Child Labour Essay Example for Free

Child Labour Essay What is child labour? According to wikipedia, Child labour refers to the employment of children at regular and sustained labour. In many countries child labour is a well known factor for employment, especially in the under developed places. Approximately 153 million children, aged between 5 and 14 are children that work in labour. Although, child labour is recognized as being children preforming work under the age of 18. There are approximately 218 million child labourers around the world. Making children do the work that adults should be doing is morally incorrect. There are many organizations that help broadcast (describe) the issue of child labour, but overall the issue is not overly recognized. The basic, easy definition of child labour is long hours of work on a full-time, regular basis, being treated abusively by the employer, either no acces or very poor access to any education. The jobs that would be considered child labour would be selling thins on the streets or working in someone elses house as a servant. Its not so much the work itself that’s bad, but how the child is treated, how many hours a day they work and whether the work prevents school attendance. Meaning that the work is not the only bad thing, it can do some good. It is the way that the child is treated that is the worse part, if the child is treated with respect and with part time hours, as well as having access to schooling, would be a great opportunity for the child. Although, that is not the case. The children are treated with poor respect, or none, which is the number one issue, they are not treated as equals. Development cooperation and poverty reduction are central aspects of Canada’s child labour strategy The number of child labourers fell by 16 percent between 2000 and 2004. Around one in three children in Sub-Saharan Africa are workers. While the percentage of child labourers is decreasing across Africa, there are actually more children in the workforce now than 10 years ago. Out of 10 working children, seven work in agriculture, two in services and one in industry. It is estimated to take $760 billion over 20 years to eliminate child labour completely. The estimated benefit in terms of better education and health is over $4 trillion, a six-to-one difference Child labour is defined as: Its not so much the work itself that’s bad, but how the child is treated, how many hours a day they work and whether the work prevents school attendance. In the worst cases, children are trapped in these situations by debts or outright slavery. Then there are extreme kinds of child labour. One type of what are called the â€Å"worst forms† of child labour is â€Å"hazardous work,† work that is very difficult and harmful to the child’s physical development. This includes anything from carrying heavy loads and using dangerous machinery to spraying pesticides and working in unclean environments. The other worst type of child labour is called â€Å"unconditional worst forms. † That means that no matter what the circumstances are, no matter how much is paid or how little the child does, it is illegal—even for adults. Every effort must be made to end this form of labour. This includes slavery, the buying and selling of a human being (called â€Å"human trafficking†), forced or bonded labour, using children in armed conflict, prostitution, pornography and involvement in drugs or any other illegal activity. there are some 250 million children between the ages of 5 and 14 years who are in economic activity in developing countries alone.? Child labour means that they toil in mines and quarries, are exposed to chemicals in agriculture, squat in crippling positions to weave rugs and carpets, and scavenge in rubbish piles. Too many are enslaved in bonded labour, isolated in domestic service, and traumatized and abused in the commercial sex trade. according to the World Bank over 70 per cent of child workers are unpaid family workers, especially in rural areas where working girls outnumber working boys. They are engaged in domestic service, agriculture, and small family enterprises, whether in rural or urban areas. This means that four in five children are not paid, or if they are paid it is much less than most legal minimum wages These children are forced to put at stake their education, their health, their normal development to adulthood, and even risk losing their lives. Child labour and the poverty cycle are intertwined. A family living in poverty cannot send their children to school. Therefore, in order to survive, children are forced to work and therefore receive little or no education. Children who grow up without an education are much more likely to remain in low-paying (and potentially dangerous) work. It also means that girls may marry young and have children young. The cycle begins again as the young family has children to support with very little income. However, child labour should not be automatically associated with children who engage in non-harmful work. Non-harmful work is part-time and does not stop children from having access to an education. It can be beneficial in the sense that is gives them an income and the ability to help to support their families. It is also important in many instances for children to gain useful social and work-related skills. Therefore, it is vitally important to not only eliminate harmful child labour, but to also support children who do have to work so that they are able to continue their studies and gain an education. Strict bans on child labour may cause more harm than good, forcing child to work in more underground and dangerous conditions than they would otherwise. These children are forced to put at stake their education, their health, their normal development to adulthood, and even risk losing their lives. Child labour and the poverty cycle are intertwined. A family living in poverty cannot send their children to school. Therefore, in order to survive, children are forced to work and therefore receive little or no education. Children who grow up without an education are much more likely to remain in low-paying (and potentially dangerous) work. It also means that girls may marry young and have children young. The cycle begins again as the young family has children to support with very little income. However, child labour should not be automatically associated with children who engage in non-harmful work. Non-harmful work is part-time and does not stop children from having access to an education. It can be beneficial in the sense that is gives them an income and the ability to help to support their families. It is also important in many instances for children to gain useful social and work-related skills. Therefore, it is vitally important to not only eliminate harmful child labour, but to also support children who do have to work so that they are able to continue their studies and gain an education. Strict bans on child labour may cause more harm than good, forcing child to work in more underground and dangerous conditions than they would otherwise.

