College or Univeristy Graduation Speech -- Graduation Speech, Commence

I’ve spent weeks trying to think of what it is I’d like to share with you on this special morning†¦ what words of wisdom I could possibly impart, what bits of knowledge I have obtained during these past five years that I could share. And after careful deliberation and consideration, I came to the conclusion that I have absolutely nothing to say. I’ve asked several people, "So, like, if you were listening to a speech, and, like, you wanted to enjoy it†¦ what would you want to hear?" And these several people all had the same reply, "Don’t be boring." So, that was a really big help. I refuse to start out with some sort of typical, "My fellow graduates†¦" introduction, and I’ll be gosh-darned if I start with a quote, like, "As Shakespeare once said†¦".. Basically, I realized that I’m walking away with a degree in Physics, and I cannot compose a simple graduation speech. Someone needs to explain to me how I can complete five years of college and leave here incapable of delivering a simple speech. I’m a little bitter. The problem is that I’m not sure whether the lessons I’ve learned are the types of things you talk about in a speech like this. Most of the graduation speeches I’ve heard seem to be along the lines of, "You are the future! You are the promise of tomorrow! Dream and you will succeed!" And that’s really great; those are nice things to hear. But I can honestly say that I have never reached a difficult moment in my life and then thought, "I didn’t know what to do, but then I remembered something my graduation speaker once said, and everything fell into place!" So, I’m not here to give advice, and I’m not here to impart words of wisdom, and I’m not here to inspire you to succeed. I would just like to wish you all the good and... ...ied to. Waking up five minutes before the alarm is supposed to go off. Missing your flight. Spilling your drink. Breaking a dish. Arguments over stupid things. Sunburns. Saying goodbye†¦ You may never be a CEO. You may never win an Oscar. You may never sing at the Met. You may never get married and have a family. But this is your story. That’s it. One shot. Feel it all. I don’t have the faintest idea what’s going to happen, and I think it’s great. I’ve spent five years trying to figure out what I should be doing the moment this ceremony is over, and I still don’t have an answer. And that’s okay. In fact, it’s perfect. If we knew life’s outcome, what would be the point of going through it? It’s a story, and it’s yours, and whatever happens just make sure you feel your life. One shot. My fellow graduates, as Shakespeare once said, "The readiness is all."

Ethical Issues Relating to Halliburton and Iraqi Contracts Essay

This paper examines ethical issues faced by public sector employees and employees of private sector firms that conduct business with and for government agencies. The paper discusses Halliburton, a U. S. defense contractor, in light of the primary issue, several secondary ethical issues, and the impact on stakeholders involved. The goal is to make recommendations for how prospective employees and managers can handle similar situations. Overview of Contracting Activities at Halliburton Since 2001 energy services company Halliburton and it’s subsidiary KBR have performed unspecified services to the U. S. military in Iraq, Kuwait, and serveral other countries under a no-bid, long-term global logistics contract, LOGCAP. During the course of awarding and executing these contracts at least two persons have made the decision to become whistle blowers, a government contracting employee and a Halliburton/KBR procurement employee. The government employee disclosed that Halliburton/KRB was involved in closed-door meetings with the Army Corps of Engeneers that resulted in the no-bid, multi-year, billion dollar contract being awared exclusivley to Halliburton/KBR. (Morning Edition October 29,2004) The procurement employee disclosed that activitities inside Halliburton/KBR resulted in overcharging the government and taxpayers for goods and services and eliminating competition among potential vendors. Specific allegations include soliciting higher priced products and services because the government pays a fee bassed on the total of goods/services procured and manipulating purchases orders to maintain a maximum of $2,500 to avoid the bidding process between prospective vendors. Stakeholders The stakeholders in this situation are the client, the U. S. government; taxpayers who are the investors or funders of the government; the vendors, who through the bidding process maintain a competitive and profitable business environment; and employees who make sure that their employers receive the best value for the services and products they procure. Ethical dilemmas Should employees bring wrongdoing to light and if so, how? Will the decision violate the privacy of vendors or other employees? Is it legal to disclose certain activities related to defense contracts? Secondary ethical issues relate directly to the stakeholders. Is the U. S. government unfairly awarding contracts? Is that awarding process facilitating a culture of overcharging, which is absorbed by U. S. taxpayers. Are vendors intentionally overcharging Halliburton/KBR? Are Halliburton/KBR’s procurement practices eliminating competition in the marketplace?

