The document is a student paper about troubles in Sudan. It provides background on the civil war in Sudan through multiple sources. The sources describe the violence and conflicts in Sudan, including religious conflicts, slavery, and the effects on tribes like the Dinka. Statistics are given on the decline of agriculture during the war and the number of families affected by being sold into slavery. The sources enhance understanding of the specific impacts and hardships faced by the people of Sudan due to the long-running civil war.
The document discusses several issues in Sudan including religious differences, civil war, and natural resources that have contributed to conflict. It explores the Darfur genocide and its deadly impact. Additionally, it examines the plight of refugees, particularly the Lost Boys of Sudan, who faced immense hardship and danger as they fled the country on foot.
The document is a presentation on the genocide in Sudan that occurred from 1983 to 2005. It includes images and captions that depict key events and aspects of the genocide such as violence, human rights violations, separation of families, death of innocent people, and eventually a peace agreement being reached. The presentation provides a visual timeline of the genocide and crisis in Sudan.
The document discusses feminism in Kenya through summarizing various sources about prominent feminist figures and organizations in Kenya. It outlines the achievements and efforts of women like Wangari Maathai, founder of the Green Belt Movement, in establishing women's rights and promoting environmental conservation. It also describes organizations led by figures such as Charity Ngilu that advocate for issues like increasing women's political participation, education access, and land ownership rights in Kenya.
This document contains images and excerpts from various sources about the genocide in Sudan. It discusses the experiences of the Dinka tribe and includes a quote from Abraham Nhial about the government's lack of care for the people. It also mentions efforts by George Clooney, the Beijing Olympics, and former US President George W. Bush to bring attention to and address the ongoing conflict and human rights violations in Sudan.
This document contains a research paper on feminism in Kenya. It includes images and citations for sources used in the paper. The sources cited discuss the history of feminism and women's rights movements in Kenya. They profile prominent feminist activists in Kenya such as Wangari Maathai and Charity Ngilu. The sources help explain the discrimination women faced in Kenya and the work of organizations and activists to advance women's rights and representation in politics.
The document provides information from multiple sources on the ongoing conflict in Sudan. It discusses the impact on cultures like the Dinka people and the mistreatment of women. It also examines efforts by organizations like the UN, UNAMID, and countries like the US to resolve the issues through diplomacy, peacekeeping missions, and aid efforts. However, some sources note that the UN peacekeeping forces have faced setbacks in fully ending the tragedy in Darfur. Overall, the document presents a overview of the human impact of the conflict and different approaches to addressing it.
The document discusses several issues in Sudan including religious differences, civil war, and natural resources that have contributed to conflict. It explores the Darfur genocide and its deadly impact. Additionally, it examines the plight of refugees, particularly the Lost Boys of Sudan, who faced immense hardship and danger as they fled the country on foot.
The document is a presentation on the genocide in Sudan that occurred from 1983 to 2005. It includes images and captions that depict key events and aspects of the genocide such as violence, human rights violations, separation of families, death of innocent people, and eventually a peace agreement being reached. The presentation provides a visual timeline of the genocide and crisis in Sudan.
The document discusses feminism in Kenya through summarizing various sources about prominent feminist figures and organizations in Kenya. It outlines the achievements and efforts of women like Wangari Maathai, founder of the Green Belt Movement, in establishing women's rights and promoting environmental conservation. It also describes organizations led by figures such as Charity Ngilu that advocate for issues like increasing women's political participation, education access, and land ownership rights in Kenya.
This document contains images and excerpts from various sources about the genocide in Sudan. It discusses the experiences of the Dinka tribe and includes a quote from Abraham Nhial about the government's lack of care for the people. It also mentions efforts by George Clooney, the Beijing Olympics, and former US President George W. Bush to bring attention to and address the ongoing conflict and human rights violations in Sudan.
This document contains a research paper on feminism in Kenya. It includes images and citations for sources used in the paper. The sources cited discuss the history of feminism and women's rights movements in Kenya. They profile prominent feminist activists in Kenya such as Wangari Maathai and Charity Ngilu. The sources help explain the discrimination women faced in Kenya and the work of organizations and activists to advance women's rights and representation in politics.
The document provides information from multiple sources on the ongoing conflict in Sudan. It discusses the impact on cultures like the Dinka people and the mistreatment of women. It also examines efforts by organizations like the UN, UNAMID, and countries like the US to resolve the issues through diplomacy, peacekeeping missions, and aid efforts. However, some sources note that the UN peacekeeping forces have faced setbacks in fully ending the tragedy in Darfur. Overall, the document presents a overview of the human impact of the conflict and different approaches to addressing it.
The document is a research paper on the Rwandan genocide written by Macy Wilson for their 10th grade World Literature and Composition class. It includes images and quotes about key events and issues during the genocide, such as the lack of unity between tribes, the failure of the international community to intervene, political assassinations, mass rape and executions. The paper cites several sources used in researching the genocide, including a first-hand account from a UN commander stationed in Rwanda during the genocide and encyclopedia entries providing historical background and perspectives on the tragic events.
The student is researching genocide for a multi-genre research paper. They want to understand what motivates leaders to carry out genocide and how it has occurred throughout history. They have some initial knowledge about the Holocaust but want to learn more about the profile of genocide leaders, who it affects, if it occurs in the US, and legal responses. After reading a book about genocide in Sudan, they developed questions in these areas and outlined a research plan involving books, articles, documentaries, and speaking to victims to learn about specific genocide cases and put their understanding on a personal level.
This document contains a collection of images and captions that are being used to illustrate a paper on AIDS in Sub-Saharan Africa. The images depict various aspects of life related to AIDS such as family, stigma, treatment, and community support. The captions provide context and attribution for the copyrighted images.
Libraries in Florida are vibrant and vital institutions that serve communities in three key ways:
1) Libraries offer innovative programs and services that engage patrons of all ages, from summer reading programs for children to technology classes for seniors. They are adapting to new technologies like eBooks, mobile apps, and social media.