The Absurdity of Man Essay -- essays research papers

Absurdity is defined as that which is contrary to reason; clearly untrue, unreasonable or ridiculous. It is often a topic in existentialist writings relating to life. This subject is prevalent in Camus’ â€Å"The Stranger† and â€Å"The Myth of Sisyphus.† Camus depicts absurdity bringing about happiness or indifference in each of these literary works. In â€Å"The Myth of Sisyphus,† it is made clear that Sisyphus is aware that his existence is absurd. He is sentenced to an eternity of rolling a boulder up a steep mountain only to let it roll back down when it reaches its peak. His tragedy lies in the fact that he is conscious of the extent of his own misery. What makes his struggle very absurd is that he knows that there is no death at the end of it. The last sentence in this essay is in itself absurd, after describing the dilemma that Sisyphus eternally faces, Camus exclaims, â€Å"One must imagine Sisyphus happy.† This paradox is upheld because S isyphus is left refusing to recognize that there is nothing to hope for, and that he must live solely with what is known. Sisyphus’ redemption is seen in his ongoing struggle against the absurd. In â€Å"The Stranger†, Meursault does not realize his absurd situation until the end of the novel. It is illustrated, however, in his indifference toward life and lack of emotion throughout. In the beginning of the novel, Meursault is seen as a detached observer of life who is devoted to appreciating sensation. His physical wants and needs overpower his reason and...