Write a critical appreciation of Senecas Apocolocyntosis

Seneca ‘s Apocolocyntosis provides us with one of the richest and most unusual texts to hold emerged from Rome. The Apocolocyntosis covers the narrative of Claudius, emperor of Rome and, while it is likely that the sarcasm was composed for Saturnalia in AD54, and does non incorporate a great figure of historical truths, it does possess important artistic virtue insofar as it is rich with dual entendre and critical argument. The typical qualities to Seneca ‘s Apocolocyntosis have led critics to oppugn the cogency of the text as a work by Seneca himself. Indeed, Seneca is most often known as a author of stoic philosophical treatises in a proto-Christian manner ; the Apocolocyntosis is chiefly representative of an entirely different manner. However, although these subjective responses to Seneca ‘s writing have been legion, it ‘s innately subjective nature does non travel so far as to assume that the work was written by person else. In add-on, many of the subjects in the Apocolocyntosis can be traced back through Seneca ‘s old work. Second, the rubric of the text itself is slightly deep, and is a word to depict the transmutation of a adult male into a Cucurbita pepo. Of class, in a actual sense this does non go on, although some critics have attempted to place the literary and the metaphorical togss that may hold warrant this deeply unusual rubric. This debatable rubric has led some critics to reason that the Apocolocyntosis is unfinished, or that the portion of the text where the metabolism occurs is losing. The apocolocyntosis provides a alone chance for us to look at the precise compositional nature of the Menippean sarcasm, a genre of which few texts survive. Menippean sarcasm was developed as a peculiar manner and signifier of sarcasm formulated some 300 old ages therefore by Menippus of Gadara. Its main features include are in its signifier and composing, which include a mixture of prose and poetry. The intervention of its topics is characterised by a â€Å" serio-comic † attack, where the serious implicit in subjects of the drama are obfuscated with comedic overtones. This is important both in portraying the function and the significance of the drama, every bit good as in discoursing its literary virtues. The satiric qualities of the drama focal point chiefly around the Roman province, but other subjects besides emerge and are lambasted by Seneca: historiographers are attacked from the really beginning, possibly imparting creed to the fictional manner employed by Seneca hims elf. Historians are mocked for their nonpartisanship ( 1.1 ) and besides by avoiding citations ( 9.2 ) . The usage of citations is a peculiar point in which Seneca ‘s scathing satirization flows. His usage of Homeric citations in 5.4 besides draw attending to the abuse of citations: â€Å" Claudius was really pleased that there were philologues at that place: he hoped there would be some topographic point for his ain histories. So he excessively said in Homeric poetry: ‘From Ilium the air current transporting me drove me ashore at the Kikonians ‘ † ( 5.4 ) . He continues by adding â€Å" ( But the undermentioned poetry was more true, every bit Homeric: ‘and there I sacked the metropolis and killed the people ‘ ) † The attending Seneca draws to the usage of citations to pull strings and warrant a peculiar position. The ability of Seneca to overreach Claudius is, nevertheless stating, and suggests that Claudius himself came to the throne, in many peoples eyes illicitly, on the shoulders of the Praetorian Guard. Hercules ‘ original inquiry, â€Å" Of what race of work forces are you? Where is your metropolis and your parents? † is answered in a barbed and dry manner to depict Claudius ‘s rise to power. As Fraudenberg suggests, â€Å" the inquiry posed by Hercules has, in the class of the replies offered, go a inquiry about how Claudius came to be emperor ; by ( legal ) heritage, alludes Claudius ; by ( illegal ) force, alludes the storyteller † ( 98 ) . Of class, the dismissive tone in which Seneca attacks his legitimacy via the execution of these narrative â€Å" asides † provides a rich satiric presentation of the humor Seneca was capable of. In add-on, Seneca draws attending to the difference between these two mentions to Homer – the first, a inquiry used to show exactly, is obfuscated â€Å" intelligently † by Claudius, who ab initio appears to win out on the embezzleme nt of citation until the storyteller intervenes with a citation as brash and as purportedly unprocessed as Hercules. This question of the legitimacy of Claudius is both elusive and barbarous, as it invokes attending to Claudius ‘s controversial rise to power, every bit good as the ferociousness he employed during his clip as emperor. By add-on, Hercules, who here assumes the function of the common adult male, is non ridiculed but, furthermore, is celebrated for his genuineness and his stoical attack to the usage of citation. His unfavorable judgment extends to the usage of citation by historiographers, every bit good as offering a elusive deployment of biting linguistic communication against the supposed nonpartisanship of the storyteller, who purports to be a historian despite offering a fictionalised history of Claudius ‘s reign. The complexness of the sarcasm, as to whether Seneca is mocking himself, his characters, or the state of affairss in which he finds them, are skillfully and equivocally