The Torture of Foreign Prisoners †English Essay

The Torture of Foreign Prisoners – English Essay Free Online Research Papers The Torture of Foreign Prisoners English Essay The right of â€Å"innocent until proven guilty† is one of the most important rights we Americans have. Regardless if these people are enemies of the Country, they still have the same rights under our laws. Freedoms of Americans are spelled out plainly in the Constitution, guarded by our laws, and the treaties we have with other countries. Torture violates all of these guidelines. If we do not show these freedoms to people of other countries, then we do our whole country a dishonor. Torture to an enemy of the United States by the military or by any of the other Agencies is wrong and against our own laws and treaties. Our own military’s lawyers have even expressed concern over the use of torture of prisoners. The Judge Advocacy General’s Corps had three of its top lawyers expressed their conserves over this tortures legality. It seems the Military has a manual with their laws and procedures spelled out very plain as to how to teat a â€Å"Prisoner of War.† The lawyers speak and put the reasoning very plain: â€Å"but also would cause public outrage if the tactics became known.† (White). This plainly shows our own military is concerned over this abuse of prisoners. The military knows it is breaking it’s own rules. Army Col. Stuart Herrington, who is a military specialist in interrogations, who has been in Vietnam, Panama, and Iraq during Desert Storm, was sent to the prisons to check for the Pentagon. He had this to say over what was going on: â€Å"Aside from its immorality and its illegality,† says Herrington, torture is simply not a good way to get information. In his experience, nine out of 10 people can be persuaded to talk with no stress methods at all, let alone cruel and unusual ones. Asked whether that would be true of religiously motivated fanatics, he says that the batting average might be lower: perhaps six out of ten. And if you beat up the remaining four? Theyll just tell you anything to get you to stop. (Applebaum). Her is an active Army officer that disagrees with torture. A commander who knows the wrongs of it. He had this to say about the current stories circulating around the water coolers of America. â€Å"At the moment, there is a myth in circulation, a fable that goes something like this: Radical terrorists will take advantage of our fussy legality, so we may have to suspend it to beat them. Radical terrorists mock our namby-pamby prisons, so we must make them tougher. Radical terrorists are nasty, so to defeat them we have to be nastier.† (Applebaum). This is the story being used for validating of torture. There is no proof that this story has any truth. There is something no one has considered, the danger to our own soldiers when they are captured. Here again I quote: â€Å"Worse, youll have the other side effects of torture. It endangers our soldiers on the battlefield by encouraging reciprocity. It does damage to our countrys image and undermines our credibility in Iraq.† (Applebaum) It undermines the work of our soldiers that are helping make Iraq into a country ruled by its people instead of a dictator. The use of torture robes them of their dignity and makes them into another oppressive force in a war torn country. Where did all this begin? America has always been the defender of the oppressed and downtrodden. We as a people are the defenders of freedom. And now that we have been attacked in our homeland we allow our government to break laws and rules that have been set for centuries. Pentagon officials turned to the closest thing on their organizational charts to a school for torture, a program named SERE. Out of fear of future terrorist attacks and frustrated by the slow progress of intelligence-gathering from prisoners at Guantnamo Bay, this program was changed. â€Å"That was a classified program at Fort Bragg, N.C., known as SERE, for Survival, Evasion, Resistance, Escape. Based on studies of North Korean and Vietnamese efforts to break American prisoners, SERE was intended to train American soldiers to resist the abuse they might face in enemy custody. (Bloche). Our Military took a school of how to survive torture and did a one hundred and eighty degree flip on it. Teachings for good were corrupted for use on the suspected terrorist. In a briefing given by General James T. Hill, he stated that a team was sent to the SERE school for this new training. â€Å"General Hill had sent this list which included prolonged isolation and sleep deprivation, stress positions, physical assault and the exploitation of detainees phobias to Secretary of Defense Donald Rumsfeld, who approved most of the tactics in December 2002.† (Bloche). So by our own admittance, the US Army has now changed and started using the training that was for how to survive torture and now use it as how to do torture. Misuse of training to degrade a person that is captured is not and never will be right. SEER’s was made for helping our soldiers, not to make them into torturers. A travesty of warping good things for bad results is now the end result. The manual of the Army states exactly how a prisoner is to be treated. â€Å"While casting aside the field manual flushing it, perhaps, down those toilets into which we are assured no Quran has ever fallen President George W. Bush simultaneously refused a chance to go on record against cruel, inhuman or degrading treatment or punishment of anyone in U.S. government custody.† (Cocco). So it is known that the manual is being thrown ignored with this use of torture. The United States has even signed treaties with other countries banning torture of prisoners, which they are now not following. Why are all these things being ignored? One reason alone is why, the President has so ordered it. The CIA is acting under orders, as is the Military to do what ever it takes to find out information. The fifteenth and sixteenth paragraphs of an article named Military Lawyers Fought Policy on Interrogations by Josh White of the Washington Post Newspaper, puts the blame exactly where it belongs on who is responsible for this. â€Å"In 2002, the State Departments legal adviser expressed concerns that the Bush administration had ignored the Geneva Conventions in deciding how to treat captured members of al Qaeda and the Taliban. Because such captives have been categorized as enemy combatants and not prisoners of war, the administration has said the conditions of their detention are not governed by the Geneva Conventions, though they would be treated humanely. The abuse at Guantanamo Bay has been reported several times in the news. The use of military trained dogs for intimidation and torture is just another atrocity that has come to light. â€Å"They were considered authorized by the Army field manual and Defense Department guidance and were therefore not considered abusive. Identical tactics were later used at Iraqs Abu Ghraib prison by military police officers who were not authorized to employ them.†(White). Using any means possible to find out information to stop terrorist is counterproductive. No valid proof of it working can be found anywhere. There are no cases where any information gained was valid. Any other country in the world would not allow the use of torture to find out information. So why does the United States? So the laws are set, the treaties have been signed, the Code of Conduct manuals have been written, lawyers have complained, as has Congressmen, and still the inhuman acts of torture go on. The common person in the streets, know the wrongness of it. So why does the President still allow torture? References Applebaum, Anne. â€Å"The Torture Myth.† The Washing Post Company. January 12, 2005. Copyright 1996-2005. Blouch, M. Gregg. Marks, Jonathan H. â€Å"Do Unto Others as They did Unto Us.† The New York Times Company. November 14, 2005. Copyright 2005. Cocco, Marie. â€Å"Torturing Prisoners? Not by the Book.† Common Dreams News Center. Copyrighted 2005. Newsday, Inc August 2, 2005. White, Josh. â€Å"Military Lawyers fought Policy on Interrogations.† The Washington Post Company. July 15, 2005. Page A01.Copyright 1996-2005. Research Papers on The Torture of Foreign Prisoners - English Essay19 Century Society: A Deeply Divided EraUnreasonable Searches and SeizuresCapital PunishmentPETSTEL analysis of IndiaDefinition of Export QuotasThe Effects of Illegal ImmigrationGenetic EngineeringComparison: Letter from Birmingham and CritoHip-Hop is ArtHonest Iagos Truth through Deception