2) Libraries play an important economic and educational role in communities by improving literacy, supporting student success, and helping residents gain job skills. For every tax dollar received, libraries provide $8.32 in value to their communities.
3) Libraries directly impact communities by providing free resources like online databases, language classes, and small business assistance. They also generate over 1 million volunteer hours annually. Libraries are
This document is a research paper on genocide in Sudan that contains 13 sources cited in MLA format. The sources provide information on the conflict between North and South Sudan, the role of agriculture in Sudan's economy, famine and politics in Sudan including the overthrow of the government in 1989. Key details learned are that Arabians wanted Sudan to be a Muslim country, Sudan experienced its worst famine in the late 20th century, and Sudan's economy relies heavily on agriculture.
The document appears to be a student paper on the Mau Mau rebellion in Kenya. It includes images and excerpts from sources on various aspects of the rebellion such as the torture of Mau Mau rebels by British forces, the impact of the rebellion on modern Kenya, and biographies of key figures like Jomo Kenyatta. The document concludes with a works cited section listing the sources used in the paper.
1. Michele Bachmann is running for President and has a background in law. She graduated from high school and law school, and has been a political figure for 11 years.
2. She is married with 5 children and 23 foster children. Her religious beliefs as an evangelical Christian influence her policies.
3. She has views on issues like social security, Medicare, foreign policy, and the economy. Her solutions focus on reducing spending and reinforcing policies like border security.
4. Supporters see her experience, education, and fundraising ability as pros, while critics argue she is polarizing and focuses on some issues more than others.
Nicholas Sparks is interviewed about his career as a best-selling author of love stories adapted into popular movies. Though he writes about love and relationships, Sparks says he writes "love stories" not "romance novels". His stories often incorporate tragedy alongside the romance. The Notebook was on the bestseller list for 56 weeks and its movie rights were sold the same week as its release. Sparks finds meaning and impact in stories that create lasting memories and connections with readers.
This document is a research paper on child soldiers written by Ian Martin. It includes an introduction describing the innocent nature of youth and how war can disrupt their lives. Several images are included throughout the paper depicting child soldiers experiencing mayhem, broken families, physical and emotional scarring, and an uncertain future. The paper concludes by acknowledging the efforts of organizations like the UN to help rehabilitate former child soldiers and find them relief.
The Soviet Union collapsed in December 1991 under Mikhail Gorbachev's leadership. Gorbachev introduced reforms promoting glasnost and democratization to address economic stagnation and public discontent. However, the Soviet political system was unwilling to enact meaningful reforms, leading to the decline of the Soviet economy and society over the 1970s-1990s. Boris Yeltsin led Russia's transition to capitalism and democracy, culminating in the lowering of the Soviet flag over the Kremlin on December 25, 1991 and the dissolution of the Soviet Union.
The document summarizes a trip through Brittany, a region in northwest France. It describes exploring several cities and sites over a 3 day trip, including Mont Saint Michel, St. Malo, Dinan, Josselin, Vannes, and Nantes. It provides background information on Brittany's history and culture, noting it has a distinct Celtic identity and still has many Breton language speakers. Festivals, castles, beaches, ports, and seafood are highlighted as top attractions of the region. Major cities like Brest, Carnac, St. Malo, Dinan, and Rennes each have their own cultural or historical significance.
The Olympic Park Bombing occurred during the 1996 Summer Olympics in Atlanta, Georgia. A nail-laden pipe bomb exploded in Centennial Olympic Park, killing 2 and injuring 111. The bombing was carried out by Eric Rudolph, an American domestic terrorist who was sentenced to life in prison for committing the Olympic Park bombing along with other attacks that included bombing gay bars and abortion clinics.
The 2004 Indian Ocean tsunami was caused by a massive underwater earthquake. It generated waves as high as 30 feet that crashed into coastal communities in Indonesia, Thailand, India, Sri Lanka, and many other areas around the Indian Ocean. The tsunami killed over 230,000 people and caused widespread destruction to infrastructure and communities. International aid and relief efforts mobilized to help victims through providing emergency supplies, medical care, and support for long-term rebuilding.
This document provides information on genocide that occurred in Sudan through a series of images and captions. It discusses the civil wars that took place in Sudan from 1983 to 2005. Conflict broke out in the Darfur region in 2003, and the Comprehensive Peace Agreement was reached in 2005. The document also mentions organizations that have provided aid and relief efforts in Sudan such as Women for Women International, Free Rice, and the Darfur Dream Team. It explores the religious differences and tensions between groups in Sudan and how people have worked to overcome challenges and build new lives after the genocide.
The document discusses the ongoing civil war in Sudan through a series of images and captions. It touches on several themes related to the war, including the division of the country, the spread of terror and war, the loss of generations and traditions, and glimpses of hope for an end to the conflict. The images and captions provide a visual overview of the human impact and suffering caused by the prolonged civil war in Sudan.
The document appears to be a student paper on the Rwandan genocide that includes images and citations. It discusses how the UN failed to intervene adequately during the genocide and cites interviews. It also references changes that have occurred in Rwanda over the past 16 years as the country works to rebuild. Several sources are cited that provide details on the ethnic groups in Rwanda, the economy, timeline of events during the genocide, and Rwanda's ongoing efforts to strengthen its economy in the aftermath of the mass killings.
The document summarizes information from various sources about the ongoing civil war and genocide occurring in Sudan over the past 50 years. It describes how over 35,000 orphaned boys fled tyranny and sought freedom and hope, but also shows images depicting the thousands who have been displaced, murdered, or affected. While outlining the human cost, it notes there is more to the long-standing conflict than meets the eye. The sources cited provide historical context on the genocide, peace agreements, accounts from those who escaped as lost boys, as well as overviews of the second civil war in Sudan.
The document provides an overview of genocide in Sudan through a series of images and captions. It discusses the beauty of Sudan turning to war, starvation, family separation, displacement, and spreading conflict. The genocide has already spread to Rwanda. There is hope for rallies, cease fires, talks, and remembrance of those lost who will never bloom. The document questions how such genocide can happen and includes quotes about the hardships faced. It provides context on the genocide and civil war in Sudan through various news articles and references a memoir about lost boys from Sudan.