negotiated by Seneca, whose rhetorical endowments for obfuscating, lead oning and playing with the purposes of his audience are here demonstrated with all of its biting possible. Equally good as characters themselves, and their usage of citation to add cogency to their ( illegal ) invasions of power, the formalities of argument in the Senate are besides brutally mocked and rendered absurd by Seneca ( 9.5, 11.5 ) . As such, this would impart quality to the reading that Seneca is out to mock the full political system in operation in Rome, instead than the propensities and eccentricities of one peculiar adult male. Of class, these subjects in the context of satirical plants, which lightly mock about every convention and single, can non be separated. The topic of Seneca ‘s sarcasm is Claudius himself, whose inabilit y to go a divinity is brutally and carefully dissembled and made to look farcical. The rubric of Seneca ‘s drama has provoked a ample sum of interesting argument sing its beginnings and its significance. Scholars have debated the significance of Apocolocyntosis in the rubric, and how that relates to the content of the sarcasm. The Apocolocyntosis is a drama on the ideal, with the add-on of Cucurbita pepo or gourd – literally, the word has been taken to intend â€Å" transmutation into a Cucurbita pepo or calabash † . Many have suggested that the calabash referred to in the rubric is a mention to the die box that Claudius is given. While this position has its protagonists, the metaphor seems a small stretched: Sullivan remarks that â€Å" the die box account is far fetched even for a first-century gag, and it does non run into the point about the ‘gourdification ‘ † ( 210 ) . Besides, the statement that the Apocolocyntosis is uncomplete as a text is besides a debatable one ; merely, the sarcasm, although it ends slightly sudden ly and hurriedly, ties up the secret plan and seems to non look to arouse extra scenes. One interesting statement is that the Apocolocyntosis contains a deep copiousness of â€Å" Cucurbita pepos † in the authorship: Creitz ( 1966 ) suggests that the opening sentence of the sarcasm, â€Å" Quid actum sit in caelo ante diem III, idus Octobris anno novo, initio saeculi felicissimi, volo memoriae tradere † may incorporate the concealed Cucurbita pepos in the text: â€Å" Is there any significance in the first missive, Q? Could it non be considered a kinky Cucurbita pepo or melon? † ( 202 ) . In add-on, Octobris draws attending to the missive â€Å" O † , which is a Cucurbita pepo shaped missive. In add-on October is the month for reaping Cucurbita pepos. Symbolic importance of the Cucurbita pepo may besides hold metaphorical significance in the last scene, in which the myriad of cut-off caputs may be taken as representative of Cucurbita pepos. The derogatory position of Cucurbita pepos besides draws attending to the elusive satirical devices employed by Seneca to pull attending to Claudius ‘s regulation. Creitz continues by proposing that â€Å" The sarcasm pictures a individual unwanted and deformed on Earth, undesired in Eden and even undesired in the lower universe, who, figuratively, like Cucurbita pepo seeds, purged many † ( 202 ) . While this provocative reading of the text draws attending to Seneca ‘s gaiety, it is noted that this reading does non trust to supply a historical history of Seneca ‘s existent purposes, moreover it is merely based on â€Å" what his words say to us today † ( 202 ) . Creitz argues that statements that look to show the writer ‘s purposes are likely to be subjective because small exists about Seneca ‘s purposes for the text. Other readings of the rubric of the piece expression alternatively at the nuances behind the existent significance of Apocolocyntosis ; s ome argue that it is a severely represented wordplay, intending non so much Transformation into a Cucurbita pepo and more Transformation of a pumpkin-head, a reading that would make greater analogues with the behavior of Claudius throughout the text. This is moreover given cogency by the common relationship at the clip between the word calabash and empty-headedness or folly. This, Sullivan argues, is â€Å" correspondent to the nineteenth-century association in England and the United States of the Cucurbita pepo with stupidity and ego † ( 210 ) . As such, the reading of Cucurbita pepo as stupidity prevents a actual readings of the text and focal points alternatively upon the metaphorical significance of Cucurbita pepo as stupid. The critical response to Seneca ‘s Apocolocyntosis has provoked many vindicators of Seneca ‘s work into denying that it was written by Seneca ; so, Seneca ‘s work here is radically different from other plants that he has produced, which tend towards humourless and stoical philosophical contemplation ( e.g. Letterss to Lucilus ) . In add-on, the damning of Claudius in this sarcasm does non work good with his old work, notably the Consolatio ad Polybium, which flatters Claudius. Of class, guesss over writing and genuineness of course depend to a great extent upon the given that Seneca himself had consistent sentiments about affairs. In add-on, a reading such as this denies the political function Seneca had ; so, from what is known about Seneca ‘s life, about his expatriate by Caligula and his subsequent poesy keening his expatriate, that these pieces were probably to hold been politically motivated. Sullivan remarks that Seneca ‘s â€Å" philosophical