How to Conjugate the Verb Venire in Italian

How to Conjugate the Verb Venire in Italian Some definitions of â€Å"venire† include: To comeTo arriveTo be descended fromTo come overTo occurTo turn outTo be the resultTo costTo come to What to know about â€Å"venire†: It’s an irregular third-conjugation verb, so it does not follow the typical -ire verb ending pattern.It’s an intransitive verb, which does not take a direct object.The infinito is â€Å"venire.†The participio passato is â€Å"venuto.†The gerund form is â€Å"venendo.†The past gerund form is â€Å"essendo venuto.† INDICATIVO/INDICATIVE Il presente io vengo noi veniamo tu vieni voi venite lui, lei, Lei viene essi, Loro vengono Ad esempio: Non mi viene in mente (la parola). - (The word) isn’t coming to mind. Il passato prossimo io sono venuto/a noi siamo venuti/e tu sei venuto/a voi siete venuti/e lui, lei, Lei venuto/a essi, Loro sono venuti/e Ad esempio: Sono venuto/a qua per dirti che ti amo. - I came here to tell you that I love you. L’imperfetto io venivo noi venivamo tu venivi voi venivate lui, lei, Lei veniva essi, Loro venivano Ad esempio: Ogni estate venivamo qua, questa campagna à ¨ il mio posto preferito. - Each summer we came here, this countryside is my favorite place. Il trapassato prossimo io ero venuto/a noi eravamo venuti/e tu eri venuto/a voi eravate venuti/e lui, lei, Lei era venuto/a essi, Loro erano venuti/e Esempi: Eri venuto/a per dirmi la verit, giusto? - You came here to tell me the truth, right? Il passato remoto io venni noi venimmo tu venisti voi veniste lui, lei, Lei venne essi, Loro vennero Ad esempio: Gli venne la voglia di trasferirsi in Italia.   - The desire to move to Italy came to him. Il trapassato remoto io fui venuto/a noi fummo venuti/e tu fosti venuto/a voi foste venuti/e lui, lei, Lei fu venuto/a essi, Loro furono venuti/e TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io verr noi verremo tu verrai voi verrete lui, lei, Lei verr essi, Loro verranno Ad esempio: I figli verranno dopo cinque o sei anni di matrimonio, almeno spero cosà ¬!. - Kids will come after five or six years of marriage, at least I hope! Il futuro anteriore io sar venuto/a noi saremo venuti/e tu sarai venuto/a voi sarete venuti/e lui, lei, Lei sar venuto/a essi, Loro saranno venuti/e Ad esempio: Sar venuto da un’ottima scuola. - He must have come from a great school. CONGIUNTIVO/SUBJUNCTIVE Il presente che io venga che noi veniamo che tu venga che voi veniate che lui, lei, Lei venga che essi, Loro vengano Ad esempio: Penso che questo vino venga direttamente dalla Francia. - I think this wine comes directly from France. Il passato io sia venuto/a noi siamo venuti/e tu sia venuto/a voi siate venuti/e lui, lei, Lei sia venuto/a essi, Loro siano venuti/e Ad esempio: Mi chiedo se siano venuti in Italia per cercare la loro famiglia. - I wonder if they came to Italy to find their family. L’imperfetto io venissi noi venissimo tu venissi voi veniste lui, lei, Lei venisse essi, Loro venissero Ad esempio: Speravo che il mio ragazzo venisse in aeroporto a prendermi. - I hoped that my boyfriend would come to the airport to pick me up. Il trapassato prossimo io fossi venuto/a noi fossimo venuti/e tu fossi venuto/a voi foste venuti/e lui, lei, Lei fosse venuto/a essi, Loro fossero venuti/e Ad esempio: Vorrei che tu fossi venuto/a con me. - I wish you could have come with me. CONDIZIONALE/CONDITIONAL Il presente io verrei noi verremmo tu verresti voi verreste lui, lei, Lei verrebbe essi, Loro verrebbero Ad esempio: Verrei con voi, perà ² devo andare a scuola. - I would come with  you all, but I have to go to school. Il passato io sarei venuto/a noi saremmo venuti/e tu saresti venuto/a voi sareste venuti/e lui, lei, Lei sarebbe venuto/a essi, Loro sarebbero venuti/e Ad esempio: Avevo la febbre, altrimenti sarei venuto/a alla tua festa. - I had a fever, otherwise I would have come to your party.

Constitution questions Article Example | Topics and Well Written Essays - 500 words

Constitution questions - Article Example That said, however, I would advise that you follow certain guidelines. First, the funding should go to organizations which do not discriminate based upon religious belief or affiliation. Second, the group must not link the distribution of the social benefits to attendance at a church or conversion to a faith. If these guidelines are followed, then the funding of the faith-based initiatives should be fine. Let me begin by stating that free speech is guaranteed under the First Amendment, and should not be abridged except in the most serious of circumstances. This case, as you can see hardly rises to this level; indeed, the pamphlets are merely descriptive and carry no political or ideological message which might be construed as an incitement to violence or the causing of a panic. That something may be offensive is hardly a justification for abridging speech. Without more, these pamphlets, however distasteful to some, ought not to be censored. It must be noted at the outset that defamation, the publication of a fact which is false and harms a person's reputation, is not accorded First Amendment protection in many situations.

