5 years Strategic plan for HIV prevention in Swaziland

Free Essays on The Apprenticeship Of Duddy Kravitz

The Apprenticeship of Duddy Kravitz Setting â€Å"The Apprenticeship Of Duddy Kravitz† is written by Mordecai Richler. He elaborates many wonderful and foretelling settings. â€Å"Before him spread a still blue lake and on the other side a forest of pine trees.† (page 106) This setting describes Lac St. Pierre, a lake where Duddy wants to buy land around. When Duddy was young, about fifteen, his grandfather Shimka, told him that, â€Å"A man without land is nobody.† This statement etched itself as a vivid image in Duddy’s mind. Duddy listened to his grandfather and bye the age of eighteen he was making movies and selling pinball machines so he could buy all the land around the lake. â€Å"At the time, however, most Jewish boys in Montreal who had been to high school had gone to F.F.H.S and, consequently, had studied out of â€Å"The World’s Progress† (revised) with John MacPherson.† At the beginning of the novel Duddy had attended Fletchers Field High School (F.F.H.S.). He was fifteen at the time and he was not that bright. Duddy lives in the Jewish ghetto of Montreal. Montreal is the main setting in this novel because this is where Duddy both produces and sells all his films. â€Å"Some six miles from Montreal, set high in the Laurentian Hills on a shore of a splendid blue lake, Ste. Agathe des Montes had been made the middle-class Jewish community to own a resort many years ago.† Ste. Agathe is another important setting in the novel. Duddy worked as a waiter there when he was seventeen and here he met Yvette. When the two of them had gone for a walk, Yvette showed Duddy a lake, and at first sight Duddy knew he had to buy al l of the land on this lake and he would do anything to abtain the money. The setting in â€Å"The Apprenticeship of Duddy Kravitz† helps the ongoing story. At the beginning of the novel Duddy lives in a Jewish ghetto in Montreal where he is raised by his father, Max, and goes to school at F.F.H... Free Essays on The Apprenticeship Of Duddy Kravitz Free Essays on The Apprenticeship Of Duddy Kravitz The Apprenticeship of Duddy Kravitz Setting â€Å"The Apprenticeship Of Duddy Kravitz† is written by Mordecai Richler. He elaborates many wonderful and foretelling settings. â€Å"Before him spread a still blue lake and on the other side a forest of pine trees.† (page 106) This setting describes Lac St. Pierre, a lake where Duddy wants to buy land around. When Duddy was young, about fifteen, his grandfather Shimka, told him that, â€Å"A man without land is nobody.† This statement etched itself as a vivid image in Duddy’s mind. Duddy listened to his grandfather and bye the age of eighteen he was making movies and selling pinball machines so he could buy all the land around the lake. â€Å"At the time, however, most Jewish boys in Montreal who had been to high school had gone to F.F.H.S and, consequently, had studied out of â€Å"The World’s Progress† (revised) with John MacPherson.† At the beginning of the novel Duddy had attended Fletchers Field High School (F.F.H.S.). He was fifteen at the time and he was not that bright. Duddy lives in the Jewish ghetto of Montreal. Montreal is the main setting in this novel because this is where Duddy both produces and sells all his films. â€Å"Some six miles from Montreal, set high in the Laurentian Hills on a shore of a splendid blue lake, Ste. Agathe des Montes had been made the middle-class Jewish community to own a resort many years ago.† Ste. Agathe is another important setting in the novel. Duddy worked as a waiter there when he was seventeen and here he met Yvette. When the two of them had gone for a walk, Yvette showed Duddy a lake, and at first sight Duddy knew he had to buy al l of the land on this lake and he would do anything to abtain the money. The setting in â€Å"The Apprenticeship of Duddy Kravitz† helps the ongoing story. At the beginning of the novel Duddy lives in a Jewish ghetto in Montreal where he is raised by his father, Max, and goes to school at F.F.H... Free Essays on The Apprenticeship Of Duddy Kravitz The novel â€Å"The Apprenticeship of Duddy Kravitz† is about a poor Jewish boy named Duddy growing up in the ghetto streets of Montreal on St. Urbain street. Duddy didn’t have a lot going for him, he had a brother named Lennie going to University leaving him behind and a father named Max telling stories about the Boy Wonder someone who Max believed in but didn’t believe in Duddy. Duddy only had one person to look up to and that was his grandfather Zeyda, who believed in Duddy and Duddy told him his hopes and dreams. Out of all Duddy and Zeyda talked about there was always one thing that Duddy remembered best of all. Zeyda told Duddy a â€Å"man without land is nothing†. That one sentence changed Duddy’s whole way of thinking. He became hooked on it. Building up to reach that one goal, or better thought placed in his head by his most respected friend. He worked hard to show everyone that he wasn’t nothing but something by getting his own land. It corrupted him to the point that anything would be done to keep this vision lined up and close until he reached it, breaking all moral code, leaving no honour. But to say, he, in his own way was the Boy Wonder. Stopping at nothing for this dream made relationships extremely hard for Duddy because he would even hurt the people he, so called loved to get to this dream. Duddy wanted to be in Max’s eye, someone Max could tell stories about or show off to his friends, mostly a son to be proud of. Duddy wanted to prove to every, mostly Max that he was more then just some dumb kid that was always getting in trouble and going nowhere in life. Max would tell his friends about his other son Lennie that was going to become a doctor and go to University. When Max’s friends asked about Duddy Max would tell them that Duddy was a good kid but dumb like his old man, meaning he didn’t think Duddy would go anywhere in life. Another thing that Max loved to tell about was t...