pen was barely of all time unguided by practical or political motivations † ( 212 ) . The premise environing the incompatibilities of Seneca ‘s work assumes that Seneca operated with genuineness himself ; of class, the likeliness is that Seneca himself was composing this drama in order to curry favor or to accomplish his political purposes. Incompatibility in Seneca ‘s work hence, does nil to turn out the cogency of the Apocolocyntosis as a work by Seneca. Critics have besides argued that the stylistic qualities of the Apocolocyntosis, as a visible radiation and satirical piece, appear out of topographic point in Seneca ‘s overall canon, and that the auctorial presence of Seneca is hard to identity as a consequence of this. Of class, the dismissal of the Apocolocyntosis on these evidences mask the serious implicit in political subjects of the work. The discrediting of Claudius, presumptively, satisfied some political purpose at the clip, as power shifted from Claudius to Nero. In add-on, the structural features of the Apocolocyntosis, which strictly employ Seneca ‘s typical and ample accomplishments in rhetoric and poetry, echo that of a Menippean sarcasm, which had been used extensively across Roman literature at the clip. As such, impressions of writing on evidences of incompatibility of manner can be dismissed. It is likely that the Apocolocyntosis was written hurriedly for a choice audience of a few people ; while critics have debated the relationship Seneca had to Claudius, and the incompatibilities of his attack, it is likely that this represents a more realistic portraiture of Seneca ‘s positions on Claudius – while other work flattering of Claudius was written as an effort to revoke his expatriate from Rome, the Apocolocyntosis and its scathing portraiture of Claudius is likely to stand for Seneca ‘s personal hate of Claudius. Despite the haste of its construct, the work employs and efficaciously utilises a figure of devices used by poets at the clip ; many transitions demonstrate Seneca ‘s capacity to satirise the bad poesy used by other Menippean authors ; in add-on, the subdivision praising Nero represents a aside in which Seneca shapes the narrative to include. This Aureate Age suggestion points to a more precise dating of the piece, as it was by and large accepted that the startup of a new emperor brings about a explosion of adulation. Therefore, Seneca ‘s drama can be dated to around AD54, during the clip of Nero ‘s startup. Its purpose, which is evidently an of import factor to see when discoursing Seneca ‘s work, is likely to be to discredit Claudius specifically, although some argument on philosophical evidences have suggested that Seneca was satirising the deification of all emperors instead than merely Claudius himself. The complexness of Seneca ‘s sarcasm has led to a figure of treatments about the purpose and the intent of the drama itself ; it is likely that the new epoch ushered in by Nero provided the footing for Seneca ‘s sarcasm. But there are besides sarcasms of more general, philosophical and political subjects that add grist to the factory. Seneca besides satirizes bad poets, poetic conventions and poetic linguistic communication, and utilises more conversational phrases, and even utilize these conversational phrases for the Gods themselves. The sarcasm therefore satirizes the physical stature of Claudius, but besides goes farther in its satirization of Roman civilization in general. The gaiety of the work makes it distinguishable from Seneca ‘s other work, which focuses alternatively on trying to delight Seneca ‘s many powerful disparagers and enemies. Overall, Seneca ‘s Apocolocyntosis provides us with a alone penetration into the mechanics of the Menippean sarcasm, as it provides us with the lone complete edition of such a drama. In add-on, while the drama is clearly shaped as a fictional history which attempts to jab merriment of Roman society and peculiarly of Claudius himself, it besides provides penetrations into the historical conditions that provoked the building of the drama itself. In add-on, the Apcolocyntosis besides provides us with a presentation of Seneca ‘s typical endowments for pun and elusive sarcasm, which provides us with a rich penetration into the more playful properties of this contradictory figure. While the elation of Seneca ‘s tone is unusual in the context of Seneca ‘s other plants, it besides masks more serious thematic content, notably on the abuse of rhetoric in order to acquire political addition, which is smartly satirized by the usage of Homeric citations and of historical c laims of legitimacy. The voluminous scholarship composed refering this drama has besides focussed on critical facets of the drama, notably in the map of the rubric, the mentions to Cucurbita pepos and calabashs, and of the precise map of Seneca ‘s analysis of Claudius, which radically alters by comparing to his earlier work. Overall, the penetrations offered, the considerable literary virtues of the work, and the critical treatments of this work have sparked a great trade of contention environing this unusual drama ; while argument continues over the genuineness, the quality and the authorization of this work, it besides provides us with alone penetrations into both the building of sarcasms in this manner, of the conversational manner used at the clip of its Hagiographas, and of the historical conditions that surrounded its creative activity.

