the ‘nature’ or in a broader term, the ‘universe’ is the creation of God and man is merely God’s tenant in it. Depending on this doctrinal premise, scholars further build up the Christian environmentalism. Man as the tenant of God on earth should not perturb God’s house. Thus Christianity advocates for an intimate, harmonious and friendly relationship with nature. But the debates on Christianity-and-Environment relationship evolve from the claim that man has been created in the ‘image of God’ which necessarily entails that man is entitled with the ownership of this world. The Christian belief about the ‘ownership status’ of man is supported by the Bible as following: â€Å"Let us make man in our image, in our likeness, and let them rule over the fish of the sea and the birds of the air, over the livestock, over all the earth, and over all the creatures that move along the ground† (Genesis 1:26 and 28). During the industrial era, the Christian belief persists that since the world is God’s and man is His true representative on earth, the world belongs to man. Such doctrinal reasoning inspired the industrial society to use the environmental resources ruthlessly and recklessly, as Hansberry notes in this regard: â€Å"Some Christians have interpreted this story as giving people the right to exploit the environment.† (1) Behind this ruthless use of earthly resources there is another belief that God is generous and that He has created everything for man’s consumption. But as the concern about man’s harmful impact over nature began to grow, a group of scholars began to emerge under the banner of ‘green Christian environmentalist’ with a view to purporting the harmonious

Religion and Education Essay Example for Free

Religion and Education Essay In this aper, I will discuss and explain the influence of religion and education on societies since the beginning of mankind. 1) Religion deals with almost all aspects of human life. 2) History cannot be taught in education without the mention of religious influences on civilizations. 3) The role of religion in public education is not limited to America alone, since the beginning of mankind every civilization has shown some type of evolution within their religious and educational institutions. There are several examples from different parts of the world to prove how widespread the problem is. ) All societies and civilizations are made up of individuals that belong to families. Families are the core of all societies and the religious choices of each family will society as a whole. 1) It may have influence in education, marriage, work, and even food. American religious education, as a kind of spiritual support, has been playing a supportive role in Americans outlook on life, the realization of life value, the shaping of personality, ethic concepts and national spirit. Its important role is manifested in the economic and political fields. (MENG Xianxia/Cross-cultural Communication Vol. No. 2 1001, p. 231) Religion influence many aspects of day to day issues such as life choices, dress, and education. As shown in the article, Religious Experience and Progressive Education, published in the American Educational History Journal by Jared R. Stallones, A recent survey by the Pew Forum on Religion and Public Life revealed that fully eighty-four percent of Americans identify themselves as adherents ofa specific religion. Eighty-eight percent are absolutely or fairly certain of the existence of God or a universal spirit, including fifteen percent of self-identified atheists. Eighty-two percent of the population considers religion to be very or somewhat important in their lives, and seventy-five percent of Americans, including ten percent of atheists, prayed at least once per week. (p33) This demonstrates how religion is an important entity in the daily lives of many. This is because religions deal with the human life as a whole. For centuries people have searched for the meaning and truth of their own nature and the nature of the universe, religions are the result. We view religions as communities of people who share practices and beliefs, who gather together in special buildings to worship, and ho have a special way of living. More than three-quarters of the worlds population consider themselves members of some kind of religion. Religion influences almost all aspects of human life. It may have influence in education, marriage, work, and even food. ) The United States was founded on the principles of religion, the citizens of this country can practice whatever religion they like without being persecuted. The liberties provided under the Constitution allow individuals to practice their religious beliets openly and without Judgment. These beliets provide guidance and structure in the lives of these individuals. After the founding of the United States, although the Constitution clearly regulates secularism, rel igions in America are always closely intertwined with the process of American history, and play a huge impact on the political, economic, legal and cultural fields. American sociologist Richard Newhouse said, A basic fact about the United States is that Americans themselves claim that most of them are Christian and the moral foundations of American society are Jewish-Christian morality Just as non-Christian believe. (Zhang, 2007, p. 13) (MENG Xianxia/Cross-cultural Communication Vol. 