Is Freudian theory falsifiable (by Popper's criteria) Essay

Is Freudian theory falsifiable (by Popper's criteria) - Essay Example The matter is the fact that at those times there was a strong belief that works of these scientists are absolutely scientific. But Popper had different point of view. According to him Einstein’s theory was distinguished from theories of Freud, Adler and Marx due to its openness to be falsifiable, i.e. to criticism. Popper considered that Freud, Marx, and Adler gave some true and important issues, despite he thought their theories to be unscientific. In general our intellectual culture has been largely influenced by Popper’s criticism of Freudian theory and his castigation of inductivism. Thus, Frederick Crews, the literary critic states that Popper has proved his own denial of Freudian explanations and Peter Medawar, biologists, has approved both of Karl Popper’s complaints with gusto. In 1935 in the philosophical analysis of the scientific method Karl Popper represented his famous criterion of falsifiability, which is now considered to be an important concept of science as well as of philosophy of science. According to this criterion any theory, proposition or hypothesis can be considered â€Å"scientific† only when it is falsifiable. Thus, Popper’s criterion is necessary but not sufficient for evaluation of any ideas claiming to be scientific (Sokal, 1998). Any theory satisfies Popper’s criterion (i.e. it is falsifiable and therefore scientific) in the event that there is a methodological opportunity to refute it by setting one or another experiment, even if such an experiment has not yet been delivered. According to this criterion, a statement, or system of statements contain information about the empirical world only if it is able to come into collision with the experience, or more accurately - if it can be systematically checked, that is subjected to (according to some â€Å"methodological solutions†) checks, which may result in its denial. In other words, according to Popper's criterion, a scientific theory cannot be fundamentally unassailable. Thus, according to this doctrine, the problem of demarcation (i.e. separation of scientific knowledge from the unscientific) is solved. Popper called this unequal "power" and role in the verification of meaning and truth of scientific theories inherent in confirming and refuting factors â€Å"cognitive asymmetry†. Based on this â€Å"asymmetry† Popper proclaimed the replacement of the â€Å"principle of verification† (i.e. a positive or confirmed check), used by logical empiricists, with the principle of â€Å"falsification† (that is the principle of reliable denial). It means that the verification of scientific essence, and then of the truth of scientific theories must be carried out not through their confirmation, but mainly (or exclusively) through their denial. Popper's criterion requires that a theory or hypothesis should not be fundamentally unassailable. According to Popper a theory cannot be considered scient ific only on the grounds that there is one, several or infinitely many experiments, confirming it. Since almost any theory, formed on the basis of at least some of the experimental data, permits the conducting of a large number of supporting experiments, the existence of confirmation cannot be considered a token of scientific theory. According to Popper, theories differ with respect to the possibility of setting up an experiment able, at least in principle, give a

Theories of Public Policy and Administration Coursework

Theories of Public Policy and Administration - Coursework Example The founding and supporting theorists go further to claim that emancipator transformation in societies is important bearing the fact that contemporary social existence fails to address the basic issues needed by the civilized citizens. In a move to simplify this theory, the founding theorists of the Critical Social theory hold that life in the modern world is equally irrational as in the postmodern societies. Even with the expansive and increasing democracies in the modern societies, irrationality continues to persist as individuals and nations annihilate each other. Social condemnations, unhappiness, servitude, corruption that makes some communities continue in poverty as other prospers define just but a few characteristics of the modern world that are under criticism by the founding theorists. As observed By Leonardo (2004), the Critical social theory makes social analysis by focusing on the historical events and their longitudinal changes earmarked and noted by the end of work or transformation. Another theory of Public policy and administration is the Complexity theory developed and investigated by George Cowan of the Santa Fe Institute in I984 and Stephen Wolfram of the Center for Complexity in Illinois in 1986 (Klijn, 2007). According to the proposers of the theory, the whole or entire system is easily managed and very efficient compared to the sum of the parts or work done by individual parts of the system. As the depiction of the theory, complex systems include numerous interacting parts with each behaving in the local setting in accordance with the laws, forces, and rules that override the system. In simple terms, the complex theory holds that systems are self-organizing and produce results that when traced cannot lead to the contribution of each part in ensuring the resultant outcome.

