United Nations Children Fund (UNICEF)

United Nations Children Fund (UNICEF) The purpose of this memo is to critically summarise the operations of the United Nations Children Fund (UNICEF) and its goals for the future. Following the end of World War II in 1946, The United Nations (UN) established a program aimed to provide the basic necessities of life to famine and disease ridden children in Europe[1]. On the 11th of December, 1946, UNICEF was born[2]. UNICEF was created for the purpose of addressing the needs of underprivileged children which include diminishing the prevalence of disease, malnutrition, HIV/AIDS and violence while ensuring all children have access to quality education[3]. Work Conducted by UNICEF One stated goal of UNICEF is to combat the inordinate number of young child and pregnancy related deaths[4]. A large proportion of these deaths occur due to preventable diseases and illnesses, malnutrition, poor sanitation and a severe lack of medical facilities[5]. In their efforts to minimise the deaths, UNICEF has established successful, uncomplicated and cost effective involvements within problem areas of the world[6]. Some of these contributions include vaccinations, antibiotics, nutritional supplements, insecticide-treated bed nets and the implementation of safer and more hygienic practices[7]. The prominence of HIV and AIDS in underdeveloped countries is another substantial hurdle UNICEF faces[8]. As well as establishing methods of preventing the transmission of HIV, UNICEF also provides protection, treatment and support for children affected by HIV/AIDS[9]. In conjunction with other child protection establishments, UNICEF has instigated social protection schemes to increase exposure to education and health services and aid communities and carers[10]. UNICEF has found the prominence of violence and exploitation of children to be one of the prime crises across the globe[11]. Issues such as unregistered births, child labour, child marriage, sexual exploitation of children, female genital mutilation, violence against children and other human rights violations are highly prevalent and insufficiently recognised and addressed[12]. By providing a protective environment for children and raising awareness of these child abuses, UNICEF hopes to generate responses and preventative measures to counteract these violations of childrens human rights[13]. Another area UNICEF hopes to address is the lack of quality education available to many children[14]. According to the Universal Declaration of Human Rights (UDHR) article 26, education is a basic human right[15]. Education is the cornerstone of personal and societal development. Implementing the assistance of local, national and international partners, UNICEF works to guarantee every child is entitled to a quality education, regardless of gender, ethnicity, socioeconomic background or personal circumstances[16]. Gender equality is another strong focus as UNICEF works to increase the number of girls with access to education[17]. UNICEF approaches these educational problems with a rights-based attitude with the hope of improving some of societies entrenched inequalities[18]. Priorities have been established by UNICEF to overcome the problems, which include equal access, universal primary education, gender quality and female education, post-crisis and emergency education, early childho od development and enhanced educational quality[19]. However, UNICEF understands that its aims for universal education require a long term global commitment[20]. UNICEFs dominant role is that of working in emergencies and delivering adequate humanitarian assistance to children in need[21]. During wartimes, UNICEF initiates critical interventions to save the lives and protect the rights of vulnerable children[22]. The focus of these interventions is to provide and ascertain emergency healthcare, sufficient food, clean drinking water and sanitation[23]. Post-war restoration of educational institutions assists with child protection and the reinstatement of normal routines[24]. Wartimes often bring about increased female violence, child abduction and gathering of child soldiers. UNICEF works to combat these problems in three predominant ways: prevention, protection, recuperation and reintegration[25]. Criticisms of UNICEF Despite their humanitarian