The document provides an overview of the civil war and genocide in Sudan through a collection of images and quotes. It begins with images depicting conflict and destruction in Sudan. It then includes a quote from John Bul Dau about helping change lives in Sudan. The document discusses how the civil war and genocide have impacted Sudan, with images showing oblivion and the long-lasting effects. It concludes by noting genocide as having a major role and impact in Sudan's civil war.
This document is a student project that examines the Rwandan genocide through a collection of images and captions. It explores several themes related to the genocide, including the death and suffering of thousands, the global effects and long-term consequences, as well as efforts towards healing and gaining a new perspective. The work cites multiple sources and includes a bibliography with annotations that were evaluated and helped increase the student's understanding of the political, social, and cultural factors that contributed to the genocide.
The document is a presentation on the Rwandan genocide that includes images and captions about various topics related to the genocide such as the Hutu and Tutsi ethnic groups, roots of the conflict, militia groups involved in the violence, evacuation efforts, and global response. It also includes a bibliography citing sources that provide background information on political tensions, first-hand accounts, death tolls, and the international tribunal established to prosecute perpetrators.
This document contains summaries and citations for multiple sources about the Rwandan genocide. It discusses the ethnic tensions between Hutus and Tutsis, the role of the Rwandan government and church in the conflict, international responses to the genocide, and nonprofit organizations working to help Rwanda recover. Photos are included with captions citing their sources under creative commons licenses.
The document is a research paper on the Rwandan genocide written by Macy Wilson for their 10th grade World Literature and Composition class. It includes images and quotes about key events and issues during the genocide, such as the lack of unity between tribes, the failure of the international community to intervene, political assassinations, mass rape and executions. The paper cites several sources used in researching the genocide, including a first-hand account from a UN commander stationed in Rwanda during the genocide and encyclopedia entries providing historical background and perspectives on the tragic events.
The student is researching genocide for a multi-genre research paper. They want to understand what motivates leaders to carry out genocide and how it has occurred throughout history. They have some initial knowledge about the Holocaust but want to learn more about the profile of genocide leaders, who it affects, if it occurs in the US, and legal responses. After reading a book about genocide in Sudan, they developed questions in these areas and outlined a research plan involving books, articles, documentaries, and speaking to victims to learn about specific genocide cases and put their understanding on a personal level.
This document contains a collection of images and captions that are being used to illustrate a paper on AIDS in Sub-Saharan Africa. The images depict various aspects of life related to AIDS such as family, stigma, treatment, and community support. The captions provide context and attribution for the copyrighted images.
Libraries in Florida are vibrant and vital institutions that serve communities in three key ways:
1) Libraries offer innovative programs and services that engage patrons of all ages, from summer reading programs for children to technology classes for seniors. They are adapting to new technologies like eBooks, mobile apps, and social media.
2) Libraries play an important economic and educational role in communities by improving literacy, supporting student success, and helping residents gain job skills. For every tax dollar received, libraries provide $8.32 in value to their communities.
3) Libraries directly impact communities by providing free resources like online databases, language classes, and small business assistance. They also generate over 1 million volunteer hours annually. Libraries are
This document is a research paper on genocide in Sudan that contains 13 sources cited in MLA format. The sources provide information on the conflict between North and South Sudan, the role of agriculture in Sudan's economy, famine and politics in Sudan including the overthrow of the government in 1989. Key details learned are that Arabians wanted Sudan to be a Muslim country, Sudan experienced its worst famine in the late 20th century, and Sudan's economy relies heavily on agriculture.
The document appears to be a student paper on the Mau Mau rebellion in Kenya. It includes images and excerpts from sources on various aspects of the rebellion such as the torture of Mau Mau rebels by British forces, the impact of the rebellion on modern Kenya, and biographies of key figures like Jomo Kenyatta. The document concludes with a works cited section listing the sources used in the paper.
1. Michele Bachmann is running for President and has a background in law. She graduated from high school and law school, and has been a political figure for 11 years.
2. She is married with 5 children and 23 foster children. Her religious beliefs as an evangelical Christian influence her policies.
3. She has views on issues like social security, Medicare, foreign policy, and the economy. Her solutions focus on reducing spending and reinforcing policies like border security.
4. Supporters see her experience, education, and fundraising ability as pros, while critics argue she is polarizing and focuses on some issues more than others.
Nicholas Sparks is interviewed about his career as a best-selling author of love stories adapted into popular movies. Though he writes about love and relationships, Sparks says he writes "love stories" not "romance novels". His stories often incorporate tragedy alongside the romance. The Notebook was on the bestseller list for 56 weeks and its movie rights were sold the same week as its release. Sparks finds meaning and impact in stories that create lasting memories and connections with readers.
This document is a research paper on child soldiers written by Ian Martin. It includes an introduction describing the innocent nature of youth and how war can disrupt their lives. Several images are included throughout the paper depicting child soldiers experiencing mayhem, broken families, physical and emotional scarring, and an uncertain future. The paper concludes by acknowledging the efforts of organizations like the UN to help rehabilitate former child soldiers and find them relief.
The Soviet Union collapsed in December 1991 under Mikhail Gorbachev's leadership. Gorbachev introduced reforms promoting glasnost and democratization to address economic stagnation and public discontent. However, the Soviet political system was unwilling to enact meaningful reforms, leading to the decline of the Soviet economy and society over the 1970s-1990s. Boris Yeltsin led Russia's transition to capitalism and democracy, culminating in the lowering of the Soviet flag over the Kremlin on December 25, 1991 and the dissolution of the Soviet Union.
The document summarizes a trip through Brittany, a region in northwest France. It describes exploring several cities and sites over a 3 day trip, including Mont Saint Michel, St. Malo, Dinan, Josselin, Vannes, and Nantes. It provides background information on Brittany's history and culture, noting it has a distinct Celtic identity and still has many Breton language speakers. Festivals, castles, beaches, ports, and seafood are highlighted as top attractions of the region. Major cities like Brest, Carnac, St. Malo, Dinan, and Rennes each have their own cultural or historical significance.
