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YATW Blog #1: Sex Trafficking in India

Posted by Kayla Cassumba in English 1 - Dunn - A on Monday, December 16, 2013 at 10:20 pm

   

The Not For Sale organization helps victims of Human Trafficking.


Hello my name is Kayla Cassumba and I am a freshman at Science Leadership Academy in Ms. Dunn’s 9th grade English  class. We were given a year long project called You and the World (YATW). For this project we had the option of choosing an issue in the world that we are interested in knowing more about. The following is the issue I have chosen: sex trafficking. Now you might ask why does a fourteen year old girl want to know about sex trafficking , such a harsh issue that I have probably never experienced? And my answer is that there are other fourteen year old girls going through tribulations and anguish that I can not even imagine. So the least I can do is educate myself and others to try understand the best I can.



According to United Nations Office of Drugs and Crime Human trafficking (which includes sex trafficking) is defined as :


“ the recruitment, transportation, transfer, harbouring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labour or services, slavery or practices similar to slavery, servitude or the removal of organs.”


This is an international issue that affects men, women, and children. After reading an article in the NY Times , I decided to  choose India as the country I want to focus on because of its highly concentrated sex trade which contributes sex trafficking to be the “third largest global crime.”  In March of 2013, India’s Parliament passed a law making sex trafficking a criminal offense. “But the gap between enactment and enforcement remains unacceptably wide.”


There are many  techniques on the enslavement of women and children. This can range anywhere from gender discrimination to poverty. They promise these women well paid jobs  in order to support their poor families. Soon these innocent girls end up in this lucrative  trade that  will never escape their minds.  The sex traffickers abuse their victims physically, psychologically, and emotionally.The amount of women and children being trafficked just in India is enough for a recent article to name India a “poisonous hub”. and that is exactly what it is. These vulnerable girls, from ages as young as 11 years old, are being “poisoned” by the immoral minds of these traffickers that do not care two cents about these vulnerable girls.Vulnerable is the key word here. The fact that they prey on the poorest ones that unintentionally put themselves in a position to be sexually exploited. To be forced into marriages that they might not even know about. To help their families , so they sacrifice themselves to seek a “well paid” job.



“South Asia is currently home to >2.5 million HIV-infected persons, 95% of whom are from India.”How does that make you feel after reading that epidemic? Did you know that HIV-infected women and children have a higher chance of being co-infected with Syphilis, Hepatitis B and other STIs. The health risk of sex trafficking does not just affect India but the entire South Asia. HIV can be spread fast and easy if not protected or educated. Here are other tests conducted in Nepal that affect South Asia.



After reading this post I hope you feel compelled to help victims of sex trafficking in any way possible. Whether you do directly or indirectly it is guaranteed to save a persons life. Many global organizations offer the opportunity to do so. On the CNN website under “The CNN Freedom Project - Ending Modern-Day Slavery” have a list of organizations with ways to help. Here are some featured :


  • Not For Sale -

Not For Sale, based in California, accepts donations and has many suggestions as to how you can help, including ideas for students, artists, etc.

  • Save the Children-

With Save the Children, you can join the fight against human trafficking by donating financially or by sponsoring a child.

  • UNICEF-

UNICEF accepts donations and provides training manuals on the subject of human  trafficking.

  • End Human Trafficking Now-

End Human Trafficking Now, based in Switzerland, is the first worldwide initiative to engage the private sector in anti-trafficking efforts – enforcing its vision of zero tolerance to human trafficking. The association accepts financial donations.


Feel free to do any additional research and keep up with me for Blog Post #2.



Annotated Bibliography


Tags: Dunn, English, You and the World
5 Comments

YATW#1: Buy American!

Posted by Cameron Samodai in English 1 - Dunn - A on Monday, December 16, 2013 at 9:59 pm

After learning about the labor conditions in China, the country we import the most from ($425 billion worth of imports in 2012) through some disturbing news stories, I realized that it would be a very good idea to try to purchase American made products whenever possible. This not only drives money away from cruel labor practices and towards the American manufacturing industry, but helps reduce our trade deficit. The trade deficit is the amount we export minus the amount we import from a country. If this number is negative, it’s called a trade deficit. If it’s positive, it’s called a trade surplus.