Doing business with integrity Essay Example | Topics and Well Written Essays - 250 words

Doing business with integrity - Essay Example Ultimately, he let his children work and manage the business which destroyed the relationships of the siblings because of the pride they have to maintain and because of greed. In the aforementioned movie, one can see the opportunity in the drug and gun business. However, since it is illegal, there are so many dangers involved in it. There are the risks of imprisonment, rivalry which could lead to fights or worse, deaths. Although there is indeed much money in the business, the risks are so high that it could be considered a lose-lose proposition. From the example seen through the godfather’s family, it is true that they became rich and powerful however, the children lived miserable lives. There have been fights in the family and because of fear of betrayal the dominant brother killed his other brothers and brother-in-law. What could be interesting in the real world though is that even in legal businesses, there will always be greed and betrayal. Perhaps the most important thin g that could be learned in the movie is doing business which he established and prospered. Ultimately, he let his children work and manage the business which destroyed the relationships of the siblings because of the pride they have to maintain and because of greed. In the aforementioned movie, one can see the opportunity in the drug and gun business. However, since it is illegal, there are so many dangers involved in it. There are the risks of imprisonment, rivalry which could lead to fights or worse, deaths. Although there is indeed much money in the business, the risks are so high that it could be considered a lose-lose proposition.

Three Symbols in the Great Gatsby Essay Example for Free

Three Symbols in the Great Gatsby Essay â€Å"The Great Gatsby† to criticise America from straying from the â€Å"American Dream†. Typically the American society tries to follow the American Dream, which is a dream of a society that allows everyone, no matter what economic class they were born into, to be able to accomplish whatever they want with hard work. With this principle no matter their social class Americans should be able to accomplish anything. Fitzgerald thought that the American society wasn’t following the American dream; he successfully used symbols to criticize different aspects of American society, showing the weakness of each deviation from the American Dream. Many symbols were used, but the three most significant symbols were: the â€Å"green light†, the godliness of the eyes of Dr. T. J. Eckleburg and the sadness of the â€Å"Valley of Ashes†. Each symbol played a key role in Fitzgerald’s criticism. How did these symbols play a key role in Fitzgerald’s criticism of the American society that doesn’t follow the American Dream? The first of the three symbols, the green light, was a powerful tool in which Fitzgerald used to criticise the loss of the American Dream from the American society. The green light was important because it represented the endless â€Å"hope† of which the American Dream promises. The hope for a desire should never be lost if the American Dream is followed correctly; Fitzgerald showed that this isn’t always true in the American society by showing that Gatsby’s hope fades away when he realizes because of class distinction he will never be able to marry Daisy. Fitzgerald emphasizes this though Nick Caraway, his narrator, who observes: -â€Å"Possibly it had occurred to him that the colossal significance of that light had now vanished forever. † (The Great Gatsby, pg. 125) Fitzgerald used Nick to show as Gatsby begins to realize that Daisy will never leave Tom and go with him, that the green light slowly begins to fade and symbolically so does his hope, his hope was what kept him going and now it was gone he had nothing to live for. When Gatsby’s hope dies does his will to live dies also. Gatsby realizes that because he wasn’t born in the upper class he wouldn’t be able to accomplish his dream. A green light means go, but in this case Gatsby has had to stop, thus stoping his hope and his American Dream. Fitzgerald is then able to symbolise how the American Dream has â€Å"stoped† in the American society. How did this play a key role in the criticism of the American society? It allowed the reader to see that even though some Americans work their hardest for something they were still not able to accomplish their dream because of the class they were born into, this completely goes against the American dream thus allowing Fitzgerald to criticise the American society on this aspect of the American society. The eyes of Dr. T. J. Eckleburg symbolizing God’s eyes watching over the people played a key role in the criticism of the American society because the reader was able to view the actions of various characters as being contrary to what God would agree with. Fitzgerald could then use the reader’s dislikes of the behaviour of the characters to inturn dislike the society. The readers disliking the society allowed Fitzgerald to criticise the American society more effectively. In order for a successful criticism the reader needs to agree with the criticism. If a reader sides with the group that is being criticised they probably won’t agree with the criticism, but with Fitzgerald using the eyes of Dr. T. J Eckleburg he was able to make the reader dislike the society, and in turn the reader wouldn’t want to side with them. The symbolism of the eyes of Dr. T. J. Eckleburg was made clearer to the reader when Michales looked to the billboard in the following quote: -â€Å"Standing behind him, Michales saw with a shock that he was looking into the eyes of Dr. T. J. Eckleburg. †( The Great Gatsby, pg. 152 ) Michales realizing the symbolism of the eyes of Dr. T. J. Eckleburg allowed the reader to realize this symbolism too. The reader than could decide that some actions of some characters were immoral. Fitzgerald went on to write that the sign was faded. This symbolized that god was leaving the hearts of the people allowing the reader to find more fault in the American society. Why were the eyes of Dr. T. J Eckleburg one of the most important symbols in the criticism of the American dream? For Fitzgerald to show that the society was doing things against God’s will, depicts that what they are doing is very immoral. A religious reader will probably want to side with what God judges so they would also think that some characters in the American society were immoral. The reader would then be more against the American society allowing Fitzgerald to better criticise it because the reader won’t be trying to defend it if they were against it. The American Dream allows all Americans the same opportunities for self improvement. The Valley of Ashes was a key force in the criticism of the American Dream because it was used in two literary devices of setting and symbolism. Fitzgerald by establishing the setting in the Valley of Ashes allowed the reader to better relate to the working class because they could see a very detailed picture of the daily life of the working class. The Valley of Ashes depicts the working class as not getting the same opportunities as the upper class for self improve. The working class will probably stay in the working class forever and so will their children. Fitzgerald tells this with the use of his narrator Nick Caraway’s description of the Valley of Ashes -â€Å"But above the gray land and the spasms of bleak dust which drift endlessly over it†¦Ã¢â‚¬  (The Great Gatsby pg. 26) The bleak dust that â€Å"endlessly covers† the land symbolizes how the working class lives are static, non-changing. Fitzgerald by showing the poor conditions of the working class makes the reader feel pity for the working class, causing the reader to be against that aspect of American society that puts the lower class into poverty. The idea of someone not being able to accomplish something just because of the circumstances of which they were born shows the corruption of the American society. How was the Valley of Ashes one of the most important symbols for Fitzgerald to use in the criticism of the American society that follows the American dream? The Valley of Ashes showing the poor qualities of the working class makes readers realize that some Americans aren’t able to accomplish their dreams because of circumstances from when they were born goes against the principles of the American Dream. Fitzgerald was better able to criticize the American dream with the use of three symbols. His symbols allowed the reader to, better relate to his writing, use prior knowledge to help in the understanding of his criticism, have a visual picture of the working class, and realize the flaws of some characters in a religious sense. The green light played one of the most important roles because without out it the reader wouldn’t have realized that people in the American society that do try to follow the American dream and work their hardest sometimes aren’t able to accomplish their dream thus showing that America isn’t following the American Dream. The seconded of the most important symbols was the Valley of Ashes, without the valley of ashes the reader wouldn’t have realized that sometime a person isn’t able to accomplish something because of the status of which they were born. The last most important symbol used was the eyes of Dr. T. J. Eckleburg with this symbol Fitzgerald was able to move the reader against the actions of the American society because he showed that god was against the actions, if the reader was against the actions than Fitzgerald could criticise the actions of the American society more effectively because the reader would agree more with what he was saying. Without the above three symbols playing their key role in the criticism of the American society, Fitzgerald’s criticism of the American society not following the American dream wouldn’t have been as greatly done.