The Olympic Park Bombing occurred during the 1996 Summer Olympics in Atlanta, Georgia. A nail-laden pipe bomb exploded in Centennial Olympic Park, killing 2 and injuring 111. The bombing was carried out by Eric Rudolph, an American domestic terrorist who was sentenced to life in prison for committing the Olympic Park bombing along with other attacks that included bombing gay bars and abortion clinics.
The 2004 Indian Ocean tsunami was caused by a massive underwater earthquake. It generated waves as high as 30 feet that crashed into coastal communities in Indonesia, Thailand, India, Sri Lanka, and many other areas around the Indian Ocean. The tsunami killed over 230,000 people and caused widespread destruction to infrastructure and communities. International aid and relief efforts mobilized to help victims through providing emergency supplies, medical care, and support for long-term rebuilding.
This document provides information on genocide that occurred in Sudan through a series of images and captions. It discusses the civil wars that took place in Sudan from 1983 to 2005. Conflict broke out in the Darfur region in 2003, and the Comprehensive Peace Agreement was reached in 2005. The document also mentions organizations that have provided aid and relief efforts in Sudan such as Women for Women International, Free Rice, and the Darfur Dream Team. It explores the religious differences and tensions between groups in Sudan and how people have worked to overcome challenges and build new lives after the genocide.
The document discusses the ongoing civil war in Sudan through a series of images and captions. It touches on several themes related to the war, including the division of the country, the spread of terror and war, the loss of generations and traditions, and glimpses of hope for an end to the conflict. The images and captions provide a visual overview of the human impact and suffering caused by the prolonged civil war in Sudan.
The document appears to be a student paper on the Rwandan genocide that includes images and citations. It discusses how the UN failed to intervene adequately during the genocide and cites interviews. It also references changes that have occurred in Rwanda over the past 16 years as the country works to rebuild. Several sources are cited that provide details on the ethnic groups in Rwanda, the economy, timeline of events during the genocide, and Rwanda's ongoing efforts to strengthen its economy in the aftermath of the mass killings.
The document summarizes information from various sources about the ongoing civil war and genocide occurring in Sudan over the past 50 years. It describes how over 35,000 orphaned boys fled tyranny and sought freedom and hope, but also shows images depicting the thousands who have been displaced, murdered, or affected. While outlining the human cost, it notes there is more to the long-standing conflict than meets the eye. The sources cited provide historical context on the genocide, peace agreements, accounts from those who escaped as lost boys, as well as overviews of the second civil war in Sudan.
The document provides an overview of genocide in Sudan through a series of images and captions. It discusses the beauty of Sudan turning to war, starvation, family separation, displacement, and spreading conflict. The genocide has already spread to Rwanda. There is hope for rallies, cease fires, talks, and remembrance of those lost who will never bloom. The document questions how such genocide can happen and includes quotes about the hardships faced. It provides context on the genocide and civil war in Sudan through various news articles and references a memoir about lost boys from Sudan.
The document provides an overview of the civil war and genocide in Sudan through a collection of images and quotes. It begins with images depicting conflict and destruction in Sudan. It then includes a quote from John Bul Dau about helping change lives in Sudan. The document discusses how the civil war and genocide have impacted Sudan, with images showing oblivion and the long-lasting effects. It concludes by noting genocide as having a major role and impact in Sudan's civil war.
This document is a student project that examines the Rwandan genocide through a collection of images and captions. It explores several themes related to the genocide, including the death and suffering of thousands, the global effects and long-term consequences, as well as efforts towards healing and gaining a new perspective. The work cites multiple sources and includes a bibliography with annotations that were evaluated and helped increase the student's understanding of the political, social, and cultural factors that contributed to the genocide.
The document is a presentation on the Rwandan genocide that includes images and captions about various topics related to the genocide such as the Hutu and Tutsi ethnic groups, roots of the conflict, militia groups involved in the violence, evacuation efforts, and global response. It also includes a bibliography citing sources that provide background information on political tensions, first-hand accounts, death tolls, and the international tribunal established to prosecute perpetrators.
This document contains summaries and citations for multiple sources about the Rwandan genocide. It discusses the ethnic tensions between Hutus and Tutsis, the role of the Rwandan government and church in the conflict, international responses to the genocide, and nonprofit organizations working to help Rwanda recover. Photos are included with captions citing their sources under creative commons licenses.
This document provides background information on the Rwandan genocide through a series of images and captions. It discusses the Hutu and Tutsi ethnic groups, mentions that 800,000 people were killed in the genocide, and describes the beginning of the conflict and its impact on Rwanda's economy and safety. The document also notes that the United Nations failed to intervene and discusses Rwanda's civil war and eventual path to peace after the genocide.
The document provides background information on the Rwandan genocide through a series of images and captions. It discusses how the genocide was sparked by the death of Rwanda's president in a plane crash in 1994. In the aftermath, ethnic Hutu extremists initiated a campaign of violence against Tutsi and moderate Hutu groups, leading to the deaths of an estimated 800,000 people. The document also addresses the international response to the genocide, efforts to help survivors, and Rwanda's process of rebuilding in the years since.
This document is a student paper that discusses civil war and genocide. It contains images related to topics like death, fighting, fleeing, and outreach efforts. The paper cites several sources that provide first-hand accounts and details of the conflicts in Sudan and efforts to help refugees and resolve the issues. Organizations mentioned include Darfur Dream Team, Women for Women International, and Genocide Intervention Network.
The document is a research paper on genocide in Sudan that includes:
1) An introduction describing the topic and sources used which include images and cited works.
2) Body paragraphs describing the civil war in Sudan, its causes related to religious and government issues, effects on culture and displacement of people.
3) A conclusion noting that awareness and aid are needed to address the ongoing issues from the conflict.