Foxconn builds circuit boards for Apple and other tech companies. Their factory in Shenzhen was the site of several worker suicides in 2010.

So, are these labor conditions that bad? Well as you saw in the hyperlinked text, it is so bad that people kill themselves over working conditions. There is an entire website dedicated to reporting poor working conditions in Chinese factories. According to this report, “deplorable working conditions characterize Apple’s supply chain,” indicating that things like child labor, inhumane hours, and insufficient pay for living are par for the course in the Chinese manufacturing industry.


On a more positive note, buying American goods will reduce our trade deficit because less money will leave the country to pay for imported goods, while our exports will not be affected by an American initiative to buy domestic. In addition, buying American made products will provide incentive for companies to move manufacturing to the United States. For example, a scenario:


    TOY FACTORY, 2017:


ADVISOR: Hey boss! Our sales just dropped a gazillion percent!

BOSS: Why did this happen!

ADVISOR: Our focus groups say they’ll only buy American made, and our toys are made in China!

BOSS: You heard the customers! Move production to the United States!


    In conclusion, you should buy products made in the United States, because by buying foreign made products your money goes toward unscrupulous business practices and increases our trade deficits. Buying American made products also encourages manufacturers to move to the United States because you are willing to spend more for a domestically made good. The extra cost is merely $4 for a cell phone! Is ruining your local economy worth it for $4? In addition, I have a few more questions to leave you with:


Why don’t you buy things made in the United States?

Do you check where the things you buy are made?

Did you know about poor labor conditions in China before reading this article?

Do you know anyone who makes an effort to buy domestically produced goods?


E-mail me at csamodai@scienceleadership.com with your answers, if you feel strongly enough to do so.


Here you can find an up to date ticker on the United States trade deficit.


Here you can find the bibliography for this post.
Tags: English, Dunn, You and the World
5 Comments

YATW Blog Post #1: The Stigma of Mental Illness

Posted by Isabel Medlock in English 1 - Dunn - A on Monday, December 16, 2013 at 9:36 pm

Hi! My name is Isabel Medlock and I am a freshmen at Science Leadership Academy. This year in English class we had to choose an issue, research it and then try to do something to raise awareness of the issue or help solve it. The issue I chose is the stigma of mental illness. The reason I chose this topic is because mental illness has interested me before and after reading a little bit more about it I decided it was a good issue to choose. Another reason I chose this issue is that some members of my family are affected by a mental illness.

People perceive mental illness with a negative perspective and that leads to prejudice, discrimination, and stigma. The Mental Health Commission defines stigma as a mark of disgrace that sets a person apart. Many people think that mental illness only affects a few people when in fact in a given year one quarter of adults are diagnosable for at least one mental disorder. Another common belief about mental illness is that all people with a mental illness are violent and should be kept in a hospital.  In a 2006 Australian study it was found that 1 in 4 people thought that depression was a sign of weakness and would not employ someone with depression. 1 in 3 people said they would not vote for someone with depression and 1 in 4 people thought that people with schizophrenia are dangerous.

This is a chart that shows the percentage of adults with a serious mental illness by state:

People who have a mental disorder are discriminated.  In England, if you have a mental health condition you are not allowed to serve on a jury. You can also be removed as a director of a company if you have a mental disorder. In a video I saw one woman said that she wanted to join a local weight loss group. When she told the counselor who ran it that she had a mental illness she was told that she shouldn’t join because she would be disruptive and the other members of the group wouldn’t want someone with mental illness in their group. There are just a few examples of ways that people with mental illnesses are treated unjustly.

In 2008 only 13.4% of adults received treatment for mental health problems. That’s a little over half of the adults diagnosable with a mental disorder. The reason people aren’t seeking treatment for their mental disorders is the stigma surrounding mental illness. The stigma makes people too ashamed or embarrassed to get the help they need. 90% of the people who commit suicide have depression or another mental disorder. Most of these deaths could have probably been prevented if these people weren’t afraid to get the treatment they needed. It’s important that we change the view on mental illness so that people are no longer afraid of getting help and don’t choose to end their lives. People with mental disorders have to live with the stigma and the discrimination every day and it isn’t fair.