stance, UNICEF has received criticisms from various groups, governments and individuals for failing to adequately address the problems facing particular groups. Israeli non-governmental organisation NGO Monitor, is highly critical of UNICEFs involvement with and funding of Palestinian Youth Association for Leadership and Rights Activation (PYALARA)[26]. A supposed non-political group, NGO Monitor alleges that PYALARA has been dishonest concerning its hidden agenda[27]. PYALARAs youth newspaper has been reported by NGO Monitor to advocate overt political intentions and indirectly show support of terror attacks on civilians and suicide bombings[28]. UNICEF has a policy of only supporting non-political organisations and has been criticised by NGO Monitor for showing political bias or negligence in their duty to be aware of PYALARAs true activities[29]. UNICEF has also been disapproved of by the American Life League for the introduction of family planning as part of their maternal and child health services[30]. With these new services came the distribution of contraceptives by UNICEF to countries suffering overpopulation and poverty[31]. Soon after this controversy, UNICEF reportedly spent vast amounts of funding to initiate sterilisation facilities in countries around the world[32]. Further to these claims, the Catholic Church attacked UNICEF for its promotion of contraceptives, abortion and sterilisation, and display of a suction abortion machine order form on the UNICEF website[33]. In 1996, following the discovery of a sterilising agent in the UNICEF distributed tetanus vaccines in the Philippines, Mexico, Nicaragua, Tanzania, India and Nigeria, the Vatican actually withdrew its annual donation to UNICEF in condemnation of their practices[34]. Sudanese Oxford scholar Bona Malwal and The International Humanist and Ethical Union (IHEU) have also spoken out against UNICEF regarding Sudanese slavery. Bona Malwal believes that UNICEF is partly to blame for the continuing slavery in Sudan as they failed to act appropriately[35]. Malwal claims UNICEF has allowed the Sudanese government to escape all denunciation at the annual United Nations Human Rights meetings and turned a blind eye to the outrageous human rights breaches that occurred in Sudan[36]. In failing to acknowledge the slavery problem in Sudan and instead referring to countless abductions, Malwal holds UNICEF responsible for the hundreds of thousands of unaccounted for women and children[37]. Similarly, UNICEF has faced additional condemnation by the IHEU[38]. The IHEU have criticised UNICEF for delaying the slave rescue action to be undertaken by the Sudanese run Committee for Eradication of Abduction of Women and Children (CEAWAC)[39]. CEAWACs proposed operation was fiercely supported by the majority of Sudanese slaves and their families, yet UNICEF didnt act[40]. UNICEFs reluctance to call the victims of slavery slaves was another point for disparagement by the IHEU[41]. UNICEF is a humanitarian organisation, directing its efforts in various areas to help combat many of the violations against children that occur across the globe. Focus areas remain in the reduction of disease and malnutrition related deaths, dealing with HIV/AIDS sufferers, preventing the exploitation of children, ensuring equal access to education and providing sufficient support in times of emergency and conflict. However, despite its humanitarian objectives and efforts, UNICEF still receives criticism for some of its decisions and shortcomings. References International Humanist and Ethical Union (2005) IHEU speaks at UN of plight of Sudanese slaves, available: http://www.iheu.org/node/170 [accessed 15 Oct 2009] Mark, J. (2003) Slavery: Sudanese Scholar Speaks Out [online], available: http://jmm.aaa.net.au/articles/11093.htm [accessed 15 Oct, 2009] Mosher, S. (2009) UNICEF, WHO Want Alliance with Church but Promote Abortion [online], available: http://www.catholic.org/international/international_story.php?id=33157 [accessed 12 Oct 2009] NGO Monitor (2003) UNICEF Funding Political Activities, NGO Monitor Analysis [online], 1(5), available: http://www.ngo-monitor.org/editions/v1n05/v1n05-1.htm [accessed 12 Oct 2009] Tignor, L. (2005) The Truth About UNICEF [online], available: http://www.all.org/article.php?id=10105 [accessed 12 Oct 2009] UNICEF (2006) UNICEFs