Promoting Gender Equality Essay Example for Free

Promoting Gender Equality Essay For centuries women were not treated equal to men in many ways. They were not allowed to own property, they did not have a Share in the property of their parents, they had no voting rights, they had no freedom to choose their work or job and so on. Now that we have come out of those dark days of oppression of women there is a need for strong movement to fight for the rights of women and to ensure that they get all the rights which men have or in other words a movement for the Empowerment of Women. The present seminar has been planned with a view to discuss the various issues related to the Empowerment of Women and to suggest measures for achieving this end.The body of research on women‘s empowerment has conceptualized and defined this construct in many ways and used different terms, often interchangeably, including ―autonomy,â€â€"―status,â€â€" and ―agencyâ€â€" (Lee-Rife and Edmeades 2011; Malhotra et al. 2002; Upadhyay and Hindin 2005). see more:examples of gender equality A review of the literature also shows different measures for the same conceptualization. For example, studies often measure women‘s autonomy with an index that assesses their participation in decision-making in various household issues. This index represents women‘s degree of control over their environment. Some researchers include both major and minordecisions, while others include only major decisions, excluding day-to-day household decisions and those that are traditionally within the woman‘s domain. Women‘s empowerment encompasses many dimensions, including economic, socio-cultural, familial/interpersonal, legal, political, and psychological (Malhotra et al. 2002), which contributes to the wide variation in conceptualizations of women‘s empowerment. Given this variation in conceptualization, it is difficult to measure women‘s empowerment consistently. Kabeer (2001), whose definition is widely accepted, defines empowerment as ―the expansi on of people‘s ability to make strategic life choices in a context where this ability was previously denied to them. Two central components of empowerment are agency and resources needed to exercise life choices (Kabeer 2001; Malhotra et al. 2002). Even with a clear definition, these constructs are difficult to quantify in a standardized way.Additionally, to measure empowerment at an individual level, researchers must translate the amorphous constructs into a set of specific questions that population-based surveys can ask of individual respondents (Kishor and Subaiya 2008). Another challenge is the variation in cultural contexts that affect the measurement of women‘s empowerment. It is desirable to use standardized questions that enable cross-cultural comparisons of empowerment. Yet a measure that captures empowerment in one context may have limited relevance in another, as is the case with measures that assess mobility in a community where women‘s free movement is the norm. While many existing measures of empowerment were originally conceptualized and developed for the context of Asia, and for South Asian countries in particular (Dyson and Moore 1983; Mason 1987), measures that are universally applicable regardless of the gender equity environment, such as those used in Demographic and Health Surveys (DHS), are most useful for cross-national comparisons. Using the available standardized measures of women‘s empowerment among several population-based samples from sub-Saharan Africa will allow us to make comparisons and better understand whether the available measures adequately capture empowerment in these settings. It is still unknown whether the same dimensions of empowerment that were developed elsewhere are relevant in sub-Saharan Africa, where the gender environment is completely different than in other regions. In Africa, empowerment is likely to look different than elsewhere because of such differences as more working women who have control over their earnings, more polygamy, more nuclear families (as opposed to extended families), and larger ideal family size, and because women‘s status is often tied to their fertility. EMPOWERMENT AND REPRODUCTIVE HEALTH A broad body of research exists on women‘s empowerment and reproductive outcomes. Substantial research, primarily focused on Asia, demonstrates that women‘s empowerment is associated with contraceptive use (Gwako 1997; Morgan and Niraula 1995; Schuler et al. 1997; Woldemicael 2009), lower fertility (Balk 1994; Dyson and Moore 1983; Hindin 2000), and longer birth intervals (Upadhyay and Hindin 2005). Some researchers have suggested that women‘s empowerment is a key pathway through which education influences fertility (Jejeebhoy 1995; Mason 1987). To operationalize women‘s empowerment, much of the research literature uses the