Essay on English Primary Language

Essay on English Primary Language Essay on English Primary Language Uniting as One Judging from personal experience I would have to agree that English being the Native Language of the United States, should be something to strive for. Especially those who want to make a home and progress in this country. Not only is our constitution based upon the English Language, it also emphasized the fact that an individual should know English if he/she wishes to become a citizen. I believe that language disputes are all over the world, and there needs to be a change in order for us to become a greater country. It is obvious that communication is a problem in this country. Therefore, English should be a mandatory language for those living in this country. In order for all of us to communicate it is best for all living in the country to know one language. It would not only benefit this country, but to oneself as well. People who migrate to this country should strive to learn the English Language, so they can live a better life. There are a variety of jobs for those who speak more than one language. If those who migrate here only speak their native language or chose not to learn English, they’re not going to progress in life. The reason being why America is such a great country is because of the diversity that we have. That is why we are known as the melting pot. Since diversity offers a variety of ideals, and beliefs, it is beneficial to our country. I believe that the many different perspectives and views of a person is very important to this country. But it is hard for the majority of us to speak up, especially if one doesn’t know how to speak English. Speaking too many of my relatives, who are immigrants, they too agree that English should be mandatory. Their point of view based upon fact that people who migrate to this country are looking for a better life. From their experience they came into this country not knowing English and the only way to progress in any job is to know the language; Without having done so jobs would be limited and relatively hard to find. I see their struggles that they face, and I see that they try their best to be a part of this country. They came here to have th e best opportunities out there. Thus, being the reason why they learned the English Language. Becoming a citizen was my mother’s dream, and I am proud to say that she achieved it. She came into this country not knowing a word of Spanish. She told me stories that it was very hard for her