Mobile Technology Essay -- Technology, Education, Mobile Devices

The use of mobile phones to support science teaching and learning outside the classroom is also becoming more common. Benta & Cremene (2004) proposed a multimedia m-learning application for biology lessons. In this study, the students recognized a plant following a Wireless Markup Language (WML) text description and MMS provided by the teacher. While searching for the plant, the students communicated with their peers and the teacher by exchanging pictures and sending MMS. A sensor system for environmental education was developed using mobile phones by Woodgate et al. (2007) as a means of enhancing learner participation and motivation. A participatory design approach was used to develop the sensor system. In this study the students collected a range of sensor data using probes and mobile phones (connected to a datalogger via Bluetooth). Earlier Vahey & Crawford (2002) reported a study where probes connected to handheld computers were used to determine the water quality of a river. In this study, each student took a measurement using a probe at different points along the streambed. The students combined their data by beaming it on to a common personal computer. Then they used their handheld devices to analyze this data and prepared graphs of the combined data sets. This m-learning opportunity allowed students to focus on interpretation rather than tedious process of recording and plotting data. Further collecting and sharing of data led to inquiry based scientific practice in both inside and outside the classroom. Emphasising the children’s understanding of contextual information on the circumstances in which data was collected, Woodgate et al. (2008) reported a second study where school students (age 13-15) used mobile senso... .../or students to bring ‘the outside world’ into the classroom during a science lesson(Ekanayake & Wishart,2010a). According to the findings of this study, the mobile phone camera could be used to support the teacher during the different stages of a lesson including planning, implementating and reviewing. The phones themselves also helped students to learn science effectively by enabling collaborative and authentic learning opportunities. In addition to this Ekanayake & Wishart (2010b) report a study where students used mobile phone video to record the deflection of a galvanometer in a secondary level science lesson. According to the authors, the mobile phones’ video camera helped students to capture a fleeting (observation) event which could have been missed otherwise. This enabled the students to view their observations repeatedly and share them with their peers.