previously mentioned index of participation in house holddecision-making. The standard DHS questionnaire includes a set of questions about household decision-making. Other approaches include assessing women‘s acceptance of reasons that a husband is justified for beating his wife, and also reasons that a wife is justified in refusing sex with her husband (Ethiopian Society of Population Studies 2008). The DHS includes questions about these issues. Such gender-role attitudes measure the extent of women‘s acceptance of norms that justify men‘s control over women. As expected, they are associated with lower levels of power over household decision-making among women (Dhaher et al. 2010; Hindin 2003; Linos et al. 2010). MAJOR OBSTACLES TO THE PROMOTION OF GENDER EQUALITY AND EMPOWERMENT Notwithstanding the widespread commitment shown through the ratification of international and regional gender equality frameworks, normative gains are not yet fully reflected in substantial changes in women’s lives, as shown in the preceding section. Large gaps remain between policy and practice and it is the aim of this section to discuss some of the major challenges that have been experienced. Continued presence of strong cultural and traditional practices constraining progress in achieving gender parity The continued presence of long standing cultural and traditional practices that discriminate against women and girls’ have constrained the progress towards achieving gender equality. Discriminatory practices and public attitudes towards the advancement of women and gender equality have not changed at the same pace as policy, legal and institutional frameworks. Lack of ratification of the instruments that promote gender equality Previous sections have identified the status with respect to a number of regional instruments, particularly the African Women’s Protocol. Some countries are yet to sign this instrument, while a considerable number are yet to ratify it. Ineffective institutional and policy implementation mechanisms Thirteen years after the adoption of the BPFA by the Fourth World Conference on Women in 1995, the greatest challenge facing countries and regional institutions is the effective implementation of the adopted commitments. Good policies that do not have well formulated implementation plans and resources render the policies ineffective. In some countries, the capacity of gender machineries has also contributed to the slow pace. Some policies are not effectively implemented because they were not developed in a participatory way inclusive of both men and women. Lack of targets with well defined time-frames are also some of the factors that have hampered effective implementation of policies. Lack of monitoring and evaluation mechanisms also plays a significant role in the lack of implementation. Moreover, some policies tend to focus on the symptoms rather than addressing the persistent underlying causes of gender inequality. African women, especially those living in rural communities and those with disabilities, still face exclusion from participating in development processes that can empower them and improve gender equality. It is crucial to undertake inclusive participatory approaches in policy development that involve women as equal partners. Lack of adequate resources Lack of human and financial resources severely limits gender mainstreaming to achieve gender equality and women’s empowerment. Even in situations where a comprehensive plan of action for gender mainstreaming has been developed, countries may not have adequate resources to implement the plan. In particular National Gender Machineries (NGMs) experience limited financial and other material resource base to enhance the implementation of gender equality mandates, roles and responsibilities. In addition, there are gaps in human capacity, there is generally a challenge with respect to gender competence skills of officers in the NGMs to influence the engendering of macro-economic and sector policy frameworks. There is high staff turn over of experts, and low staff retention, most countries are facing difficulties of retaining and sustaining staff with the necessary expertise. Continued presence of strong cultural and traditional practices constraining progress in achieving gender parity in education In taking decisions with respect to the education of their children, some families continue to have preference for educating boys rather than girls. As noted female-to-male school enrolment, retention and completion favor boys in a majority of countries. Very few countries have female to male enrolment rates that favor girls over boys and these countries have been making progress to redress the situation. Continued presence of strong cultural and traditional practices constraining progress in achieving gender parity in health