7. No. 2, 2011). There are thousands of religions and thousand more subdivisions of those. Religions are divided mainly into ancient and modern religions. Not to say that the modern religions Just originated in the past couple years, Just they are still practiced in present times. Some of the ancient religions include Egyptian, Zoroastria, Greek, Norse, and Celtic. (Source and Cite) 3) People have been shunned, ostracized, sacrificed, and killed because of their religious beliefs. These acts take place because individuals have different views. There are several examples from different parts of the world to prove how idespread the problem is. American society is a blend of secularized and religious elements. Anderson (2004) noted that these two elements have always posed a dilemma for public education. The struggle is how to accommodate both of these societal characteristics. He pointed out that the secular nature of American public culture and its underlying pluralistic character are important aspects of the context for our system of education. The role of religion in public education is not limited to America alone. There are several examples from different parts of the world to prove how widespread the problem is. Thomas (2006) reported a case in France in which a Muslim girl was expelled for wearing a traditional Islamic headscarf. The President supported the move saying that religion should not be permitted in public schools. Islamic leaders protested that the ban was prejudicial, singling out Muslims for discriminatory practices. Hinsliff (2004) reported an interesting controversy in which Christian evangelists in England wanted to have the strengthening of faith teaching in schools. They dropped the idea when 4) Families are the core of all societies and the religious choices of each family will affect society as a whole. The religious choices of a family will influence an individuals decisions that will in turn affect society as a whole. What in individual puts out into society will come back as their decision and actions affect society as a whole. Religion is an important entity in the lives of many. According to the International Religious Freedom Act of 1998, Religious freedom includes the right to assemble for private and public worship, determine the conditions of membership, give religious instructions, preach its message publicly, and publish and circulate religious material (International Religious Freedom, Sec. (3) Article 18). The United States is one of the nations with most fantastic religious background, and in reality religion and religious education permeates all aspects of American life. Religion lies in American family education, school education, political activities and social life, playing a role that cannot be ignored. (MENG Abstract p. l) Conclusion: Although religion has been and is a heated topic at times and since the beginning of mankind, we cannot deny the fact, the influence it has had in educational institutions through the development of all civilizations, I teel that this is a great thing. ou will not get very tar into any educational issues without somehow bumping into religious themes. Marty goes on to explains in Christianity and its legacy in education that We Americans are taught to think of American society as a secular one in which religion does not count for much, and our educational system is organized in such a way that religious concerns often receive little attention. But if you think for a moment, you may realize that a better question is, where does religion not come into all this? (Burke and Segal p. 631). To have religion thwarting together with education is what gives us history. It is what takes us to the next point in life. It gives us guidance and even sometimes warnings. As a young boy that has been brought up in the ministry and to see how religion has played a key role in my life and education applaud this. It is known that religion and education has been around for thousands of years and I believe it will continue for many more. From teaching your grandson to assemble a tomahawk to worshipping the Greek god of war, people show religion and education in many different ways. As, David P. Setran referenced in the Teachers College Record article More Religion in Education and More Education in Religion: Liberal Progressivism and the Educational Common Faith, 1917-1940, The Kingdom of God proved to be a powerful image of the ideal democracy and a powerful representation of religion and education working together to build a better world. It is recommended that future scholars continue to look in other parts of the country and among other individuals to trace these powerful cooperative relation, thus restoring the place of religion as an important source and ally of progressive education. (p. l, abstract) (Teachers College Record, vl 14 nl 2012. 29pp. Religion and education have been wedded in western culture for as long as schools have existed, and as long as religious diversity and democratic decision-making endure in American society, then struggles between and about religion and education will continue in American schools (Religious Experience and Progressive Education, published in the American Educational History Journal by Jared R. Stallones, p33. ) Religion and education has been around for thousands of years and it will continue for many more.