The document discusses genocide in Sudan. It provides background on the civil war in Sudan including the fertile land and local genocide that occurred. The document also mentions the Sudan People's Liberation Army (SPLA) fighting misery and trying to change the outlook, while reality remained difficult. It concludes by quoting "Education is the key to unlocking our future".
This document is a student paper about the Rwandan genocide of 1994. It provides background information on the historical tensions between Hutu and Tutsi tribes in Rwanda and discusses key events that triggered the genocide, such as the assassination of Rwandan president Juvénal Habyarimana. The paper also examines the lack of international response during the genocide and cites sources that provide personal accounts and details of massacres that occurred. Images included are cited under Creative Commons licenses.
The document discusses the use of child soldiers in Sierra Leone during the country's 11-year civil war from 1991 to 2002. Thousands of children's lives were devastated as they were forced to fight for rebel groups like the Revolutionary United Front. The children were subjected to horrific acts of violence, torture, and destruction and left scarred by the memories of war. Many were orphaned or separated from their families. While some children have since been rehabilitated and reunited with loved ones, many remain plagued by the trauma of their experiences as child soldiers in the conflict.
This document is a research paper on genocide in Sudan that includes images and citations. It discusses defining genocide in Sudan, the civil war between the SPLA and Sudanese government from 1983 to 2005 that resulted in 1.9 million deaths, and religious disagreements as drivers of conflict. It also covers the 2005 peace agreement and election of Salva Kiir Mayardit as vice president, the ongoing conflict in Darfur since 2003, and sources the author used to research this topic.
The document is a research paper on the Rwandan genocide written by Macy Wilson for their 10th grade World Literature and Composition class. It includes images and quotes about key events and issues during the genocide, such as the lack of unity between tribes, the failure of the international community to intervene, political assassinations, mass rape and executions. The paper cites several sources used in researching the genocide, including a first-hand account from a UN commander stationed in Rwanda during the killings and encyclopedia entries providing historical background and perspectives on the genocide.
The document discusses the issue of child soldiers in Sierra Leone during its civil war from 1991-2002. It provides background on how children were conscripted by rebel groups like the Revolutionary United Front and used as soldiers. The photos show children deprived of their childhood, hardened by war, and both captive and finding survival and hope through international aid organizations working to rescue and rehabilitate former child soldiers. The works cited section lists several reliable sources that provide further details on the experiences of child soldiers in Sierra Leone and efforts to help them.
This document is a bibliography containing sources used to research the cultural effects of AIDS in Africa. It includes 20 sources such as articles, websites, and a novel that provide information on how AIDS has devastated communities and economies, torn families apart, led to abandoned children and women, and shaken cultural traditions and beliefs. The sources come from reputable organizations like UNAIDS, WHO, and news publications and were evaluated based on author credentials and organizational credibility to ensure reliable information on the profound social and cultural impacts of the AIDS epidemic in Africa.
Similar to Cole's Issues in Africa Presentation (20)
The document is a student's report on the career path and responsibilities of a corporate attorney. It outlines the educational requirements, including obtaining a bachelor's degree and Juris Doctor, as well as the need to pass the bar exam. It describes some of the daily job duties of advising clients and working as part of a legal team. It also notes that corporate attorneys work long hours under pressure to solve clients' legal problems. The document provides average salary data and lists some personal traits useful for the job, such as being hardworking, intelligent, and having strong problem-solving, analytical, speaking and research skills.
The document discusses a 5-step process but provides no details on the actual steps or content of the process. It refers to numbered points but does not explain what each point entails. In summary, the document outlines a process in 5 steps but fails to elaborate on what those steps involve.
The student reflects on a project researching PTSD where they faced challenges finding sources that weren't repetitive or outdated. While books like All Quiet on the Western Front introduced PTSD, they did not provide useful information for the research project. The most difficult part was managing different websites and platforms for the project, though creating multimedia products to portray their findings was most rewarding. Going forward, the student feels their research and information skills have improved through learning to evaluate sources, but traditional papers may be more difficult since it has been a while since writing one.
This document appears to be a mind map created by Lily G. for her 10th grade Honors World Literature/Composition class during the Spring of 2012. The mind map focuses on research and inquiry into Post-Traumatic Stress Disorder (PTSD).
This document discusses the challenges faced by children with parents in the military. It notes that parental deployment can increase anxiety and depression in children and disrupt their daily routines. It also examines the difficulties children experience when parents are injured, including worries over the injury, disruptions to family schedules from hospital visits, and struggles understanding the severity of injuries. The document also explores how a lack of communication during injuries can weaken parent-child relationships and how PTSD or depression in parents can impact their parenting and relationship with children.
This document is a gallery of images related to inhalants. It includes images of household products that are commonly inhaled, diagrams of how inhalants are administered ("sniffing", "bagging"), psychological and physical risks of inhalant use, and information on forensic tests used to detect inhalants like gas chromatography. The gallery cites its images and concludes with a work cited section listing references on the topic of inhalants.
Ecstasy is a street drug with many street names that can come in powder, capsule, or pill form. It works as a stimulant and psychedelic that people take by mouth and can have both desired effects like euphoria but also risks like overdose, toxicity, and negative impacts on development when abused.
The document discusses the dangers of synthetic drugs like K2/Spice and bath salts. It covers how these drugs affect the body, their toxicity, and potential for dependency. The document includes citations to various sources on the risks of synthetic drugs and the challenges they pose compared to natural drugs.
This document discusses using Netvibes and Symbaloo to create personal learning environments (PLEs) for students. PLEs allow students to design their own learning approaches using different types of content like videos, apps, games, and social media chosen to match their personal learning styles and pace. The document recommends Netvibes as a tool to create PLEs because its free version offers flexibility and customization, has a gentle learning curve, allows public pages to be shared, and private pages for a personal homepage.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This photo album documents Buffy Hamilton's senior project completed for her high school English class in Spring 2012 under Ms. Tillery. The album showcases Hamilton's experiences in the school library, including small group instruction, collaborative learning activities, use of eBooks and research guides, digital literacy lessons, collaboration with students and teachers, and advocacy for the library.