These two newspaper headings are examples of how the media portrays those with mental illness.


After researching this topic I have new questions. How did people view mental illness in the past and how has their view changed since then? Are there illnesses that are viewed more negatively than others? Why did people start viewing in a negative way?  How are children and teenagers affected by the stigma of mental illness? As I keep researching this topic I hope to find the answers to all these questions. I also hope to find more stories about the experiences people have had living with mental illness.


Watch for my next post!

Here is a link to a video of a man with schizophrenia and his mother discussing the stigma.

Mental Health Discrimination Bill video

Annotated Bibliography
Tags: Dunn, You and the World, English
2 Comments

YATW #1 Exposing the Bias-Women in Engineering

Posted by Indee Phillpotts in English 1 - Dunn - A on Monday, December 16, 2013 at 8:32 pm

Hello!  My name is Indee Phillpotts and I am a freshmen at Science Leadership Academy.  For a project in my English class we had to choose a topic that interest us and that we care about.  I chose women bias in the Science and Engineering workfield.  I am a young women, and although unsure of what I want to be when I grow up I deserve to have as many options as possible.  


For years and years women have been considered worthless and less important than men.  It was an unwritten rule that the men had the jobs and the women took care of the cooking and cleaning.  That is not the case now.  In these days women have more rights than they’ve had in the past centuries; but there’s still a long way to go.  For instance, men are paid more than women.  On average a women working full time makes $.70 for every dollar a man makes.  But pertaining more to my topic only 11% of engineers in the world are women.  Leaving the other 89% to be men.   


It’s unfortunate that such a small amount of women are in that workfield when women are as capable as men at these jobs.  Like Ada Lovelace for instance.  The majority of people have no idea who she is and what she has done.  That is insane because Ada Lovelace was the worlds first computer programmer.  Without her we wouldn’t be where we are with computers.  If a man was the first computer programmer he would probably be considered the “father of computers.” Which coincidentally when googled is Charles Babbage, Ada's lifelong friend. Charles Babbage actually enlisted Ada to translate a french memoir by mathematician Louis Menebrea, to which Ada added incredibly important notes that would be used by Charles. I'm curious to know if Ada was living in more recent times if her talents and accomplishments would have more recognition then they did back then.

 

Ada Lovelace (1815-1852) First Computer Programmer.


During World War II when all of the men went to fight in the war, women got to show that they are capable of working too.  Since women were never really introduced to the jobs that they could temporarily have, the government  created a fictional character named “Rosie the Riveter” to inspire women to get jobs.  Women were inspired all right!  Before the war only 1% of people in the aircraft industry were women.  That number jumped to 65% during the war.  Women who had never worked with large machines or engines were doing equally as good a job as the men.  Sadly when the war ended women were replaced with men in their jobs and everything went back to the way it was.   This probably contributed to why the women rights movement came into action.  Once women got a taste of those jobs they wanted more.


Rosie the Riveter, A fictional character created during WWII to motivate women to

get into the workfield.


There’s proof that women are as able as men to do “man's” work.  But then why in present day do less women study for these professions and aspire to be engineers?  It is said that by the age of 4 children are conditioned to think that boys have trucks and build things and girls have dolls and play dress up.  Before children are even taught to multiply and divide they already have it put in their minds that girls can’t do certain jobs.  Because of that conditioning it’s a given that boys will dominate in those fields. This puts girls who want to work in those areas in hard positions.  It’s hard to feel comfortable in an environment when you’re the only one of your gender.  Girls in single sex schools even have a higher participation in physics than in co-ed schools.  Probably due to the lack of competition.  The bias in these work fields is impossible to ignore; especially from a woman's standpoint.  If women and girls are informed about this topic, then maybe we can move toward a more accepting and less biased future.



Bibliography











Tags: English, Dunn, You and the World
3 Comments

YATW Blog #1: Concussions in Young Athletes

Posted by Cacy Thomas in English 1 - Dunn - A on Monday, December 16, 2013 at 8:26 pm

Hello, my name is Cacy Thomas and I am a 9th grader enrolled in Science Leadership Academy. In my English class we were told to write 3 blogs about an issue that we are passionate about and would like to spread to the world. This is my first blog post and my issue is concussion awareness and research in young athletes. I have cared about this subject since October 2nd, 2011 when I received my third concussion following my first and second concussions on June 6th, 2011 and July 17th, 2011. All within a five month period my life was completely turned upside down.