My Life Style Changes Essay

My Lifestyle Changes Paper will include the six components of wellness, that being Physical, Emotional, Intellectual, Spiritual, Interpersonal and Environmental wellness. It will include my goals, my weaknesses as well as my strengths to the components of wellness as well as a plan for myself to manage all of these components. The paper will also include anticipated changes in my lifestyle that may challenge the individual components of wellness and how I plan to deal with these changes. The first component of wellness that I’ll discuss in that of Physical wellness, which requires eating well, exercising, avoiding harmful habits, responsible decision making, learning about and recognizing sicknesses and diseases, keeping regular medical and such checkups along with preventing injuries along with other physical characteristics of your body. My goals for Physical wellness are to live a healthy and active lifestyle. In order to do this I must improve on some of my weaknesses in this area, which are eating unhealthy foods. I must also learn to make some decisions that I make more responsible, as well as learning more about diseases and how I can prevent them from happening. Another key fault of mine is that I drink alcohol, it may be just a college phase, but in order to be completely physically healthy I must learn to cut down on my consumption of alcohol. Despite my weaknesses I do have many strengths in this area, some are exercising regularly which I have always tried to find time to do. Trying to be selective in my eating habits and eating as much healthy food as possible. Another strength is I am motivated and care about my physical appearance and how I treat my body and want to look. My plan to improve on my Physical wellness by continuing living an active lifestyle and exercising regularly. Also to try to step things up a notch for that of my strengths, continue doing the good things that I have been doing. I’d also like to improve greatly upon my weaknesses, by trying to be much more selective in my eating habits, trying to avoid late night snacking and eating foods low in fat and unhealthy substances. Another key thing for improving my Physical wellness is to cut down dramatically in my drinking of alcohol, which I plan on doing. I’d also like to become aware of diseases and injuries that I have a higher risk of attaining and do the things necessary to preventing these things. Along with that are some simple things that I can do to increase my Physical wellness, such as my driving habits to slow down my speeds, along with taking other safety precautions in things that I do. Basically just thinking about what it is I’m about to do, and making some responsible decisions for the good of my Physical wellness. Emotional wellness, which is optimism, trust, self-esteem, self-acceptance, self control, satisfying relationships and the ability to control my emotions and express them openly and properly. Emotional wellness to means a lot to me to be stable with myself and the relationships amongst my friends and family. My goals are to maintain steady relationships with those I’m associated with and always keep a positive frame of mind for myself to be happy. As well as to be at one with myself and expressing my emotions openly. My weaknesses as far as Emotional wellness are very little the one thing that I do not always do is express my emotions and what I’m actually feeling openly with others. My strengths are that I have very high self-esteem as well as self-confidence. I accept myself for who I am and that is all that I can ask of myself. I have very satisfying relationships with both my family and friends. I also do a lot of thinking and exploring of myself, to think about things going on in my life and how I’d like to deal with them. I plan to manage my Emotional wellness better by trying to be more open about my feelings and thoughts with others. I’d like to be able to sit down and talk about my problems if I have any with any one I know, that’s how open and emotionally stable I’d like to become. Rather than just letting things sit inside me not knowing what’s to come of my thoughts and feelings built up inside. This is a very positive aspect of my life, but you can always improve on anything and I’d like to on my openness to others as I have talked about above. Intellectual wellness is being open to new ideas, the ability to think and question critically, motivation to fulfill new skills, sense of humor, creativity as well as having curiosity. My goals for intellectual wellness are to keep my mind constantly learning and never be satisfied with what I have learned. My weaknesses for Intellectual wellness are also very few, the one thing that I think really stands out from the list is creativeness. Which also may have some things to do with thinking critically. My strengths are that I’m a very open minded person always willing to try and experience something new. I have a great motivation and determination inside of me that makes me want to perfect whatever it is I’m doing at the time whatever it may be. My sense of humor is also very key, I couldn’t live without having humor and laughing, its just one of the greatest things about live to make someone smile or smiling yourself. I also find myself curios about new things asking questions and researching about things I don’t know something about, constantly trying to learn more and more all of the time. My goals as far as Intellectual wellness go to keep on doing what I have been for the positives and to always keep an open mind no matter what the situation may be. As far as improving I can try to be more creative my just trying new things, thinking about things seriously and really trying hard to do different things each time could improve my creativeness. Spiritual wellness is the ability to have guiding beliefs, principles or values that give you a purpose in life. It involves love, compassion, forgiveness, altruism, joy and fulfillment. My weaknesses are in this category are that I’m a college student and I don’t have to time that’d I’d like to greater explore my Spiritual wellness. I’d like to be more involved with my family and experience more of the things Intellectual wellness has to do with them. As well as church, I’d love to become an active member in my church once again. My strengths are that I do know that I have a person in life and would like to fulfill that purpose for the good. I also have love all around me, from friends and family. I’m very happy where I am and what I’m doing with my life. I also do pray every night and believe in God and I want to go to heaven. I know what it is to be compassionate to others as well as when I’m receiving it as well as that of forgiving others for their wrong doing and receiving it from them when I do wrong. My goals for improving my Intellectual wellness are that to try and spend more time with my family to spread and receive the love, compassion and joy as well as all the things that come in Intellectual Wellness that they have to offer. Once I am done with college and on my own again I also plan on becoming an active member in a church in my area and attending. Although I’m very happy in my life right now, I think with the church it just can make everything more meaningful and really help you realize your purpose in life. Interpersonal and Social wellness is the ability to have satisfying relationships, both physical and emotionally. It involves good communication skills, developing intimacy, support networks such as family and friends. My goals for this are to keep steady and good relationships with those around me and to always be involved in someway with my loved ones. My weaknesses in this category are very few, the one thing I feel I don’t do well is show my intimacy and love enough to my family and friends who surround me. My strengths in the category are many every relationship that I have every had I’d have to say had been a good and satisfying one and I remain on good terms with all my family and friends. I feel they are both physically and emotionally stable, I’m so close with so many people and have so much trust in them and feel as if I could tell anyone of my family members or friends anything I felt like. Knowing they’d be caring and supportive in my decision or wrongdoing. Which brings me to the next strength which is communication, that I feel is the key to developing long lasting interpersonal and social relationships with your family and friends. You have to talk about things and get them out amongst your family and friends to keep a good relationship going. The support of my family and friends has also always been there and likewise for my self for them, I know that anything I do or they do we will be rooting for one another until the end, which is a great thing. It really makes you feel good about yourself to know that you have everyone on your side there for you. The things that I could work on to improve with showing my intimacy and love for my family and friends, I’d have to try and develop even tighter relationships than we already have which could be tough to do. I think just as far as always being there for them and telling them that you love them and care about them, are things I can do to assure those around me of my intimacy and love for them. So I plan on trying to be close and always be positive and encourage my loved ones and tell them how much they really mean to me, thus improving my Interpersonal and Social wellness. Last is Environmental wellness, which is that to benefit our planet from your doing as well and keeping healthy due to the effect of our environment. My goals for Environmental wellness is to greatly improve my awareness as well as my wellness in it more than I am right now, not to just benefit myself but the future of our world. My weaknesses as far as Environmental wellness starts off with and obvious one recycling, which I don’t do. Another major one if driving everywhere as a single passenger of a car, which pollutes the air. Another harmful thing that comes from the environment is its ultraviolet rays that I don’t always protect myself from. Another thing that I don’t do but am harmed from as well as the air is breathing in second hand smoke. Now onto my strengths for Environmental wellness which is by far my weakest category. I do recycle when its provided but not on my own is one positive. Another positive is that I don’t smoke nor do I encourage smoking to those around me. Littering is also that I’m really against and have participated in Adopt a Highway Program numerous times. I also don’t participate in violence in society I’m against fighting, and often talked other out of it. My plan to fix my weaknesses are to become much more aware of the environmental factors that I can contribute to, for helping our world a better place. I’d like to get recycle bins around my house and begin recycling all the products accordingly. I’d also like to car pool to cut the rush hour traffic down in Minneapolis, and more importantly to help prevent the air pollution in the environment. I’d also like to protect myself from the ultraviolet rays of the sun more often while lounging in it, by using sun block of the proper SPF to lower my risk of skin cancer. I’d also like to cut down on my hanging out in places where there are high amounts of second hand smoke and just be wiser in my decisions to where I want to go and take an alternate place without smoke floating about in the air. These are the things I’d like to do to raise my level of awareness and of contributing to my Environmental wellness. Now I will be talking about some anticipated changes that will most likely occur in my life, and which of the six components of the wellness I think I will be affected in by these changes. The first change that will occur that I’m going to talk about is aging. I think that the greatest challenge that everyone will come about will be aging and its toll on your Physical wellness. The challenge to try and stay physically healthy, as you get older it only gets more challenging. You must really watch what you eat, and go to the doctor more often for regular checkups on your health and most of all try to keep active and try and treat your injuries and sicknesses quickly so they don’t take a toll on you. Aging I feel may as well take some amount of challenge on your Emotional wellness, being that were all so used to being young and healthy. That for many it may be difficult to stay positive and keep your mind thinking you can make it through this tough stage of aging. Aging may also take some challenge to overcome the Intellectual wellness, by growing old you forget things, and seem that you’ve seen it all. So you must keep that desire to learn to keep on tact of your Intellectual wellness and continue to be open and learn and grow as you age. Changes in a job may also be a challenge that you may come across in your time, I think this could really affect your Emotional wellness, especially if you don’t like the change. We must learn to accept changes and learn to stay positive and take things as they come about to us. Intellectual challenges also we will all come about, not being in school anymore and feeling as if we know it all from our experiences. We must constantly continue to learn, you can never know too much. So we must keep open to new things and challenges that we come about and keep a positive frame of mind when these challenges may come about our lives. In order to adapt to the lifestyle changes that we may come about, we must be motivated for the changes and set goals to overcome your weaknesses and make changes for the good, and keep all the components of wellness in mind in doing so.