Some cultural and traditional practices continue to inhibit progress in the area of sexual and reproductive rights. Women and girls continue to risk death from maternal mortality. There is need to provide accessible sexual and reproductive healthcare services and education to reduce maternal mortality. Such interventions need to address the roles of both men and women. The rate of HIV infection is much higher among women than men and in this regard, governments must establish and monitor strict legal frameworks to address the vulnerability of women and girls. Furthermore, access to anti-retroviral treatment should be ensured. Lack of enforcement of laws that promote gender equality and lack of knowledge of laws In some countries laws that promote gender equality are in place, however lack of enforcement of such laws leads to the perpetuation of gender inequalities and violence against women. In some countries, laws are in place, but interpretation of these laws is lacking and as such, they are not enforced. Lack of full involvement of men and boys Changing cultural and traditional beliefs including patriarchy requires the involvement of men, and boys in the promotion of gender equality through innovative rights-based, culturally sensitive programmes and continued education and sensitization. Continued lack of recognition of women’s unpaid work The continued lack of recognition of unpaid work (domestic, reproductive, care and support) performed by women hampers the development of policies that can effectively promote gender equality. There is therefore need for such work to be given due recognition in the computation of national income. Limited role of the media The media can play a major role in promoting gender equality beyond what it is currently doing. In particular in creating awareness, sensitization and education campaigns to change patriarchal attitudes. As noted before establishing new laws alone is not enough; existing gendered social relations and cultural norms may quickly shape these laws. There is need for measures to counter preexisting social forces through education and training of both men and women. The media can make a major contribution towards promoting these gender equality messages. Lack of sex disaggregated and gender responsive data Sex-disaggregated data and information from gender-sensitive indicators are often not collected, lost in aggregation of published data, or not used. Gender responsive data would help in tracking the progress made towards achievement of gender equality. SUGGESTED RECOMMENDATIONS Translation of commitments and policies promoting gender equality and women’s empowerment into action on the ground remains a major challenge in Africa. Based on the findings of this study, this section highlights some recommendations that can help countries successfully implement the commitments and policies aimed at promoting gender equality and women’s empowerment. Improved research and collection of gender responsive statistical data It is important to systematically collect accurate sex and gender disaggregated data and conduct research that is essential for monitoring and evaluating progress towards achievement of gender equality and women’s empowerment. More efforts are needed to build capacity of national experts to collect gender disaggregated data in order to enhance integration of gender perspectives in the development process. Strengthen documentation and dissemination of information on promoting gender equality and women’s empowerment Sharing of information is important within countries, between countries and internationally and is critical to the success of achieving gender equality and women’s empowerment. There is need to intensify documentation of experiences with successful and unsuccessful practices and widely disseminate this information. It is important for member States, development partners and international and regional bodies to identify information exchange systems that can facilitate wide exchange of this information in the region. CONCLUSION The Empowerment of women has become one of the most important Concerns of 21st century not only at national level but also at the international level. Efforts by the Govt. are on to ensure Gender equality but Government initiatives alone would not be sufficient to achieve this goal. Society must take initiative to create a climate in which there is no gender discrimination and Women have full opportunities of Self decision making and participating in the Social, Political and Economic life of the Country with a sense of equality. As countries around the world work to promote gender equality and empower women as part of achieving the Millennium Development Goals, it can be expected that demand for smaller families will follow. Additionally, family planning programs can address