The Issue Of Child Marriage - 1637 Words

Introduction In the United States, marriage is seen as a sacred and consensual institution, but in developing countries, many children are introduced to marriage in a different manner. According to the United Nations Population Fund, one girl in every three is married before the age of eighteen in developing countries (Child Marriage, 1). Are the measures previously taken by the International Law community that attempt to put and end to child marriages an effective measure to stop this violation of human rights? I argue that, although there are substantial International Law actions already attempted at ending this barbarism, I do not believe that they are enough to prevent the circumstances that child marriages spring from, including†¦show more content†¦Finally, I will explain potential solutions for this issue and what the international community should be doing. During my research, I find that the current attempt to stop child marriages is weak and a great deal of the fig ht is emerging from non-profit organizations, which can only do so much to fight the issue. I find that the main reason that this occurs throughout the world is because of the exceptions allowed, contrary to the minimum age of 18 for marriage in most countries. Because this is a severe human rights issue on children, the International Law community should step in further and move this up in the agenda to fight and prevent the perpetrators causing such atrocities. Background According to the United Nations Children’s Fund, child marriages, marriages where at least one of the parties is under the age of 18, began when mothers and families started to force their teenage daughters into marriage at an early age to prevent them from rape as well as to secure a safe economic future for their daughters (Child Marriage and the Law, 1). This issue is very prevalent in countries such as Africa, Latin America, and the Middle East. Niger, being the most prevalent country, is reported to have â€Å"every three in four girls married before their 18th birthday† (Where Does It Happen, Girls Not Brides). In addition to this heavy statistic, Girls Not Brides also reports that globally â€Å"more than 30% of today’s women were married before their 18th

Community College Female Executive Leaders Essay - 1780 Words

In Fitting in: Community College Female Executive Leaders Share Their Experiences - A Study in West Texas, Gill and Jones explored the phenomena of leadership in higher education from the perspective of women who hold leadership positions at community colleges in west Texas. Traditionally, higher education has been a male-dominated field which has made it difficult for women to attain administrative positions. However, at the community colleges across the United States, women hold 50% of the leadership positions, which illustrates the openness of community colleges in accepting women in leadership positions. Also, the number of administrators projected to retire from community colleges in the near future illustrates that opportunities for women to attain leadership positions at community colleges will increase. In addition, community colleges have shared governance with collaborative decision-making. According to research, characteristics of an effective leader include caring, shar ed decision-making, and team-building which are attributed to women and support women as prime candidates for these future leadership positions at community colleges. However, the culture in the area of west Texas has been slow to accept a nontraditional view of women leaders at community college. According to the Texas Association of Community Colleges, the community colleges in west Texas have 30% of their leadership positions performed by women compared to the national average of 50%. WithShow MoreRelatedThe Historical And Evolutionary Process That Occurred Essay1387 Words   |  6 PagesTo fully understand the significance of our historically Black Colleges and Universities (HBCU’s), we must examine the historical and evolutionary process that occurred in early education. Education during the colonial period included a strong emphasis on the bible. 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It was established in 1946 to increase education and career opportunities for students interested in careers in marketing, management, and entrepreneurship. That miss ion has stayed pretty much true to today. According to DECA.org, its current mission is to â€Å"prepare emerging leaders and entrepreneurs