Deadly Unna Essay Essay

In Australia there is much controversy surrounding racism between Indigenous and Non-Indigenous Australians. Phillip Gwynne’s novel Deadly Unna is an example of the relationships between the two cultures. Deadly Unna is based on a 14-year-old character named Blacky who lives in ‘the Port’ where the Non-Indigenous Australians or the ‘goongas’ live. On the outskirts of the township there is ‘the Point’ and this is where the Indigenous Australians or ‘nungas’ live. Blacky is an archetypal teenager, he plays football, and experiences the same anxiety in relation to girls and growing up. The theme of racism is of great importance throughout the novel so to the necessity for reconciliation and the hope that this brings. Gwynne cleverly incorporates dialogue and imagery to reveal these themes. The relationship between Blacky and Dumby shows the responder that they do not conform to the standard of racism. Dumby Red is a footy star from the Point, to Blacky he is the perfect guy â€Å"This Dumby Red was trendy, he was talented, he was up himself, he wore Jezza’s number 25, and he had that smile.† – Blacky. Blacky was not always friends with Dumby, earlier in the novel he ranted on about how he hated his guts because he is a Non-Indigenous Australian. But later on Dumby stood up for Blacky in a fight; this changed his view of Indigenous Australians. The use of football as a reoccurring metaphor connects the two characters. â€Å"The footy was the only place for us and the nungas to be together†. This quote shows how the relationship between Dumby and Blacky can exist through a social barrier of racism. Gwynne uses descriptive language when Blacky is attending Dumbys’ funeral to demonstrate to the responder that Blacky lacks understanding of Indigenous Australians and racism in the town. â€Å"Most of the houses were fibro, there were some brick ones as well. I thought that’s not right, they all had doors and windows. I had been told that the first thing nungas do is break all their windows and smash all their doors down.† – Blacky. Through this relationship between Blacky and Dumby, Gwynne has shown that Blacky has a strong relationship with Dumby, he doesn’t care that he is judged because he simply wants to respect an Indigenous Australian. Gwynne has used the relationship between Blacky and Pickles to show the racist side of the town. The use of Pickles arrogance towards the feelings of the Indigenous Australian community shows that the Indigenous Australians are misunderstood and judged unfairly. â€Å"Why did you go to a boongs funeral Blacky?† – Pickles. Through this technique the responder can see that not only Pickles but also the port are racist towards Indigenous Australians. When Mark Arks received the B.O.G award Blacky was infuriated because he thought that Dumby was deserving of the trophy and not mark arks, he believed that Dumby did not receive it because of him being from Indigenous Australian background. â€Å"Mark arks getting the B.O.G, that’s bull****, that was Dumbys’ award!† – Blacky. Through the dialogue that Pickles uses towards the Blacky and the Indigenous people it shows how commonly racism is used in the town and that it is of the norm to be racist. Gwynne also shows the relationship between Blacky and Dumby is contrasting to the one between Blacky and Pickles and that the relationship between pickles been forced over the years and now Blacky is starting to realise Pickles’ true traits. Through the use of a variety of language and techniques Gwynne has revealed themes of racism in the novel. It is through the presentation of different relationships that Gwynne included two sides of racism in the Indigenous culture. The presentation of the relationships between Blacky and Dumby show that racism in the Port doesn’t effect Blacky, he cared about Dumby even though he was an Indigenous Australian. On the other hand the relationship with Pickles and Blacky is much different, Pickles is racist and doesn’t want to have Blacky being friends with an Indigenous Australia therefore Blacky feels he has to hide his friendship with Dumby. Elements that such as descriptive language and dialogues, metaphorical scenarios and different perspectives, combine to make Deadly Unna an entertaining novel for the responder.