Cause and Effect Essay - Money Causes Unhappiness -- Cause and Effect E

Although it has been said that money is the root of all evil, many people actually believe that they would be happier if they were wealthier. Could this be correct? This essay will support the thesis that not only does the pursuit of wealth not lead to happiness; it may actually make us unhappy. Tim Kasser has written an excellent short book describing the scientific evidence relating to materialism and happiness. Kasser gives one striking quotation concerning Jim Clark, the founder of Netscape and other computer companies: "Before Silicon Graphics, Clark said a fortune of $10 million would make him happy; before Netscape, $100 million; before Healtheon, a billion; now, he told Lewis, 'Once I have more money than Larry Ellison, I'll be satisfied.' Ellison, the founder of the software company Oracle, is worth $13 billion." Kasser first shows that people who are rich are not necessarily happier than those who are not rich, provided ba... ...ut on the effects of materialism. Regardless of its origins, in America materialism works against happiness. This is a thought-provoking book about the pursuit of material goods. Kasser is not a preacher, but a scientist. He presents his evidence carefully, and concludes that materialism is a game not worth playing even on its own terms of promoting human happiness. Work Cited Kasser, Tim. The High Price of Materialism. Cambridge: MIT Press, 2002. 149 Pages.

Type Ii Diabetes Mellitus Among African Americans

Type II Diabetes Mellitus among African Americans Type II Diabetes Mellitus is an adult-onset diabetes that affects 90% of the diabetes patients. It is when the body does not recognize the insulin being produced by the pancreas, or not enough is produced. Insulin is a hormone that causes different cells to take up glucose for energy. Resistance to insulin causes the build up of glucose in the blood, which causes improper functions of cells and blood circulation, damage to nerves and blood vessels. The prevalence of type II diabetes is highest in African Americans among ethnic and racial groups. African American type II diabetic populations have tripled in 1993 when compared to 1963. Type II diabetes is mostly developed after age 40, but the age is getting younger due to high rates of obese populations among African Americans. Major causes for such high rates include, hereditary traits, hyperinsulinemia, poor diet, obesity, smoking habits and lack of physical activity. Some symptoms to notice are frequent urination, increased thirst and hunger, dry mouth, blurred vision, skin irritation and fatigue. Medical doctor diagnoses it after a confirmatory test called fasting plasma glucose test (FPG). Blood is drawn while fasting and analyzed for blood glucose levels. Normal is considered to be between 70 to 100 milligrams per deciliter, and if it greater than or equal to 126 milligrams per deciliter, one is said to have diabetes. Although oral medications are available, type II diabetes can be controlled by proper diet and exercise. Frequent self-testing for glucose levels using a glucometer can provide information on how well you are doing managing the levels. Frequent doctor visits for glucose tests are recommended. If left uncontrolled, it can cause eye diseases such as retinopathy, which is more prevalent in African Americans than Caucasian Americans. It can also lead to kidney failure, amputation and the worst-case scenario, diabetic coma. Prevention is important to decrease these chances and avoid serious health consequences. Bibliography Search: 1. Tuomilehto, Jaakko, Lindstrom, Jaana, Eriksson, Johan G. , Valle, Timo T. , Hamalainen, Helena, Ilanne-Parikka, Pirjo, Keinanen-Kiukaanniemi, Sirkka, Laakso, Mauri, Louheranta, Anne, Rastas, Merja, Salminen, Virpi, Aunola, Sirkka, Cepaitis, Zygimantas, Moltchanov, Vladislav, Hakumaki, Martti, Mannelin, Marjo, Martikkala, Vesa, Sundvall, Jouko, Uusitupa, Matti, the Finnish Diabetes Prevention Study Group. Prevention of Type 2 Diabetes Mellitus by Changes in Lifestyle among Subjects with Impaired Glucose Tolerance. New England Journal of Medicine. 344 (2001): 1343-1350. 2. Brancati, FL. â€Å"Incident type 2 diabetes mellitus in African American and white adults – The atherosclerosis risk in communities study. † Journal of the American Medical Association 283. 17 (2000): 2253-2259. 3. Robbins, JM, Vaccarino, V, Zhang, H, Kasl, SV. Socioeconomic status and type 2 diabetes in African American and non-Hispanic white women and men: evidence from the Third National Health and Nutrition Examination Survey. † American Journal of Public Health 91. 1 (2001): 76-83. 4. Signorello, Lisa B. , Schlundt, David G. , Cohen, Sarah S. , Steinwandel, Mark D. , Buchowski, Maciej S. , McLaughlin, Joseph K . , Hargreaves, Margaret K. , Blot, William J. â€Å"Comparing Diabetes Prevalence Between African Americans and Whites of Similar Socioeconomic Status. † American Journal of Public Health 97 (2007): 2260-2267. 5. Bell RA, Summerson JH, Konen JC: Dietary intakes by levels of glycemic control for black and white adults with non-insulin dependent diabetes mellitus (NIDDM). J Am Coll Nutr 14 (1995):144–154. 6. Weatherspoon LJ, Kumanyika SK, Ludlow R, Schatz D: Glycemic control in a sample of black and white clinic patients with NIDDM. Diabetes Care 17(1994):1148–1153. 7. Wisdom K, Fryzek JP, Havstad SL, Anderson RM, Dreiling MC, Tilley BC: Comparison of laboratory test frequency and test results between African-Americans and Caucasians with diabetes: opportunity for improvement. Diabetes Care 20 (1997):971–977. 8. Fagot-Campagna, A. â€Å"Emergence of type 2 diabetes mellitus in children: epidemiological evidence. † Journal of Pediatric Endocrinol Metab. 13. 6 (2000). 9. Osei K, Rhinesmith S, Gaillard T, Schuster D P. â€Å"Impaired Insulin Sensitivity, Insulin Secretion, and Glucose Effectiveness Predict Future Development of Impaired Glucose Tolerance and Type 2 Diabetes in Pre-Diabetic African Americans: Implications for primary diabetes prevention. † Diabetes Care 27 (2004):1439-1446. 10. Osei K, Gaillard T, Schuster D P. Pathogenetic mechanisms of impaired glucose tolerance and type II diabetes in African-Americans. The significance of insulin secretion, insulin sensitivity, and glucose effectiveness. Diabetes Care 20 (1997):396-404 11. Danadian K, Balasekaran G, Lewy V, Meza M P, Robertson R, Arslanian S A. â€Å"Insulin sensitivity in African-American children with and without family history of type 2 diabetes. † Diabetes Care August 22 (1995):1325-1329. 12. National Institutes of Health–NIDDK: Diabetes in African Americans. In Diabetes in America. 2nd ed. No. 95–1468 ed. , 1995,p. 613–629