The Role of Women in the 1920s free essay sample

A time when women broke out of their shells of modesty and were not afraid to bare a little skin or wear a bit of makeup; when women finally gained some control; when jazz music, drinking and partying were what society lived for; when flappers danced the night away. The 1920s was an era of great change in society’s attitude toward many different aspects of life. For instance, what was considered acceptable behavior for women and the way men treated their wives drastically changed. During World War I, women had to take up many responsibilities of the men fighting in war such as earning money for the family, leaving women no choice other than to get a job alongside of single-handedly raising their families. With men being gone and nobody to control their lives, women took advantage of their new-found freedom. Women now became a part of the night scene, partying and drinking more as well as dressing and acting more promiscuously. When the men came back from war, they had the same mindset about women as they did when they left, but were taken by surprise when they saw the drastic changes. F. Scott Fitzgerald’s The Great Gatsby is a novel set in the 1920s that exposes the dark layers of the twenties’ glamour. Throughout The Great Gatsby, Fitzgerald depicts the known and hidden lives and roles of women in the 1920s. Men always expected women to be under their control, doing only what they were told to do. â€Å"†¦ [Women] had been expected to remain behind the scenes, caring for homes and children and allowing men to take charge of society. † (Howes 19). In a man’s eyes, the only thing a woman was good for was to be a good house wife. It would be thought of as absurd and socially unacceptable for a woman to go outside of society’s N Selim 2 social norms by disobeying her husband’s word. Even getting a job would be unthinkable, until it was a necessity. Women were estimated to, in essence, worship their husbands. â€Å"†¦ [Women] were expected to be the guardians of morality and innocence; they were to obey their husbands, bear and raise children, and run their homes efficiently. Sex was a duty, the price they paid for the privilege of marriage and having babies, not something pleasurable. (Howes 19). To be married was thought of as an obligation, as opposed to getting married out of love because you wanted to. Along with the obligated marriage, sex was a woman’s duty; that married woman was to give her husband what he wanted and demanded. Essentially, wives were the slaves of their husbands. Women had no say in any major decision, so anything the husband decided would be the final word. In The Great Gatsby, when talking about the birth of her daughter Daisy says, ‘â€Å"I’m glad it’s a girl. And I hope she’ll be a fool—that’s the best thing a girl can be in this world, a beautiful little fool† (Fitzgerald 17). Fitzgerald, through Daisy’s sarcasm, is presenting the views of society about women. Daisy realizes that women are oppressed and men had all control. Daisy clearly does not want to have a daughter and would rather have a son. At least in this case, her daughter would not have to suffer, as she and most women of the 1920s have been. Eventually through time, women changed the way they perceived their own lives. They were becoming less conservative, less modest and more untroubled. â€Å"Women broke free of the traditions and restraints of the Victorian era in favor of short dresses, short hairstyles, and carefree ways† (Pendergast 4). Women no longer wanted to dress the way their husbands or society chose for them. They adopted their own sense of style, N Selim 3 which spread like a wild fire. These new trends, though were still thought of as scandalous, were the new rage. Women now began to think for themselves and live their own way. †¦ young women called flappers wore their hair in short bobs and their hemlines above the knees; they wore makeup and high heels and smoked and drank with the men. Both their â€Å"modern† behavior and their looks were considered scandalous at the time. † (Pendergast 4). Women cut their hair short to show their equality to men and wore short dresses to express their freedom. Along with their new looks, women began to go to large, wild parties. ‘â€Å".. he gives large parties†¦And I like large parties. They’re so intimate. At small parties there isn’t any privacy. †Ã¢â‚¬â„¢ (Fitzgerald, 49, 50). At this part of The Great Gatsby, Jordan is expressing her preferences about parties, thus explaining the fact that women attend parties. In the novel, Jordan is seen as one of the most independent women who did what she wanted. She is the more notable female character who acts like a flapper. Women also gained the sensibility to become more independent from their husbands. They were breaking free of the restrictions given to them by men and were beginning to take charge of their lives. Women finally gained rights and powers they have been waiting for, such as the right for women to vote as well as powers over men. Women were going out and shopping more than usual. If there was some extra money, they would spend the day time shopping, while they partied at night. â€Å"†¦people had a little extra money to spend and more leisure time than ever before, as technology and industry gave them automobiles and household appliances†¦Popular womens magazines featured articles on how a woman could raise her family and still have time for herself. † N Selim 4 (Baker 5). Though still taking care of their families, women were making more time for themselves. They were treating themselves now instead of pampering their husbands’ every need. Over time, women became so used to working, that they were not yet ready to let go of their new lives. â€Å"Over the four years of the war, women had become adept at earning a living outside the home. They did not want to leave their jobs when soldiers came back. And with the death of so many men during the war, some women were forced to continue supporting their families without the help of a man. The struggle to decide whether women would return to their old ways of life or to keep on with their newfound independence was another battle in the long campaign for womens rights. † (Baker 5). Though men were back and ready to take back their positions, women had already replaced themselves in society. At this point, women were taking over and there was very little men could do about it. As far as they could help it, women had no intentions of allowing life to go back to how it used to be. â€Å"†¦I knew that except for the half-hour she’d be alone with Gatsby, she wasn’t having a good time. † (Fitzgerald 107). Tom is talking about Daisy being with Gatsby. Before now, the thought of a women being alone with another man who is not her husband was absolutely unacceptable, let alone a women having an affair or multiple affairs. This shows that Daisy and Gatsby’s affair was known and most-likely accepted by those who knew. Now women were going out with whoever they wanted to, doing whatever they wanted to. Women were having affairs and sex became more of a casual activity, as opposed to an intimate activity, or furthermore an obligation to their husbands. Women were taking a 180 degree turn in the roles they had in society. N Selim 5 Before World War I, every aspect of women’s lives were controlled by their husbands. Once men went away to war, women gained a new sense of independence from their husbands and began living more care-free. Women were forced to get jobs, which lead to their new identification in society. When the war was over and the men returned, women had no plan of giving up their new rights and independence. To display their new independence, women opted to wear shorter dresses and heavier makeup. Also, women decided to take advantage of the little rules they had. Women now drank, partied and have affairs. F. Scott Fitzgerald reflects the actions of women in the 1920s in his novel The Great Gatsby. Through the female characters in the novel, such as Daisy, Jordan and Myrtle, Fitzgerald portrays the freedom and power women gained in the 1920s. He depicts the changing views of society towards women and acceptability of scandalous actions and activities of women in the 1920s.