Role in Emergencies [online], available: http://www.unicef.org/emerg/index_33296.html [accessed 10 Oct 2009] UNICEF (2008) Basic Education and Gender Equality: UNICEF in Action [online], available: http://www.unicef.org/girlseducation/index_action.html [accessed 10 Oct 2009] UNICEF (2008) Child Protection from Violence, Exploitation and Abuse: the Big Picture [online], available: http://www.unicef.org/protection/index_bigpicture.html [accessed 10 Oct 2009] UNICEF (2008) Children and HIV and AIDS: UNICEF in Action [online], available: http://www.unicef.org/aids/index_42838.html [accessed 10 Oct 2009] UNICEF (2008) Partnership for Education and Gender Equality [online], available: http://www.unicef.org/girlseducation/index_44865.html [accessed 10 Oct 2009] UNICEF (2008) Who We Are [online], available: http://www.unicef.org/about/who/index_introduction.html [accessed 10 Oct 2009] UNICEF (2008) Young Child Survival and Development [online], available: http://www.unicef.org/childsurvival/index.html [accessed 10 Oct 2009] UNICEF (2009) Basic Education and Gender Equality [online], available: http://www.unicef.org/girlseducation/index.php [accessed 10 Oct 2009] UNICEF (2009) Child Protection from Violence, Exploitation and Abuse [online], available: http://www.unicef.org/protection/index.html [accessed 10 Oct 2009] United Nations (2009) Universal Declaration of Human Rights (1948) [online], available: http://www.un.org/en/documents/udhr/ [Accessed 14 Oct, 2009] Bibliography Brizee, A. (2009) Memo Writing [online], available: http://owl.english.purdue.edu/owl/printable/590/ [accessed 3 Oct 2009] UNICEF (2008) Who We Are [online], available: http://www.unicef.org/about/who/index_introduction.html [accessed 10 Oct 2009] ibid ibid UNICEF (2008) Young Child Survival and Development [online], available: http://www.unicef.org/childsurvival/index.html [accessed 10 Oct 2009] ibid ibid ibid UNICEF (2008) Children and HIV and AIDS: UNICEF in Action [online], available: http://www.unicef.org/aids/index_42838.html [accessed 10 Oct 2009] ibid ibid UNICEF (2008) Child Protection from Violence, Exploitation and Abuse: the Big Picture [online], available: http://www.unicef.org/protection/index_bigpicture.html [accessed 10 Oct 2009] ibid UNICEF (2009) Child Protection from Violence, Exploitation and Abuse [online], available: http://www.unicef.org/protection/index.html [accessed 10 Oct 2009] UNICEF (2009) Basic Education and Gender Equality [online], available: http://www.unicef.org/girlseducation/index.php [accessed 10 Oct 2009] United Nations (2009) Universal Declaration of Human Rights (1948) [online], available: http://www.un.org/en/documents/udhr/ [accessed 14 Oct 2009] UNICEF, Basic Education and Gender Equality [online] ibid ibid UNICEF (2008) Basic Education and Gender Equality: UNICEF in Action [online], available: http://www.unicef.org/girlseducation/index_action.html [accessed 10 Oct 2009] UNICEF (2008) Partnership for Education and Gender Equality [online], available: http://www.unicef.org/girlseducation/index_44865.html [accessed 10 Oct 2009] UNICEF (2006) UNICEFs Role in Emergencies [online], available: http://www.unicef.org/emerg/index_33296.html [accessed 10 Oct 2009] ibid ibid ibid ibid NGO Monitor. (2003) UNICEF Funding Political Activities, NGO Monitor Analysis [online], 1(5), available http://www.ngo-monitor.org/editions/v1n05/v1n05-1.htm [accessed 12 Oct 2009] NGO Monitor is a Jerusalem based organisation who monitor Middle Eastern NGOs with the aim of prohibiting other NGOs from promoting perceived ideologically motivated anti-Israel agendas. PYALARA is a student run Palestinian NGO. ibid ibid ibid Tignor, L. (2005) The Truth About UNICEF [online], available: http://www.all.org/article.php?id=10105 [accessed 12 Oct 2009] ibid ibid Mosher, S. (2009) UNICEF, WHO Want Alliance with Church but Promote Abortion [online], available: http://www.catholic.org/international/international_story.php?id=33157 [accessed 12 Oct 2009] Tignor, The Truth About UNICEF [online] Mark, J. (2003), Slavery: Sudanese Scholar Speaks Out [online], available http://jmm.aaa.net.au/articles/11093.htm [accessed 15 Oct, 2009] ibid ibid International Humanist and Ethical Union, (2005) IHEU speaks at UN of plight of Sudanese slaves, available: http://www.iheu.org/node/170 [accessed 15 Oct 2009] ibid ibid ibid