1. The document outlines the rules for a National Poetry Month school competition hosted by the Author's Den creative writing club.
2. Poems must be original works, with contact details submitted separately to allow for anonymous judging. Submissions are limited to three poems per author.
3. Poems will be judged by student amateurs without clear criteria, looking for well-written poems. The judges' decision is final. Teachers and club members can submit but not win prizes.
Creekview High School is holding its second annual poetry contest open to all students. Students can submit up to three original poems between April 9th and 24th by dropping them in the drop box outside the library along with a completed entry form. The winning poem will receive a $25 prize and winning and honorable mention poems will be displayed in the library.
Prescription drugs are medications that require a prescription from a medical professional before they can be obtained. Prescriptions are necessary for drugs that can be dangerous if used incorrectly or without medical supervision. Obtaining prescription drugs requires seeing a doctor to discuss medical needs and receive a written order for the appropriate medication.
The document contains links to Flickr photos related to a toxicology project being conducted by Marcos Navarro and Kim Norton. The photos are about names, side effects, development, and use, suggesting the project involves researching and documenting a toxic substance and its impacts.
PCP is a hallucinogenic drug that was originally developed as an anesthetic but was discontinued for medical use. It can cause feelings of detachment from reality, increased heart rate, and potentially dangerous behavior. Long term use or high doses of PCP can lead to negative side effects like paranoia, problems with memory, speech, and movement. PCP is toxic in high doses and can be dangerous when mixed with other substances like alcohol.
1) The document describes a student's senior project where they created a bilingual children's book in French and English.
2) The student researched the cognitive benefits of bilingualism in children as part of their project.
3) To create the book, the student worked with their French teacher as a facilitator and editor, an illustrator to create pictures, and a local publisher to print the finished product.
The document appears to be a bibliography or list of sources related to heroin use, abuse, and addiction. It includes over a dozen different websites and pages from sources like Heroin-Abuse.org, About.com, LIVESTRONG.COM, and WebMD that provide information on topics such as the different methods of using heroin, the types of heroin available, the health effects of heroin use, the history and origin of heroin, street names for heroin, and toxicology screening related to heroin abuse.
Creekview High School's TOMS Club motivates students to help impoverished children globally by fundraising to provide shoes. The club will raise awareness through activities like a day without shoes and screenings of the TOMS story. Their goal is to contribute to TOMS' "One for One" model where a pair of shoes is donated for each pair purchased, in order to give over 1,000,000 children shoes for health, education and success.
The document discusses the events of September 11th, 2001 when terrorists hijacked four commercial airplanes and crashed them into buildings, killing thousands of people. It covers the immediate damage and deaths caused by the terrorist attacks, as well as the short and long term impacts, including new warning systems, policies, and cultural issues that arose in the aftermath.
1. *Troubles in Sudan*
By: Cole Maran
10A World Literature/CompositionThis is image is used under a CC
license from
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2. Area of Violence!
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P
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5. Example of Violence
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6. Death from war
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7. “War Is Hell””
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8. Religious Conflicts
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9. Trying to Bring an End
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10. Its time to end
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11. All Efforts to End Are Futile!
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12. BibliographyWorks Cited
"Darfur UNAMID issue harsh condemnation of Sudanese authorities." Darfur UNAMID
issue harsh condemnation of Sudanese authorities. Sudan Tribune, 27 Aug.
2008. Web. 25 Oct. 2010. <http://www.sudantribune.com/
spip.php?article28415>. This helped me to understand the harshness of
the Darfur through another source other than "God grew tired of
us". I evaluated the information by the CRAAP test. As well as just by
looking at the information that I already had and the knowledge I already
had and compared it to what the website was telling me and the information
on the website was correct. Understanding how harsh the Darfur really was
helps me understand a little bit more about what the "Lost Boys"
were going through. This also helped me to verify the information I already
had.
"Focusing on the Future at Kakuma Refugee Camp in Kenya." Focusing on the Future
at Kakuma Refugee Camp in Kenya. LWF, 7 June 2001. Web. 25 Oct. 2010.
<http://www.lutheranworld.org/News/LWI/EN/396.EN.html>. School is
becoming more and more important to the teenagers in Kenya refugee camps.
This was just a website so I used the CRAAP test as well as different
skills that I have learned from the online modules. I found that even
though it is Lutheran church based there was very little bias thoughts and
feelings. I needed more information about what school was like for the
"Lost Boys" as well as how they feel about school now compared to
how John and the "Lost Boys" felt. The school is way more
advanced and wanted then what John descried in the memoir.
Lake, Anthony, dir. "The lost boys of the Sudan." unicef.org. UNICEF, n.d. Web.
22 Oct. 2010. <http://www.unicef.org/sowc96/closboys.htm>. The most
important information I got from this site was how far the "Lost
boys" had to walk as well as the conditions in which they were
walking. I used the CRAAP test and found this site to be credible. The
UNICEF is very credible many people look the them for information and help.
This really helped to put a lot more information about the "Lost
boys" walking in my paper. It helped me as a researcher to really
understand what the "Lost boys" went through.
Offer, Joanne. "Looking Beyond Somalia's Pirates And Into Kenya's Refugee
Camps." Looking Beyond Somalia's Pirates And Into Kenya's Refugee Camps.
Huffington Post, 2 May 2009. Web. 25 Oct. 2010.
<http://www.huffingtonpost.com/2009/04/01/
looking-beyond-somalias-p_n_179672.html>. In this source I was looking
for the UN's help in Kenyan refugee camps as well as the difference between
how John explained in the memoir how much the UN helped to just last year
how much the UN helped. I used the CRAAP test while evaluating this source
and I found that this is like a online news paper so to speak. It gets the
word about many different subjects out to the public. When John describes
the UN's help in the memoir I feel that it was to personal to convey how
much they really helped. Also he did not see the mass effect as the UN
does. This site helped me to see the mass effect as well as all the work
they are doing for the lost boys.