Machiavelli v. Hobbes Essays - Niccol Machiavelli, Calvin And Hobbes

Machiavelli v. Hobbes: Of Princes, Prudence, and Populist Parallels Or Moral Elasticity and the Limitation of the Infinite Though it may be considered obvious that both Niccolo Machiavelli and Thomas Hobbes are true giants in the field of political philosophy, what is not so obvious is the interchangeability of their ideas across time. The historical context of the lives of each of these men contributes heavily to their individual content and modes of writing, and in that sense it is easy to make claims regarding their differences; And yet the contexts of both works are perhaps more similar than differing. In fact, both The Prince and Leviathan could easily be considered to each contain a mutual causality-to be written in ?response? to one other. In this paper I will demonstrate both: that the most successful state operated by a Machiavellian prince would in fact be Leviathan, and that the only leader capable of controlling Leviathan effectively would indeed be a Machiavellian prince. This concept is based primarily on three core arguments: that the natural state of man is the same for both Hobbes and Machiavelli, that this state results in the historically accepted or traditional interpretations of morality becoming infinitely flexible, and that only one who wholly embraces these truths will prevail. While Hobbes uses this moral elasticity to help define the state of human nature, Machiavelli uses it to justify administrative objectives. Viewed singularly each work stands on its own merits, one, a tract on the art of leadership, the other, a treatise on the science of government. Merged together they can become a formidably realistic political concept-an unbreakable state with an unbreakable leader. When Machiavelli wrote The Prince in 1513, the Italian peninsula was the whore of Europe. Her legs spread wide, she was violently and repeatedly entered by France, Spain, and the Holy Roman Empire. Her compensation paid to Swiss and German mercenaries, her selfish children could not rise above their petty squabbles and lustful desires for power to unite and protect her. Amidst the pusillanimous politics of popes and princes, it is no small wonder that Machiavelli observes that ?one can generally say this about men: that they are ungrateful, fickle, simulators and deceivers, avoiders of danger, greedy for gain# A cynical view of human nature to be sure, yet Machiavelli had a purpose in mind when penning this work. Though that purpose has been debated# surely we can trust in this statement reflecting his true mind. One thing Machiavelli teaches us in The Prince it is that politics is perception, so perhaps we should not be so trusting. What a man says in public and in private could be two completely different things could it not? Fortunately, Machiavelli left a copious amount of personal correspondence. In a private letter to Soderini#, Machiavelli writes, ?I believe that as Nature has given every man a different face, so she also has given each a different character and imagination. From this it follows that each man governs himself according to his particular character and imagination.?# Each man governs himself according to his character and imagination. This statement has profound implications when interpreted correctly. First, we must assume that his use of the word ?governs? is not in a sense of state sovereignty, but refers rather to the methods and motivations of human action, both the liberties one has the potential to take with himself and others, and the specific restraints that one places on those liberties. The adjective ?particular? conveys a sense of specific uniqueness (like a face) in both character and imagination. ?Character? is referring to a personal code of ethics, what a man deems good or evil. Imagination in this context relates mostly to desire; For what is desire, but the imagining of that which is currently lacking? So this statement could be rewritten as: All men choose their own actions, and these chosen actions are dependent upon who they are and what they want. Every operant in this statement is both differing and infinite: action, identity, and desire. Machiavelli is portraying a world where anyone at anytime can do anything, motivated solely by desire, and constrained only by identity. Combined with his previous assertion that men are ?avoiders of