Review of a live piece of theatre - Blood Brothers Essay -- Drama

Review of a live piece of theatre - Blood Brothers Review of a live piece of theatre Introduction:We went to see the "Blood Brothers" on the 23rd of May at the Phoenix Theatre. The plot of the story was that there were two twins separated at birth. One of the twins grows up in a middle class house hold. The other one in a working class house hold we see the different ways in which they grow up and the clothes that they wear are different. The play examines the issue of social in Britain. Structure: The plot was structured at the begging there was a death scene of the two twins the rest of the piece was a flash back the mother of the twins was on her own and she had seven children already and she had twins coming she didn't have enough money to feed the seven children and could not feed two more she worked with a rich woman who did not have any children the narrator was saying what was happening in each scene. Characters: Mickey was the twin in the working class he had bad clothes he had a green jumper which had holes and he put it over his knees his face was all dirty and you know from his body language that he was a little boy because he was jumping on the floor and he pretended that he had a horse his mum was telling him not to play up there. In his monologue his body language was that he was sitting on the floor and saying what he was not allowed to do but that he was almost eight and when he was a twenty year old he was depressed and his hea...

Ebooks & libraries Essay

Ebooks are now becoming more popular in libraries as confirmed by two recent conferences: the Charleston Conference and London Online. This is because library users find it more convenient to use ebooks as compared to printed sources. John Barnes of Cengage announce to the Charleston audience that their users prefer electronic though they still sell more print than electronic reference. In line with this, he believed that libraries have to â€Å"move faster away from print reference† so as to meet the growing demand for ebooks. He also added that the cost per use of the print collection was 5 times greater than the electronic collection. The demand for e-reference books, including dictionaries, almanacs, encyclopedias, and handbooks, continued to rise since it had been included in library systems. In view of this, the presenters showed some issues that were to be addressed, particularly monitoring the usage of scholarly monographs. Peter Shephard of Project COUNTER said that the COUNTER to be installed in many libraries will be of great help in usage reporting. Currently, there are eight libraries that use the system. Ebooks experienced high use despite little promotion. Compared to printed references, ebooks can be more profitable since it can be sold directly to students and libraries. For now, ebook usage are undergoing intensive studies as to how it will work. However, since there are many different types of ebooks, researchers are having a hard time identifying usage patterns. Nevertheless, ebooks are available in libraries for use in research, reference, and more. LIST OF REFERENCES Tenopir, C. (2008). Ebooks Arrive. Library Journal, 133(2):25, January 2

Other America Essay

Other America Essay Other America Essay In the book Things Fall Apart, the author, Chinua Achebe, wants the read not to judge Okonkwo and his people of the Iguedo village, he wants the reader to understand and relate to their lifestyle and beliefs. Achebe wants the reader to see the whole picture. In Okonkwo’s village he is known as a stern, warrior. But unlike most other men in his village he did not earn his wealth through his father. Okonkwo had to build his farm and hut with his own hands and his own reputation is what allowed him to do that. He is proud to have three wives all of which have their own obi, or hut. Success for men is measured by their accomplishments that actuate their manliness and wealth. Okonkwo is successful in his village because he is a warrior who took the heads of five others during battle. Also he won the previous year’s wrestling match against a seven year champion proving his strength and manliness along with his wealth and size of yams. This is the most important thing in Okonk wo’s life; to show that he is a man, unlike his father. He resents his father because his represents everything that is viewed as weak or agbala known as womanly. Okonkwo is so set on being different than his father and seen as a man by his people that it is his ultimate fall and results in him taking his own life. In Okonkwo’s village anything that is weak is a representation of a woman because to him and his people woman are weak and the property of men. That is why fathers sell their daughters for a ‘bride-price’ to a suitor they find to be strong and manly enough, for they own them and can do as they wish with them. Just as Okonkwo told his favorite daughter, Ezinma, that she was not to marry until they returned from their 7 year exile. Women are also beaten when then do something that is unpleasing to their husband. Though Okonkwo thinks that he is manly in beating his wives and children to run a strict household, the egwugwu, say that â€Å"that it is not brave when a man fights with a woman.† However, there are things that women do making them deserve punishment from there husband and establish hierarchy. Even when Okonkwo beats his wife for coming home late during the Week of Peace the priestess, who is a woman, is not upset with Okonkwo for beating his wife, she even says that his wife was wrong. The priestess was upset with Okonkwo for breaking the Weak of Peace and cursing his village. For the book, Things Fall Apart, I am going to compared and contrast some of the parts I have just highlighted about the book. I will discuss marriage and how it is viewed in the United States. I will also talk about the role of being a man, the view of women, and the role of religion. Marriage in the Umuofia clan is an agreement among men. Fathers sell their daughters to the best suitor for a ‘bride-price’ which is agreed on by both parties. This shows a sort of class structure within the community. Men of a higher class can offer more for a woman of higher class. Class is determined by the size of your farm, the number of yams you have, and your war accomplishments. There is no status for women in their society, because they have ownership of nothing. Women are judged by whether or not they are married, and whether or not they have children, and how many. Marriage in Western culture, though changing, is similar to marriage in the Iguedo village. Marriage in the Western civilization has origin in many different ancient cultures of which the Roman, Hebrew, and Germanic are the most influential. http://www2.hu-berlin.de/sexology/ATLAS_EN/html/history_of_marriage_in_western.html. As we all know, the Christian church and their policies have greatly influenced the western beliefs and traditions of marriage. Up until recently marriage in our culture was an arranged agreement between two families, such as marriage is in the Iguedo village. By families, I mean the fathers, and husband to be. Women had very little voice in the matter, and love was rarely part of the deal.