women‘s empowerment as part of their mission to help women and couples have only the number of children they want. Such programs are likely to generate interest in family planning services, create demand for smaller families, and also reduce unwanted fertility. REFRENCES _Abadian, S. 1996. Womens Autonomy and Its Impact on Fertility. World Development 24(12):1793-1809. _Gwako, E.L. 1997. Conjugal Power in Rural Kenya Families: Its Influence on Womens _Decisions about Family Size and Family Planning Practices. Sex Roles 36(3-4):127-147. _Jejeebhoy, S.J. 1995.Womens Education, Autonomy, and Reproductive Behaviour: Experience _from Developing Countries. Oxford, England: Clarendon Press. _Jejeebhoy, S.J. 2000. Womens Autonomy in Rural India: Its Dimensions, Determinants, and the Influence of Context. Pp. 204-238 in Womens empowerment and demographic processes: moving beyond Cairo, edited by H. Presser and G. Sen. London: Oxford University Press. _ Lee-Rife, S.M. 2011. Womens Empowerment and Reproductive Experiences over the Lifecourse. Soc Sci Med 71(3):634-642. _Linos, N., M. Khawaja, and M. Al-Nsour. 2010. Womens Autonomy and Support for Wife Beating: Findings from a Population-Based Survey in Jordan. Violence Vict 25(3):409-419. _ Mason, K.O. 1987. The Impact of Women‘s Social Position on Fertility in Developing Countries. Sociological Forum 4:718–745. _Morgan, P.S. and B.B. Niraula. 1995. Gender Inequality and Fertility in Two Nepali Villages. Population and Development Review 21(3):541-561. _Westoff, C. and A. Bankole. Reproductive Preferences in Developing Countries at the Turn of the Century. Calverton, Maryland: ORC Macro. DHS Comparative Reports No. 2. April 2002. http://www.measuredhs.com/pubs/pub_details.cfm?ID=369#dfiles . _Malhotra, A., S.R. Schuler, and C. Boender. Measuring Womens Empowerment as a Variable in International Development. Washington, DC; June 28, 2002. http://hdr.undp.org/docs /network/hdr_net/GDI_GEM_Measuring_Womens_Empowerment.pdf . _ Gebreselassie, T. 2008. Spousal Agreement on Reproductive Preferences in Sub-Saharan Africa. Calverton, Maryland: Macro International Inc. DHS Analytical Studies No. 10. http://www.measuredhs.com/pubs/pdf/AS10/AS10.pdf _ UNECA, (2004b), Seventh African Regional Conference on Women (Beijing +10) Decade Review of the Implementation of the Dakar and Beijing Platforms of Action: Outcome and Way forward, Addis Ababa. _UNECA-SA, (2003), Land Tenure Systems and Sustainable Development in Southern Africa, Lusaka. _ WHO, (2002) Gender and Reproductive Rights Glossary. Geneva . _ World Bank, (2000), Can Africa Claim the 21st Century?, The World Bank, Washington DC. _Budlender D, J. Hicks and L. Vetten, (2002) South Africa: Expanding into diverse initiatives, in Gender Budgets Make More Cents Country Studies and Good Practice edited by D. Budlender and G. Hewitt, Commonwealth Secretariat, London. _ Government of Kenya, (2005), MDG Status Report For Kenya, Nairobi. _Government of Malawi, (2004) State Party Report of Malawi to the CEDAW Committee, Lilongwe. _ Government of Sierra Leone, (2004), PRSP of Sierra Leone, A National Programme for Food Security, Job Creation and Good Governance (2005 – 2007), Freetown. _ Green Africa Network, (2004), Policy Document on Overall Sustainable Women Development for Socioeconomic Development of Rural Africa, Nairobi. _ Longwe S. H., (2000), Towards realistic strategies for women’s political empowerment in Africa, Gender and Development, Vol. 8, No. 3, pp. 24-30. _ OECD and NEPAD, (2007), Gender and Economic Empowerment in Africa Outcome of the meeting of the 8th Africa Partnership Forum Berlin, Germany 22-23 May 2007. _Oxfam, 2004, Mozambique’s Family Law passes, http://www.oxfam.org/en/programs/development/ safrica/moz_law.htm _ Reeves H and S Baden, (2000), Gender and Development: Concepts and Definitions, Report prepared for the Department for International Development (DFID) for its gender mainstreaming intranet resource, Institute of Develo pment Studies, BRIDGE report Number 55, Brighton. _ Sen A, (1993) Capability and well-being, in Amartya Sen and Martha Nussbaum (eds.), The quality of life, Oxford, Clarendon Press. _ UNDAW, (2005) Enhancing Participation of Women in Development through an Enabling Environment for Achieving Gender Equality and the Advancement of Women, Aide Memoire held in Bangkok, Thailand, 8 – 11 November 2005. _UNECA and AUC (Forthcoming) Good Practices for Addressing GBV/VAW in Africa, Draft Document, September 2008, Addis Ababa. _ UNECA, (2008a), The Millennium Development Goals in Africa: Progress and Challenges. _ UNECA, (2008b), Millennium Development Goals Monitoring: Challenges and Opportunities for African Countries E/ECA/STATCOM/1/6, Report prepared for the First Meeting of the Statistical Commission for Africa (STATCOM-AFRICA I) held in Addis Ababa, Ethiopia, 