Which High School Classes Do Ivy League Schools Require

Which High School Classes Do Ivy League Schools Require SAT / ACT Prep Online Guides and Tips College admissions can seem like a giant puzzle, especially if you’re hoping to attend an Ivy League or other extremely selective school. Planning your high school schedule carefully is definitely important, but these schools' expectations aren’t as inflexible as you might think they are. In this article, I’ll provide a conciseoverview of what Ivy League admission requirements are forhigh school transcripts and give you some tips on how to map out your classes so you have the best shot at being accepted. What Are Ivy League Schools Looking For in Your Transcript? Ivy League schools want to see students who have consistently challenged themselves throughout high schoolby taking progressively more advanced courses and earning high grades. Here area few examples of Ivy League admission requirements from the school websites so you can see exactly what they say about their expectations for applicants' transcripts. All bold emphasis is mine. Yale â€Å"It is very important that we see a high level (or an improving degree) of rigor and success throughout your high school years.† â€Å"When the admissions committee looks at your transcript, it will not focus on whether you have taken any specific course. It will be far more interested to see that you have challenged yourself with difficult coursework and have done well.† Columbia â€Å"We hope to see that a student is challenging herself or himself with a rigorous course load.† â€Å"The admissions process at Columbia is a 'holistic' one, taking many factors into careful consideration. We do not rely on standardized testing and grades alone and instead look at all parts of every application to help inform our judgment.† Dartmouth â€Å"The majority of applicants have taken the following courses: 4 years of English 4 years of mathematics (often through calculus, if available) 4 years of social science 4 years of laboratory science 4 years of a foreign language† â€Å"Here’s what we want to know: Given the courses that your school offers, have you enrolled in a challenging curriculum? Have you had academic success that suggests that you'll thrive in the classroom at Dartmouth? If we answer YES to these two questions, then we look deeper into your application to better understand your particular areas of academic strength and weakness, subjects that interest you most, and your motivation for learning.† Based on these statements, you can expect a comprehensive review of your application by admissions officers at Ivy League schools, with an eye toward overall course rigor combined with impressive grades. If you’re taking the most challenging courses available at your high school and earning high grades, you’re on your way to a strong application.In the next section, I’ll talk more specifically about which classes you should take if you’re hoping to attend an Ivy League school. Start strong and stay on track. Keep running in circles until you realize that you have homework to do and this was just a metaphor. Which Classes Should You Actually Take? If you want to get into an Ivy League school, you’ll need to take the highest level classes that are available to you (usually Honors and AP courses) in most subjects.These schools expect you to challenge yourself more and more throughout high school and earn high grades up through your senior year. That being said, you don’t have to go crazy with a million APs senior yearto show how much you’ve grown.If you have a strong interest in math and science, for example, and aren't such a fan of English and foreign languages, you might be able to get by without taking the most difficult classes in your weaker subject areas. As long as you show that you are an extremely strong student in your specific area of interest (and have relevant extracurricular achievements to back it up), you will have a solid chance at Ivy League colleges. We saw in the section above that the majority of Dartmouth applicants have taken four classes in each core subject,which isn't too out of the ordinary.To give an even less demanding example of curriculum requirements for applicants, Princeton expects students to take four years of math (with calculus for students interested in engineering), English, and foreign language, and at least two years each of history and lab science.This is a perfectly reasonable expectation for almost any high school student. The mentality of â€Å"the more classes the better† can be very harmful.Don't overload yourself with extra courses in which you could end up dropping the ball.A failing grade is not something you want on your transcript, no matter how many hard classes you take! If you’re looking to fill out your schedule beyond the core curriculum, decide which subject areas are of special interest to you, and then take the most challenging classes or electivesavailable in those areas. Don't put yourself in a situation in which you're doing the academic equivalent of one-handed no-legged (?) pushups and trying desperately not to fumble. I'll give you a sample of what your core course record might look like in high school if you’re hoping to attend an Ivy League school. This isn't the be-all and end-all of schedules, so don't feel as though you have to copy it. It's just helpful to see everything laid out: Freshman Year Honors French 2 Honors Geometry Honors English Honors World History Honors Science and Engineering Sophomore Year Honors French 3 Honors Algebra 2 Honors English AP US History AP Biology Junior Year Honors French 4 Honors Pre-Calculus Honors English AP Government AP Chemistry Senior Year AP French AP Calculus AP Literature AP Psychology Honors Physics I modeled this loosely after my own high school schedule (which I can verify did get me into Dartmouth), and as you can see, it’s not an insane number of classes. Keep in mind that this is just a sample. Your school might offer more or fewerAP classes, or structure course tracks differently.For example, some schools have AP World History or Economics classes, which were not an option at my high school.Other schools might offer only a few AP classes or none at all, in which case you'd just take all Honors classes (or IB classes, if that’s an option).Colleges are aware of these limitations and will take them into account when reviewing your application. If you're an advanced student, you might finish the course track at your high school for a subject before your senior year. This happens especially with math and language classes. If you're done with AP Calculus after your sophomore or junior year, don't worry about being penalized if you decide not to take another math class in high school; you've already reached the level in math that Ivy League schools expect from most students. In this case, you might double up on science classes or classes in other academic areas that interest you during your last one or two years of high school. Try to maintain a relatively even balance of courses in different core subject areas as a baseline, while also taking care to emphasize your strengths. Not too interested in languages but love social studies classes? Even if you haven't finished the entire language course track, you can make the choice to take two social studies classes and lose the language.This shouldn’t hurt your chances as long as you’ve taken a language for three years already and are enrolled in the most challenging social studies classes. Make your passions apparent so your transcript gives colleges a sense of the unique qualities you’ll bring to the school. If you don't like studying languages, this might as well say "Welcome ... to your nightmares (a sus pesadillas)!" What’s More Important: Good Grades or Course Difficulty? Overall, selective colleges value a rigorous course load over perfect grades.An Ivy League school might accept a student who had all As and one or two Bs in the highest-level classes, but it probably wouldn’t accept a student who had flawless grades in mid- or low-level classes. These schools are looking for students who are up for an intellectual challenge and genuinely enjoy learning.If you’re in lower-level classes and earning straight As, you might not be challenging yourself enough.Taking the easy route to a good grade won't win you any points on your application. On the flip side, be careful about enrolling in a course schedule that's too intense for you.If your schedule becomes overwhelming, you might end up tanking your GPA (and your mental health!). It’s a delicate balance to strike between earning high grades and taking hard classes. Just know that you don’t have to take eight AP classes your senior year to get into an Ivy League school. If your schedule gets too intense, your hair could start turning gray, and in severe cases you might even be driven to purchase shutter shades. How Should You Go About Actually Choosing Your Classes? If you're the planning type (which you probably are since you're reading this article), you can map out your entire high school schedule early on in your freshman year. Structure your schedule so that you end up taking courses that are relevant to your strengths as a student while also fulfilling core curricular requirements.Your school shouldhave a course directory that you can look through for this purpose. Leave some spots in your schedule open to more than one option in case your goals change as you progress through high school. For example, if you're interested in both AP Psychology and AP Government but only have room for one, you can give yourself the option to pick between them later on. It's also smart to consult with your guidance counselor in the process of choosing which classes you'll take. If you have a specific college in mind, look at the application requirements toverify you'll fulfill them.Since your guidance counselor will know how other students with certain course schedules fared in the college application process, he or she might be able to give you advice based on the experiences of past students who were admitted to the school that interests you. Talking to your guidance counselor can be helpful, but make sure they're always holding an official-looking folder. That's the only way you know you can trust them. Stock photos never lie. What Else Should You Do If You Hope to Attend an Ivy League School? Apart from your grades and course schedule, your test scores will also be important to these colleges. On the SAT, you should score above 1500 for a solid chance of admission.On the ACT, you should score at least 33.Expectations might even be a bit higher depending on which Ivy League school you're targeting. If you want a good chance of attending one of these schools, especially the most selective Ivies, you'll also need to develop your application apart from test scores and grades. If you can accomplish something in high school that goes above and beyond what most students have done, you'll stand out from the crowd.This could be anything from winning an artistic competition to designing an app to making a breakthrough scientific discovery.These are just random suggestions, and everyone is different. But if you show that you're passionate about something and capable of acting on that passion to produce something unique, you'll have a leg up on the competition. For more details, read our comprehensive guide on how to get into an Ivy League school! Become one with the yellow flower. What's Next? If you're hoping to attend a very competitive college, you may be interested in your high school class rank. Read this article to find out what a good class rank might mean for you. Think you might be interested in branching out on your own academically in high school? Learn more about how to take an independent study class. If you've already completed a semester (or a few semesters) of high school, you can use the information in this article to calculate your current GPA and see how you measure up. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The History of Space Shuttle Challenger