Piagets Stages of Cognitive Development Essays

Piagets Stages of Cognitive Development Essays Piagets Stages of Cognitive Development Paper Piagets Stages of Cognitive Development Paper Up to this present day and age, there have been many different theories and approaches on how the common man develops. Of these, the most reasonable and recognized ones seem to be Piagets Stages of Cognitive Development, Freuds Stages of Psychosexual Development, and Eriksons Theory of Psychosocial Development. These three theories all approach this topic in very different ways, yet they all may be correct.  Firstly, we have look at how these approaches are similar. The most obvious one is that they all show how the common human being develops, but not in the same way. Also, Freuds theory and Eriksons theory are similar in several ways. Both stress and show the emotional dynamics of social development. Basically, this is saying that they both believe that learning the rules of society are different than learning how to walk or how to swim. Also, they both present four similar stages in he beginning, oral, anal, phallic/genital, and latency. Furthermore, they both talk about anxiety, clinical behavior, emotional behavior, abnormal behavior, and neurosis/psychosis behavior. For an specific reason, which will be explained later on, Piagets stages are very different, hence the miniscule similarity, if there are any. Secondly, we look at how these models differ. Piagets is clearly the most different. His model is composed of four, well researched stages, sensorimotor, pre-operational, concrete operations, and finally, formal operations. What these stages talk about are how the human being develops cognitively or how their thinking develops. This is different, as opposed to Freuds and Eriksons, which are mainly physically. On the other hand, Eriksons though similar to Freuds, has some differences. His theory doesnt stop at latency, unlike Freuds, or Piagets, which doesnt even include any same stages. It goes on with puberty, young adulthood, adulthood, and maturity, otherwise known as old age. Also, Eriksons model presents stages that can be passed after resolving the issue of their stage. Freuds and Piagets say that they grow into them, meaning they dont really have control on how fast they progress, but they do have control on whether they do want to progress. As we can see, these approaches all are capable of being perfectly right, even though they approach the topic in a different way. Its like saying someone took one road to get somewhere, and another took a different route and both got at the same destination at the same time. There wasnt a wrong road, they were both valid. Just as in this example, the three models are all capable of being valid.