21-24 January 2008. _ UNECA, (2008c), The State of Older People in Africa –2007: Regional review and appraisal of the Madrid International Plan of Action on Ageing, UNECA, Addis Ababa. _ UNECA, (2007a), Accelerating Africa’s Growth and Development to meet the MDGs: Emerging Challenges and the way forward: An Issues Paper for the Conference of African Ministers of Finance, Planning and Economic Development/Fortieth session of the Commission Twenty-sixth Meeting of the Committee of Experts held in Addis Ababa, Ethiopia, 29 March – 1 April 2007. _ UNECA, (2007b), Ministerial statement of the Conference of African Ministers of Finance, Planning and Economic Development/Fortieth session of the Commission Twenty-sixth Meeting of the Committee of Experts held in Addis Ababa, Ethiopia, 29 March – 1 April 2007. _ UNECA, (2007c), Millennium Development Goals Report, Report to the Conference of Ministers of African Ministers responsible for Finance, Planning, and Economic Development held in Addis Ababa, Ethiopia, April 2007. _ECA (2007d) Land Policy in Africa: A Framework to Strengthen Land Rights, Enhance Productivity and Secure Livelihoods, Addis Ababa, Ethiopia. _ UNECA, 2006: Meeting the Challenge of Employment In Africa, An Issues Paper for the Twenty-fifth meeting of the Committee of Experts of the Conference of African Ministers of Finance, Planning and Economic Development Ouagadougou 10 13 May 2006. _ UNECA (2005a) Economic Report on Africa 2005 Meeting the Challenges of Unemployment and Poverty in Africa, Addis Ababa. _UNECA (2005b), Promoting Gender Equality and Women’s Empowerment in Africa: Questioning the Achievements and Confronting the Challe nges Ten Years after Beijing, Addis Ababa, Ethiopia. _UNECA (2004a). The African Gender and Development Index. (ECA) Addis Ababa.

Disney Films Essay -- Movies Walt Disney Essays

Disney Films In Disney films, motherhood is generally featured as latent, inexistent, or enacted by an evil stepmother. The conflicts which arise in the majority of the films usually due to the missing biological mother, either through her death, through her removal from the life of the child, or the stepmother. This sheds a poor and/or dark light on the role of motherhood. An example of a Disney film in which the mother is latent is Sleeping Beauty. The main character, Briar-Rose, a princess, has a mother, but she does not know her. She was removed from her parents at birth in order to protect her life. The mother appears only at the beginning and the end of the film, when Briar-Rode is born, and then on her sixteenth birthday when she is to be wed. This latency makes motherho...

Children’s Pastimes Today and Yesterday

This article will show the differences in Children’s Pastimes Today and Yesterday We will attempt to show you the difference in raising children today from yesterday. This article will show how children are watched over more now as opposed to days gone by due to pedophiles and other issues. Children are not as free now as they once were. Children’s Pastimes Today and Yesterday Children today play video games, watch television or, if older, listen to music. Parents are afraid to let children out of their view due to pedophiles being so prevalent in today’s society. Children of yesterday would play outside with their friends, ride bikes, play marbles, or just socialize with their friends. Parents weren’t as concerned with what the children were doing as they were not likely to be in any jeopardy. Parents thought when a child was 12-13 they could watch their siblings while today’s parents choose to hire a babysitter to watch over their children when out. Even when parents go away for a trip they manage to check on the children daily since most cannot cook or take care of themselves.. When I raised my children, my son was able to cook, sew, wash dishes, laundry, and maintain a house, as well as his personal chores. His sister could dust, dishes, cook, laundry,, and more whereas today’s children are not able to function as they parents do not place responsibility on them as was done in prior years. I can remember some of the stories my father used to tell†¦one being delivering newspapers for spending money or to take a date out, etc. Children of yesteryear had a respect for their elder something today’s children do not possess or show. Today’s children want Children’s Pastimes Today and Yesterday everything handed to them and not to work for it as children did in the past.. In fact, today’s children demand things and children of yesterday managed to think about it and usually made arrangements to pay their parents back if they did not have enough to cover the item in question. I am certain that more could be said but anyone that raised children in the past as opposed to now knows the rigors of the differences in raising children.