A Study of Sergei Eisenstein’s Montage Theory Essay

Cinema is a visual concept heavily marked by the objective of enterntainment, yet is also an ideology that is subject to a whole universe of theoretical frameworks. Many of it may trace their beginnings to a technique, as with the montage, which in French means â€Å"putting together†. This is the solid base of Russian cinema, more specifically in the montage theory subscribed to by Russian filmmakers. It is defined as a cinematic approach that depends mainly on editing, and the value of cuts in a film. In this revolutionary philosophy in cinema, probably the most recognized name is that of Sergei Eisenstein. Eisenstein was born to Jewish parents in Tsarist Russia in 1898, and was educated in Riga and St. Petersburg. He learned to speak a number of languages fluently, and was urged by his father to follow his path of becoming a civil engineer. Nonetheless, the young Eisenstein already had serious interests in theatre, and spent all of his free time watching films. The Bolshevik Revolution further reinforced his penchant for cinema, as he found himself educating workers, peasants, and troops in remote areas with camera in hand—and a gun in the other. Cinema was then perceived as a weapon by Eisenstein, a belief he would carry with him for the rest of his filmmaking career (Jonas, 1998). II, The Soviet Montage Soviet montage films were defined by its own set of values, not necessarily just techniques, but executed in a specific way. The socialist thinking was obviously present in this style, for individual characters in these films had no place as focal points. Social classes are the main issues, and the role of each character is to represent one. Various organized protests are also common elements of the film’s narrative, echoing the Russian revolution experience. Eisenstein formulated the system that resulted in a Synthesis, starting with a Thesis, followed by an Anti-Thesis—a foundation of the montage that traces its origins to Marxist themes of human history and experience being in perpetual conflict wherein a force clashes with a counterforce; the product of this encounter would be a new idea or concept, something absolutely greater than its origins (Karpenko, 2002). The montage style utilized editing and the resulting film cuts to generate reactions from the audience, usually in ways that defy convention. This contradicts traditional continuity editing, which shows scenes as they happen chronologically or at least in the same time realm; montage cutting produced overlapping or elliptical time relations between cuts. Most exemplary of this technique is Eisenstein’s Strike, where he juxtaposed scenes of two separate characters and time frames via jump cuts. In the series showing a police officer and a butcher, the editing serves a particular purpose—relate the connection between the acts being done by the officer and the butcher, in this case portray the idea that the workers were being slaughtered, just like animals. Eisenstein introduced his theory of intellectual montage, fully at work in this film by showing conflict in the juxtaposition of unrelated shots (Trischak, 1998). Eisenstein called montage a merge of opposites in art, through unity and conflict. He created this theory primarily to go against film tradition, negating the lack of character and stimulus in the logical editing of films. He listed several categories of montage, as well as the purpose of each: 1. Metric Montage. Shots are edited together according to their measured length, and are arranged according to a measure of music. Tension is invariably produced by the combination of short shots and the expected flow of melody or tone. 2. Rhythmic Montage. Compared to metric montage, action is given equal importance as the shot’s length, allowing for occasional conflicts between the montage’s rhythm and movement. An example would be the Odessa steps sequence in Battleship Potemkin, where the shot showing soldiers marching does not match the editing rhythm. This violates all metric requirements, effecting absolute tension and prepares the viewer for the iconic baby carriage scene. 3. Tonal Montage. Generally a level higher than metric montage, this style is created by the specific scene’s emotional tone. Vakulnichuk’s death in Potemkin, somber and sedate, appears in complete contrast to the steps sequence’s fast cuts. With each shot’s length at five seconds, this sequence serves as caesura, or a device to provide transition from the previous scene of violence to the citizens’ angry demonstrations. The similarities between rhythmic and tonal montage can be clearly seen as they both operate via the actions shown within each frame (HATII, 2008).

Impact of the Gulf War, September 11th, and the War in...

The Constitution of the United States is the supreme law of the United States of America. It was completed on September, 1787, with its adoption by the Constitutional Convention in Philadelphia, Pennsylvania, and was later ratified by special conventions in each of the original thirteen states. It created a more unified and defined government in place of what was then a group of free and independent states operating under the Articles of Confederation. During its history there have been a numerous number of events which have occurred which have seriously tested this Constitution After conflicts in South Korea, the two World Wars and Vietname the next conflict to have tested the Constitution was†¦show more content†¦With George Bush Snr defeating Sadaam Hussein and ordering him and his trrops withdrawal from Kuwait this was deemed to be going against the Constitution. This is because America and George Bush were imposing themselves on a foreign country and determined how they were to conduct themselves. There was no justification for their involvement. Having previously defeat the Soviet Union there was no oppostion to America and they were seen as the only ‘Super Power’. With the concept of Seperation of Power being upheld in America, Internationally, this was not the case as there was no form of checks and balances, there was no one to question America so they done what they percieved to be correct. They were imposing their own from of government on foreign land, this goes against the Constitution and the 6 defining principles which make up the Constitution. The next challenge on the Constitution was the attack on the World Trade Centres on September 11th 2001. The September 11, 2001 attacks were a series of suicide attacks against the United States conducted on Tuesday, September 11, 2001. According to the official 9/11 Commission Report, nineteen men affiliated with Osama bin Laden and Al-Qaeda, a loose network of Sunni Islamist terrorists, simultaneously hijacked four U.S. domestic commercial airliners. Two were crashed into the World Trade Center in Manhattan, New York City — oneShow MoreRelatedEssay on Privacy vs. Security2616 Words   |  11 PagesPresident declared war against terrorism, an implicit war was declared against some of our freedoms. In particular, most Americans were more willing to let the government into their lives and forfeit some privacy in the name of increased security. The events of September 11, 2001 affected not only the United States, but the entire world as well. After the fall of the Soviet Union, the world was left with one remaining superpower. 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