The History of Space Shuttle Challenger Each year in January, NASA honors its lost astronauts in ceremonies marking the loss of space shuttles Challenger and Columbia, and the Apollo 1 spacecraft. The space shuttle  Challenger, which was first called STA-099, was built to serve as a test vehicle for NASAs shuttle program. It was named after the British Naval research vessel HMS Challenger, which  sailed the Atlantic and Pacific oceans during the 1870s. The Apollo 17 lunar module also carried the name of Challenger. Space Shuttle Challenger Liftoff. This spacecraft was lost on January 28, 1986, when it exploded 73 seconds after takeoff. Seven crew members lost their lives. Public Domain, NASA In early 1979, NASA awarded space shuttle orbiter manufacturer Rockwell a contract to convert STA-099 to a space-rated orbiter, OV-099. It was completed and delivered in 1982, after construction and a year of intensive vibration and thermal testing, just as all its sister ships were when they were built. It was the second operational orbiter to become operational in the space program and had a promising future as a historic workhorse delivering crews and objects to space.   Challengers Flight History On April 4, 1983, Challenger launched on her maiden voyage for the STS-6 mission. During that time, the first spacewalk of the space shuttle program took place. The Extra-Vehicular Activity (EVA), performed by astronauts Donald Peterson and Story Musgrave, lasted just over four hours. The mission also saw the deployment of the first satellite in the Tracking and Data Relay System constellation (TDRS). These satellites were designed for communications between Earth and space. The next numerical space shuttle mission for Challenger (though not in chronological order), STS-7, launched the first American woman, Sally Ride, into space. For the STS-8 launch, which actually occurred before STS-7, Challenger was the first orbiter to take off and land at night. Later, it was the first to carry two U.S. female astronauts on mission STS 41-G. It also made the first space shuttle landing at Kennedy Space Center, concluding mission STS 41-B. Spacelabs 2 and 3 flew aboard the ship on missions STS 51-F and STS 51-B, as did the first German-dedicated Spacelab on STS 61-A. Challenger once carried a spacelab to orbit for astronauts to use for scientific missions. NASA Marshall Space Flight Center (NASA-MSFC) Challengers Untimely End After nine successful missions, the Challenger launched on its final mission, STS-51L on January 28, 1986, with seven astronauts aboard. They were: Gregory Jarvis,  Christa McAuliffe,  Ronald McNair, Ellison Onizuka,  Judith Resnik,  Dick Scobee,  and Michael J. Smith. McAuliffe was to be the first teacher in space and had been selected from a field of educators from around the United States. She had planned a series of lessons to be conducted from space, broadcast to students throughout the U.S.   Space Shuttle Challenger Disaster STS-51L Pictures - LOX Tank Rupture. NASA Seventy-three seconds into the mission, the Challenger exploded, killing the entire crew. It was the first tragedy of the space shuttle program, followed in 2002 by the loss of the shuttle Columbia.  After a lengthy investigation, NASA concluded that the shuttle was destroyed when an O-ring on a solid rocket booster failed. The seal design was faulty, and the problem was made worse by unusually cold weather in Florida just prior to launch.  Booster rocket flames passed through the failed seal, and burned through the external fuel tank. That detached one of the supports that held the booster to the side of the tank. The booster broke loose and collided with the tank, piercing its side. Liquid hydrogen and liquid oxygen fuels from the tank and booster mixed and ignited, tearing  Challenger  apart.   A piece of the space shuttle Challenger that was recovered, being placed into its final resting place at Kennedy Space Center. NASA Headquarters - GReatest Images of NASA (NASA-HQ-GRIN) Pieces of the shuttle fell into the ocean immediately following the breakup, including the crew cabin. It was one of the most graphic and publicly viewed disasters of the space program and was filmed from many different angles by NASA and observers. The space agency began recovery efforts almost immediately, using a fleet of submersibles and Coast Guard cutters. It took months to recover all the orbiter pieces and the remains of the crew.   In the wake of the disaster, NASA immediately halted all launches. The restrictions on flight lasted for two years, while the so-called Rogers Commission investigated all aspects of the disaster. Such intense inquiries are part of an accident involving spacecraft and it was important for the agency to understand exactly what happened and take steps to make sure such an accident didnt occur again.   Space Shuttle Challenger final crew. NASA Headquarters - GReatest Images of NASA (NASA-HQ-GRIN) NASAs Return to Flight Once the problems that led to the Challengers destruction were understood and fixed, NASA resumed shuttle launches on September 29th, 1988. It was the seventh flight of the Discovery orbiter The two-year moratorium on launches put a number of missions back, including the launch and deployment of the Hubble Space Telescope. In addition, a fleet of classified satellites was also delayed. It also forced NASA and its contractors to redesign the solid rocket boosters so that they could be safely launched again.   The Challenger Legacy To memorialize the crew of the lost shuttle, the victims families established a series of science education facilities called the Challenger Centers. These are located  around the world and were designed as space education centers, in memory of the crew members, particularly Christa McAuliffe.   The crew has been remembered in movie dedications, their names have been used for craters on the Moon, mountains on Mars, a mountain range on Pluto, and schools, planetarium facilities  and even a stadium in Texas. Musicians, songwriters, and artists have dedicated works in their memories. The legacy of the shuttle and its lost crew will live on in peoples memory as a tribute to their sacrifice to advance space exploration. Fast Facts Space shuttle Challenger was destroyed 73 seconds into launch on January 28, 1986.Seven crew members were killed when the shuttle broke apart in an explosion.After a two-year delay, NASA resumed launches after an investigation found underlying problems for the agency to solve. Resources NASA, NASA, er.jsc.nasa.gov/seh/explode.html.NASA, NASA, history.nasa.gov/sts51l.html.â€Å"The Space Shuttle Challenger Disaster.†Ã‚  Space Safety Magazine, www.spacesafetymagazine.com/space-disasters/challenger-disaster/. Edited by Carolyn Collins Petersen.

Recruitment of Children as Soldiers in Sub-Saharan Africa Research Paper

Recruitment of Children as Soldiers in Sub-Saharan Africa - Research Paper Example African continent experienced frequent civil conflicts especially in the sub-Saharan region such as Rwanda, Liberia, DRC and Burundi, just to mention but a few. In this war torn region, the harrowing development is that children are used as sex slaves. One of the groups in Africa that recruit minors as soldiers are the Lord’s Resistance Army (LRA) govern by Joseph Kony. For more than two decades, this rebel group has fought the government of Uganda and has recruited minors in this war. Their leader, Joseph, has over the period replenished his war force by abducting young people to recruit. This has been his primary means of maintaining his small army group over the years because the local community has shown little or no support. The minors abducted are then taken to southern Sudan to receive harsh-seasoned training. Cases of body mutilation using machetes were reported where the LRA undertook forceful recruitment. This was common whenever the victims developed resistance. It is, therefore, important to note that the victims are recruited by means of coercion such as forced recruitment and compulsory conscription.The latter may involve identifying the victims using their date of birth.In cases where abduction was employed such as Ethiopia, the rebel groups used to besiege a public place such as marketplaces and select the victims using eligibility criteria. . In cases where the victim demonstrated resistance, the rebels would apply brutish techniques aimed at weakening and subduing them.