When Is Military Force Justified

When Is Military Force Justified Too Much, Too Often – the Giant Military State We Live In It’s a sad fact that this beautiful, magical world has become a military state. We just hear about it so much these days due to social media and the Internet. Because of greedy, immoral people, the assumed solution to today’s many problems, especially between countries, is war – killing, genocide, torture, violence, and suffering. It’s frightening how often a country relies on military force to defend its country’s major multi-billion dollar enterprises – like ones refining crude oil, and mining other valuable entities such as metals and gemstones. MLA ESSAY EXAMPLE WAR AS SEEN THROUGH THE MEDIA War as an Assumed Solution to Today’s Many Problems When exactly is military force justified? Is it ever justified? The answer lies, of course, in the eyes of the beholder. But when one considers the tumultuousness nature of today’s world, they eventually come to the realization that, yes, military force is often justified. The important question, however, is when it’s justified. Before answering this question and arguing for when exactly military force is justified, it’s important to consider what comprises â€Å"military force.†   It is when a country’s military, also known as its armed forces, has no other choice but to use deadly force and weapons to support the interest of the state and of its citizens – its main function. This means casting fire on the enemy, dropping bombs from planes, detonating nuclear warheads, even resorting to biological warfare. Military Force Is Justified When There Is an Impending Threat to One’s Borders So, when is military force justified? For one, when there is an impending threat to one’s borders. If a country is on the verge of being invaded, it has the right to use military force. When a country’s citizens are on the brink of being slaughtered, the country as a whole should be able to resort to military force. It comes down to defending one’s way of life, not lying down and dying. Fighting for one’s borders, freedom, safety, and happiness is surely one reason to use violence and weaponry as a means for peace, though it does sound like a contradiction. In World War II, the Japanese attacked Pearl Harbor – and rather than doing nothing, which would assuredly invite similar attacks and possible invasion, America went to war against the Axis Powers. The country came together and stood up for its right to freedom and happiness; it meant that no country would attack America and get away with it. This is one prime example of when military force is ju stified. Secondly, military force is also justified when a larger, wealthier and more powerful country or group of countries threatens invasion, invades or attacks a less powerful country. For example, in 2008, Russia attacked the former Soviet Republic Georgia. It was the typical David vs. Goliath scenario. Russia accused Georgia of foul play against the autonomous republic to the south, and sent in troops to negotiate â€Å"peace.† Instead, Russia got whatever it wanted, a buffer zone between Russia and the Middle East, in turn bullying the small country into submission. Military force was not justified on the part of Russia, but Georgian military forces surely had the right to defend its motherland. And Georgia was not a NATO country, like Turkey, the United States, the United Kingdom, France and many other countries with powerful armies that could have used military force to defend the weaker, less powerful and wealthy country of Georgia. This is a classic case of how military forc e should be enacted when it’s justified. A big, powerful country was bullying a small country that could not defend itself; therefore, it had the right to resort to military force. To conclude, military force is, unfortunately, a reality in today’s world. But the lines of what â€Å"justifies† it are quite blurry. What is wrong in one country’s eyes are righteous in another’s. That is the tragedy of our times. But as long as there is good in the world, as long as there are countries like the United States, France, Ukraine and Germany and others that stand for peace and Democracy, good will prevail over evil. Though not without too much bloodshed and hatred along the way. We can only hope and plan for the world with no war, though it is quite unlikely to happen anytime soon. We can be sure of that fact.

The Breakfast Club Movie Review Example | Topics and Well Written Essays - 1000 words

The Breakfast Club - Movie Review Example There are several methods of communication, verbal and nonverbal, that appear in this film. Each character has their own different attitude and self-concept that is evident throughout the majority of the movie. They have difficulties communicating because they are more likely to be arguing about certain subjects that they are discussing. Since their peers have labeled them as a certain type, it seems as though their self concept of themselves is much different than the image that they convey to others. What many of the characters realize throughout the film is that their self concepts of themselves really do not differ that much from each other. Sometimes, they put up a certain front in order to almost fit their stereotype and it is an effort to put up a wall. However, the characters start to ask questions of each other and this breaks the stereotypes. Each student's self image and self concept starts to evolve and they realize that maybe they have more in common then they first real ized. Interpersonal communication is something that people do not realize that they are doing. Sometimes it is a subconscious reaction. Those subconscious reactions are, however, very strong and powerful messages. Interpersonal communication can be defined as how involved people are when engaging. This includes proximity and how close together people are standing or sitting in relation to each other. Interpersonal communication also includes sensory responses such as eye contact. It also includes feedback. In a smaller group, the communication is more intimate because people are usually in closer proximity to one another and feedback is more immediate as response times are generally quicker (Borchers). That is one situation that members of â€Å"The Breakfast Club† have troubles overcoming. Generally these are a group of students that typically would not interact. However, when put in a single room together and there is a small group of them, they must somehow communicate wit h one another. Even though this is a group that would stereotypically not usually mingle, they still are able to communicate with one another. Despite the fact that each character had their own certain stereotypes, as the film carries on, they start to defy their stereotypes in order to communicate with one another. The other members of the group realize that how they had stereotyped another person was not in fact who they really were. Just because someone looks or acts a certain does not define what is truly within them. By the end of the film though, they have learned more about each other despite their differences and have somehow united and gained unspoken friendship despite the oddity that none of them fit in the same social groups with each other. When discussing interpersonal communication, there are four major principles. The first is that it is inescapable; the second is that it is irreversible; is complicated; and lastly, is contextual. Each of these is fundamental to comm unication. Communication is contextual. Depending on the type of environment you are in, what your own motives or desires are, the interaction of a classroom or even different cultures, genders or stereotypes even interact differently (King). The beginning of The Breakfast Club is a time when obviously none of the students want to be there. They feel as though they are stuck with a group of people that will make the day long because it seems as though none of them have anything in common. At times, their