"Religion in Sudan." Religion in Sudan. Wikipedia, Sept. 2010. Web. 25 Oct.
2010. <http://en.wikipedia.org/wiki/Religion_in_Sudan>. Wiki spaces
helped me a lot with the religion section of my paper. In this section I
found out a lot of percentages that I feel helped my paper be more clear.
when reading the memoir I thought that there were more native religions and
Christians then Islamic, this wiki site helped me to find out that this is
not true. I did not do a very through investigation on weather this site
was credible. Discussions in class made me believe that wiki pages were
being verified and by other people and if there was a flag then it was not
credible, because of this I looked for flags and when I did not see any I
used it as a credible source. This information helped me because I was
corrected in my thinking that there were more Christians and native
religions then Islamic people. I feel that this added contrast and correct
thinking to my paper as well as information that was unknown before hand.
"Sudan Timeline." Sudan Timeline. Crawford, 24 Apr. 2004. Web. 25 Oct. 2010.
<http://crawfurd.dk/africa/sudan_timeline.htm>. The key information
in this site was the correct date at which the war started. The memoir
talks more about when the war hit his town. For this website since I only
used it to find out the correct year at which the war hit Sudan I verified
with other websites that all said the war started in 1962. I felt that
because multiple websites said that the war ultimately started in 1962 that
this date was credible and thus this source was credible. I feel that this
added a more correct date then just when the war hit Johns town. I think
that while that is important its more important to know the date that the
war ultimately started.
"World: Africa Sudan's deadly hunger." World: Africa Sudan's deadly hunger. BBC
News, 7 July 1998. Web. 25 Oct. 2010. <http://news.bbc.co.uk/2/hi/africa/
128020.stm>. This source helped me figure out facts. Facts and
statistics that John, the author of the memoir, may not have been able to
give me. I used a lot of BBC News sites and I have found through my many
other sources that BBC News is credible within it self. I did do the CRAAP
test or what I could of it and found that I felt it was credible enough to
use. I think that BBC news helped me add statistics. and more than anything
helped me as a person and a writer to see the real horrors of how bad it is
in Africa. I feel that while my paper is to educate people it also helps
some people be aware of the issues with the "Lost boys".
13. Bibliography
“Agriculture.” Country Studies. U.S. Lib of Congress, n.d. Web. 26 Oct. 2010. <http://countrystudies.us/sudan/55.htm>. This source provided specific information
about the agriculture in Sudan. I evaluated the information by checking the credibility of the owner of the site. I found that the U.S. Library of Congress owns the
website. The Library of Congress is very dependable in providing accurate information. This source helped me in my research by providing information about
how the agriculture productivity has decreased of the years during the civil war in Sudan. It helped my understanding of the specific statistics of the decline.
Banks, Tamara. “Journalist Sparks Important Social Discussion.” Summit Daily News. Swift Communications, Inc., 1 Oct. 2010. Web. 26 Oct. 2010.
<http://www.summitdaily.com/article/20101001/AE/100939987/1078&ParentProfile=1055>. This information source provided me with information on the
slavery problem during the war in southern Sudan. I evaluated this source by checking the author’s credibility. The author, Tamara Banks is a Denver area
television and radio journalist who has traveled the Sudan/Darfur region documenting human slavery. She has studied in the Sudan region for an extensive
amount of time. She has also published several other articles about first hand experiences with slaves from Sudan. This information source enhanced my
understanding by providing information on the drastic statistics of the slavery crisis in southern Sudan. It has helped me understand how many families have
been affected by the war and sold into slavery.
Buckley, Stephen. “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps.” The Washington Post. The Washington Post Co, 24 Aug. 1997. Web.
26 Oct. 2010. <http://www.washingtonpost.com/wp-srv/inatl/longterm/africanlives/sudan/sudan.htm>. This article mainly focused on the specific effects of the
war on the Dinka tribe. I evaluated the information source by evaluating the author. I found by searching his background in Google that he has done extensive
research on the Dinka Tribe. He has also taken several trips to Sudan to evaluate the damage done by the war. This information source not only supplied me with
the effects of the war on the Dinka tribe, but it also gave me specific information from people of the Dinka. It provided me with primary source information.
“Dinka.” Junior Worldmark Encyclopedia of World Cultures. Ed. Timothy L Gall and Susan B Gall. Vol. 8. Detroit: Gale, 1999. 181-184. Gale Virtual Reference. Web.
24 Oct. 2010. <http://go.galegroup.com/ps/i.do?&id=GALE%7CCX3435900462&v=2.1&u=cant48040&it=r&p=GVRL&sw=w>. This source explained the customs of
the Dinka tribe. I evaluated this source by checking the credibility of the information. I compared it to other similar articles on Gale Virtual Reference Library to
make sure the information was accurate. This information source helped me understand the morals of the Dinkas. It provided me with information on how the
civil war in Sudan affected the tribe.
“The Economy.” Country Studies. U.S. Lib of Congress, n.d. Web. 26 Oct. 2010. <http://countrystudies.us/sudan/53.htm>. This article provided me with
information on the economy of Sudan from 1950 until present day. I evaluated the information source by checking the credibility of the publisher by searching
on the “about us” page. The U.S. Library of Congress is the publisher. The U.S. Library of Congress is the center for all information on the world’s countries. This
information enhanced my learning by providing statistics rather than estimates. It provided me with examples of the decline in Sudan’s economy.
Sebit, Sindani. “Road to Referendum.” Sudan Tribune. SudanTribune, 30 Oct. 2009. Web. 26 Oct. 2010. <http://www.sudantribune.com/spip.php?article32955>.
This source provided me with information on the upcoming referendum in Sudan. I evaluated the source by using the CRAAP test. I checked the accuracy by
evaluating other websites. I made sure that all of the assumptions made in the article were supported by sufficient evidence. This information gave me great
insight on the referendum in Sudan. It provided me with information on the possible outcomes of the election. I also learned about the SPLA’s views on the
referendum as well as northern Sudan’s views.