How to Write an Informative Speech about Education

How to Write an Informative Speech about Education An informative speech is a five to six-minute speech that utilizes descriptions, demonstrations, details, and definition to explain a complex topic in an easy-to-understand way. Basically, its purpose is to communicate information, which, for this particular page is on education in the U.S. Once you have chosen a topic (check our 10 facts on contemporary issues in U.S. education for an informative speech or 20 topics contemporary issues in U.S. education for an informative speech for guidance), use the following outline to begin writing your own. Introduction The is the beginning of your speech and the point you will need to grab your audience’s attention from. To make your speech effective, the introduction should encompass the following: Attention Getter – Provide a detail, anecdote or fact that is supposed to shock your audience. For instance, you can share statistics on the prevalence of violence in today’s schools. Reason to Listen – Identify and state a few reasons why your audience should know what you are telling them about. Keeping the violence in schools in mind, you can mention that it affects students beyond physically and poses a threat to educators and administrators. Thesis Statement – Explain the purpose of your speech and what it will allude to. Credibility Statement – Mention why you are the right person to impart this knowledge. For example, you can relay your own stories of being bullied in school or witness violence in the classroom. Preview of Main Points – Tell your audience what they should expect from your speech. List the points you intend to talk about in a way that attracts your listeners. Body of Speech This is where you begin expanding on the main points you told your audience that you would cover. Make sure that every point you talk about is supported by evidence from a credible resource. For example, provide statistics and mention their sources in case your audience decides to scribble them down and check them when they go home. After each point, make sure to include a transition statement. For example, you can say something along the lines of â€Å"Now that I’ve been over the effects of violence on students, I would like to discuss its effects on the teachers themselves.† Conclusion This is where you need to wrap up your speech. Basically, there are three parts to the conclusion. Review of Main Points – Reiterate the points you have discussed in your speech. Restate of Thesis – Tell the audience one more time about your thesis. Closure – Add a call to action to inspire those who have been listening to you. The flow of the informative speech you deliver depends entirely upon you. However, you need much more than your words to make your speech memorable and downright impressive. You need to be able to make listeners trust you. To pull this off, show enthusiasm, maintain firm eye contact, have a dominating but soft tone, and pronounce each word with confidence and emphasis where necessary. Make sure to win everyone over with this outline and good luck!

ADULT EDUCATION CURRICULUM Research Paper Example | Topics and Well Written Essays - 250 words

ADULT EDUCATION CURRICULUM - Research Paper Example The new perspective in adult literacy is that the focus should move from just acquiring new skills on numeracy and literacy to using these skills aught on community development perspectives. One of those models is the New Literacy Studies Model (NLS) which recognizes multiple illiteracies, James, C (2011). NLS takes into account the issue of contentions in relations of power varying in time and space that is in different cultures. It gives respect to social practices but also takes into account these same cultural practices can be impediments to adult literacy.NLS takes a multidisciplinary approach taking into respect innovations in cultural psychology and sociology with emphasis in social-cultural history and social practice theory. The approach goes beyond reading and writing as acquisition of new skills and emphasizes adult literacy as a means to examine ones position in terms of socioeconomic status, education, gender and race. The NLS approach has been widely used in the developing countries where adult literacy has been closely linked with alleviating the socioeconomic status of most communities and individuals, Armstrong, C (2010). With such basic skills in tailoring, carpentry, entrepreneur skills being taught hand in hand with writing and literacy skills. Most individuals have opened business with the skills learnt, raising their standards of living and the general economic status of their communities. James, C (2011). Literacy as social reproduction and social transformation: the challenge of diasporic communities in the contemporary period. In: International journal of educational development, 31 (6)

Harlem Renaissance Research Paper Example | Topics and Well Written Essays - 2250 words

Harlem Renaissance - Research Paper Example In addition, the liberated African Americans, after the America civil war, sought for a safe place to explore their new identities, but at this time as free men and women. This is how they the African Americans found themselves in Harlem. Harlem grew to become the home of the best and brightest minds of the 20th century, with people like Langston Hughes, Walter Weldon and the parent figure of W.E.B Du Bois, hence giving birth to a cultural revolution; hence the place earned its name ‘the capital of black America’. This paper would build up the constituents’ culture, literacy, and artistic explosion that defined the birth of the Harlem Renaissance2. The burgeoning African- American middle class of 1900s began to fight for a new political agenda that advocated for racial equality. This became one the roots that came in support of the formation of the Harlem Renaissance. New York was the epicenter for all these actions. In New York, three of the largest civil rights in America by then had established their headquarters there.Among the notable ringleaders of these, the civil rights movement was the Black historian, a sociologist, and a Harvard scholar W.E.B Du Bois3. The 1905 meeting that Du Bois organized with other civil rights movement leaders to discuss the challenges facing the black community served as the game changer in awakening the African Americans. This gave birth to the resolution of 1909 by the group to form the National Association for the Advancement of Colored People (NAACP). The aim of this organization, purely made by blacks was to promote the civil rights and the fight against African-American disenfranchisement. In many aspects, the Black American community fell short of so many social rights, not even privileges in the oppressive south, as opposed to the whites. Due to this lack of platform to voice