Before I received my head injuries I had many instances where I had no idea what was going on or even what a concussion was. So just to clear the air and make sure you know what I am talking about, a concussion as described by Centers for Disease Control is,

"A type of traumatic brain injury, or TBI, caused by a bump,

blow or jolt to the head that can change the way your brain normally works.”

Click here to see a short video explaining more in depth of the definition of a concussion.


The anatomy of a concussion from The Seattle Times.

My story started in 6th grade. I was outside at recess when I turned around and a football hit my left eye. I didn’t think anything of it until my head kept hurting a few days after the incident. My mom took me to my pediatrician and they were more concerned about the 10% chance that my eye socket was fractured rather than my consistent headache. They sent me to CHOP (Children’s Hospital of Philadelphia) and the doctors were wondering why I was even there. Only one person told me that I had a “mild” concussion and that it was no big deal. So I shrugged it off, kept playing sports, and doing all of my normal activities. Then on July 17th, 2011, just one month later, I was at a soccer camp and took a bad header (when someone hits the ball with their forehead so it goes in the opposite direction) where I could not remember what I ate for lunch or dinner. Again I was told I received a “mild” concussion and returned to play the next day. Three months after the second incident I was knocked over and kicked in the head in a soccer game and was immediately dizzy and disoriented. We finally went to a concussion specialist and realized that this was serious. Finally after 2 years of physical and emotional rehabilitation, taking 8 different medications and vitamins, being home schooled for about a month, and only using technology for about 15 minutes a day I have been cleared by 2 out of 4 of my doctors. These injuries have affected my vision, emotional state, school work, and my athletic ability. I can never play contact sports again and will never be able to fulfill my dream of becoming a professional soccer player.


One example of a header from Sheknows.com where a young girl is preparing to head the ball.


Hundreds of thousands of young athletes are experiencing what I went through; I can’t stand to see that happen to anyone. My concussion symptoms will stay with me forever because of the lack of research of concussions and other head injuries. The fact that my pediatrician was more worried about my eye socket than potential brain damage is very frightening! We can prevent or lessen the dangers of concussions through research and awareness. Things such as baseline and neuropsychological testing are some examples to help know where your cognitive skills were before and after the injury. Neuropsychological testing is explained by The Sports Concussion Institute as,


“...designed to measure cognitive skills and abilities such as intelligence, problem solving, memory, concentration, impulse control, and reaction time, to name a few. At the Sports Concussion Institute, both computerized and standard paper-and-pencil tests are utilized to gather evidence-based, comprehensive data on cognitive functioning before (i.e., Baseline Test) and after (i.e., Post-Injury Test) a concussive injury occurs.”


Here are just some statistics from clearedtoplay.org I think you will find to be very eye-opening. I believe that these numbers can be brought down with proper care, recovery time, and awareness.

50% of "second impact syndrome" incidents - brain injury caused from a premature return to activity after suffering initial injury (concussion) - result in death.

Female high school soccer athletes suffer almost 40% more concussions than males (29,000 annually)

Female high school basketball players suffer 240% more concussions than males (13,000).

400,000 brain injuries (concussions) occurred in high school athletics during the 2008-09 school year.

15.8% of football players who sustain a concussion severe enough to cause loss of consciousness return to play the same day.


Children in our society are not only feeling the physical symptoms of head injuries, but also psychological. Many have been diagnosed with depression, like myself, because they can’t play the sport that they love. I am wondering how I can reach out to those kids in need. And will they be willing to be open and share their stories with me? I hope to learn more about how each individual person is affected differently because no two concussions are exactly the same. I also want to further my research in the psychological symptoms of a concussion to help make a difference in the lives of those who have suffered from concussions.


Thank you for taking the time to read my post and feel free to check out my bibliography to see all of my various sources. Also look out for my second blog post!