“Southern Sudanese Independence Referendum, 2011.” Wikipedia. N.p., 22 Oct. 2010. Web. 24 Oct. 2010.
<http://en.wikipedia.org/wiki/Southern_Sudanese_independence_referendum,_2011#cite_note-14>. This article explained the upcoming referendum in Sudan.
I evaluated the source by checking the validity of the quote I used from Salva Kiir, the president of the southern region of Sudan. I used Google to validate his
statement. This source helped me understand the consequences of the 2011 referendum in Sudan. It helped me realize to what aspects of the policy the political
leaders are concerned.
“Sudan People’s Liberation Army/Movement.” Wikipedia. N.p., 21 Oct. 2010. Web. 24 Oct. 2010.
<http://en.wikipedia.org/wiki/Sudan_People’s_Liberation_Army/Movement#US_support>. This source provided information on the SPLA and SPLM
organizations. I evaluated the information in this source by using Google to verify the information was correct. I also checked for bias points. This source gave me
the basic information on the main goals of the SPLA. It helped me understand the purpose of the organization.
14. Bibliograhpy
Eggers, Dave, and John Prendergast. “In Sudan, War Is around the Corner.” New York Times 13 July 2010: A.25. SIRS Issues Researcher. Web. 26 Oct. 2010. This article describes the
direct impact that President Bush had on Sudan shortly after he entered the White House. He did this by deciding to put all of the diplomatic weight on the United States to end this
war. I evaluated this information source by researching the authors of this article on Wikipedia. Both authors, Dave Eggers and John Predergast, have reputable resumes and are very
reliable in terms of accuracy. This article made me realize the amount of devastation that there was in Southern Sudan from 1983-2005 because of the loss of two million people. Also,
this information source helped me understand how the war finally came to peace.
Inbar, Michael. “George Clooney: We Can Stop Civil War in Sudan.” MSNBC. N.p., 12 Oct. 2010. Web. 26 Oct. 2010. <http://today.msnbc.msn.com/id/39629106/ns/today-
today_people/>. This article is an overview of an interview with George Clooney who is actively involved with Sudan. George Clooney tells the reporter that the only solution to this
problem is through hard diplomacy opposed to military force. I evaluated this source by using the CRAAP test and it passed all of the requirements. Also, MSNBC is a trusted news site
internationally, so I knew that I could rely on the credibility of this information. This information source gave the desire to get more involved with this issue in Sudan. Also, it gave me
the understandings that more Americans need to expand their horizons to a global perspective.
Lesch, Ann M. “Sudanese Civil Wars.” Encyclopedia of the Modern Middle East and North Africa. Ed. Philip Mattar. 2nd ed. Vol. 4. New York: Macmillan Reference USA, 2004. 2102-
2105. Gale Virtual Reference Library. Web. 26 Oct. 2010. <http://go.galegroup.com/ps/i.do?&id=GALE%7CCX3424602567&v=2.1&u=&it=r&p=GVRL&sw=w>. In this article, Lesch
describes the different causes and effects of the civil wars in Sudan. I knew that I could trust this source because I retrieved it from Gale which is a very dependable database. Also, I
checked the author’s background and she has an impressive history of her work that she has done in Sudan. This article well informed me about the civil wars in Sudan. This allowed
me to apply this knowledge to the things that are currently going on in Sudan today.
Reeves, Eric. “Africa’s New Threat: Sudan at Flash Point.” Christian Science Monitor 24 Nov. 2009: n. pag. Global Issues in Context. Web. 26 Oct. 2010.
<http://find.galegroup.com/gic/infomark.do?&contentSet=IAC-
Documents&idigest=b527955b5caccdb4b4a2d40e86fe061a&type=retrieve&tabID=T006&prodId=GIC&docId=CJ212813430&source=gale&userGroupName=cant48040&version=1.0>.
In Reeve’s article, he informs the potential danger that would spark another civil war in Sudan. Along with this, he states the solutions that could be implemented in order to keep
peace. I almost knew I could trust this source as soon as I found it because I found it on Gale Global Issues in Context. This is a extremely up to date, accurate, and reliable database
that knows what it’s doing. This information served me well for the fact that I now know why there might be another civil war in the near future. This article was helpful in many ways
and I was able to get more detailed reasonings why we should be taking action in Sudan.
Sheridan, Mary Beth. “Obama Administration Intensifies Efforts in Sudan.” Washington Post 30 Aug. 2010: n. pag. Gale Global Issues in Context. Web. 26 Oct. 2010.
<http://www.washingtonpost.com/wp-dyn/content/article/2010/08/29/AR2010082902816.html>. This article explains the recent efforts of the Obama administration in Sudan.
Sheridan also adds that time in Sudan is running out and that the peace most likely will be broken if there is not any action now. I evaluated this source by researching the author, Mary
Beth Sheridan, on Wikipedia and she seemed to be a very reliable author to trust that the information was correct. Also, she is a writer for the Washington Post, which means that she
is a professional in Obama administration knowledge and information. This information helped me in regards to the things that the United States is trying to do to keep peace in Sudan.
What surprised me was that the United States seems to have been the only peace negotiating country in Sudan for almost the past decade.
“UN Envoys Worried about Sudan Violence.” American Free Press 5 Oct. 2010: n. pag. Google News. Web. 26 Oct. 2010. <http://www.google.com/hostednews/afp/article/ALeqM5i-
eHoS_qPQ0eGfq0XYfDgMdaAerA?docId=CNG.29fa01d16fcde30cb5d406b0b6b63005.3f1>. This article described the efforts to keep peace that the Obama administration have made.
It also describes the goals that the administration has in Sudan regardless of the outcome of the upcoming election. I had to use the CRAAP test on this article, but it was tricky. It was
tricky because the article did not reveal an author so I had to use other skills to be sure that it was a dependable source. This article helped me understand the current issues that are
going on in Sudan and the efforts to solve these issues. Also, this article gave me a new perception on the United States because I was impressed that we have stayed involved in Sudan
for this long.