Click here to read about the very real concussion stories of Ben Zipp, David Bosse, Zack Lystedt, Brandon Schultz, and Matt Peterson.
Tags: Youth Athlete Concussions, Dunn, You and the World, English
5 Comments

The Secret Ingredient of Chocolate: Child Slave Labor

Posted by Arianna Haven in English 1 - Dunn - A on Monday, December 16, 2013 at 8:20 pm

YATWBlogPost1 (1)
Tags: English, Dunn, You and the World
3 Comments

YATW First Blog Post - Financial Education

Posted by Felix Schafroth Doty in English 1 - Dunn - A on Monday, December 16, 2013 at 7:59 am

Hello, my name is Felix Schafroth Doty, and this is the first of three blog posts for my English You And The World (YATW) project. For this project, we are to choose an issue in the world, anywhere, and combat it with some form of volunteering. I have chosen Financial Literacy and Education, and the fact that not nearly enough people have the knowledge to live a financially savvy life.


This problem came to my attention when I read a book on teenage finance and education. This book is called The Motley Fool Investment Guide For Teens, written by David and Tom Gardner, owners of a stock investing site. However, this book isn’t just on investing in the stock market. The Motley Fools, as they call themselves, teach you throughout the book about how to be smart and safe with money, and ultimately use it to your advantage. Their website is here.


But anyway, back to the problem at hand: Financial Literacy. This is a definite problem in America, as shown by a recent survey:



The 2012 Consumer Financial Literacy Survey, released in April, Financial Literacy Month, found that despite the recession, Americans still lack basic money skills. More than half of the 1,007 adults polled for the survey admit to not even having a household budget.


Also revealed in the findings:

  • 33 percent, or more than 77 million Americans, do not pay all of their bills on time.

  • 39 percent of Americans carry credit card debt from month to month.

  • Only 59 percent of adults say they have savings -- a 5 percent decrease from last year.

  • More than one in four adults say they are now spending more than last year.

  • 42 percent of respondents give themselves ratings of C, D or F on their personal finance knowledge



personalfinanceeducation
personalfinanceeducation
Just looking at this image should show you how bad Financial Education is in America!


This means that some of the most fundamental financial tools are not being taught to people, which brings me to the issue I want to address with my project. Financial education is not something that is routinely taught to children, either by parents or schools. When I googled, “Financial Education” and “Lack of Financial Education,” (google search, google search, and other google search. As you can see, just by skimming these searches, there’s an issue.) I saw a lot of programs funded by banks or government branches, but all of these programs are only for people who can access them. People who aren’t members of these banks, or don’t take advantage of their own banks’ education programs, aren’t getting their education from their bank or financial institution. As a side note. some of these bank programs are taking advantage of this advertising opportunity, and teach kids what they want them to know (our bank has the best rates, other banks will cheat you out of money, etc.) Additionally, some neighborhoods don’t have access to a good financial institution, or even a financial institution period.


In addition to the mentioned problems, some parents don’t want to teach their kids about financial education, either because they themselves don’t know about it, or are embarrassed that their kids will find some fault in them. Talking about money and finances is a big taboo in American culture, and frankly shouldn't be. Financial independence and the benefits that come from it can only be achieved if financial education is actively taught in America, both by parents and schools. This is something that has been supported by many sources, including the aforementioned Motley Fools.


This means that action needs to be taken. To me, Health classes (and similar programs) should include a section on financial literacy. In ‘the real world’, something these programs are supposed to prepare you for, money is one of the biggest assets you can have, but only if you know how to use it right. If you don’t handle things like debt, loans, and credit cards correctly, you can be in a lot of trouble. The same goes for sexual education. It’s a big taboo in American culture, but it is also one of the things we need the most. That’s why I think that there needs to be more abundantly accessible financial education programs out there in ‘the real world.’


As a solution to this serious issue, I'm hoping to have talks at my old school and in some advisories here at SLA. That way I can teach more kids about how to be safe and smart.




This is my Annotated Bibliography. You can find plenty more sources there, and some statistics, too.

FEChart
FEChart
A chart showing what to teach children at different stages in their lives.
Tags: English, Dunn, Financial Education, YATW, You and the World
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