great gatsby essays

great gatsby essays The characters in The Great Gatsby illustrate that, by the 1920s, the American Dream is deteriorating. Through symbolism, F. Scott Fitzgerald shows that the lost generation brought with it the deterioration of the American Dream. Immigrants from all over the world, at the beginning of the twentieth century, came to America with the hopes of establishing new lives different from the way they lived in Europe and other parts of the world. America was that land where anything was possible. People who lived in poverty, without any way of making their lives better, could come to America and start over. Dreams could come true in America. Well-paying jobs and nice houses, complete with white picket fences, were ideals that exemplified the American Dream. Gatsbys vision is like the American Dream itself, the illusion that youth and beauty can be forever recaptured if only one can make enough money. He is the symbol for the whole American experience. Gatsby, who is in love with Daisy thinks that by turning materialistic, he can win her over. He thinks that money alone will be enough to fulfill an ideal, which shows what the American Dream had come to mean to people in the 1920s. Daisy is a depiction of the American woman of her class. She is beautiful and charming but yet very hollow. Her apparent emotion is only the illusion of love, just as her voice gives only the fallacy of sincerity; behind it is a self-satisfied smirk. Jay Gatsby never really accepted or was content with his parents who were shiftless and unsuccessful farm people(Fitzgerald 104). At seventeen years old, Gatsby changed his name from James Gatz to Jay Gatsby, and to this conception he was faithful to the end(104). In this way, Gatsby erases his past and his parentage in a very superficial manner. The name change serves as a transition for Gatsby in the same way immigrants had naive innocence and idealistic ho...

A List of Free Printable History Worksheets

A List of Free Printable History Worksheets Many different teaching approaches can bring history alive for your students. Add these printable history worksheets to your studies to reinforce your lessons and allow students to hone their knowledge of important historical events and people. President Abraham Lincoln Abraham Lincoln PrintablesUse word searches, vocabulary quizzes, crossword puzzles, and coloring pages to help students learn about Abraham Lincoln, the 16th president of the United States. Activities also teach about the Lincoln Boyhood National Memorial and the first lady from 1861 to 1865, Mary Todd Lincoln. Black History Month: Famous Firsts Black History Month PrintablesAt this link, teachers can find important background information about Black History Month in addition to worksheets and other activities focused on famous firsts among black Americans. The Famous Firsts Challenge, for example, has students match up a famous first for black Americans, such as the first African-American to go into space, with the correct name from a list of choices. Chinas Long and Ancient History Chinese History PrintablesWith a history spanning thousands of years, China is for many people the subject of a lifetime of study. While your students probably wont embark on such an endeavor, this link offers handouts to introduce your students to concepts related to Chinese culture and government. One handout also presents a number matching activity for students to learn how to count to 10 in Chinese. The American Civil War U.S. Civil War PrintablesAmericas Civil War might be the most studied and debated subject in U.S. history. Using the printables at this link, students can become more familiar with the names, places, and events that defined this crucial era for the American republic. Lewis and Clark and the American Frontier Lewis and Clark PrintablesExploration and expansion of the American frontier are essential elements to understanding the United States as a nation and a people. Meriwether Lewis and William Clark were hired to explore the Louisiana Territory that President Thomas Jefferson bought from the French. With the activities and worksheets at this link, students learn more about issues related to Lewis and Clark and their travels. Medieval Times Medieval Era PrintablesThe medieval era is a fascinating time for many students, with tales of knights and jousting as well as political and religious intrigue. Among the activities at this link is a detailed coloring sheet for learning all about a suit of armor. Also included is Medieval Times Theme Paper on which students can write a story, poem or essay about the period. New Seven Wonders of the World New 7 Wonders of the World PrintablesWith an announcement in July 2007, the world was introduced to the New Seven Wonders of the World. The Pyramids of Giza, the oldest and only Ancient Wonder still standing, is included as an honorary candidate. The printables here teach students about the Pyramids and the others: the Great Wall of China, the Taj Mahal, Machu Picchu, Chichen Itza, Christ the Redeemer, the Colosseum, and Petra. American Revolutionary War Revolutionary War PrintablesBy learning about the Revolutionary War students discover the actions and principles of the nations founders. With the activities at this link, students gain a good overview of vocabulary and names related to the Revolution, as well as particular events, such as the Surrender of Cornwallis and Paul Reveres Ride. Womens History Month (March) Womens History Month PrintablesMarch in the United States is National Womens History Month, which recognizes and celebrates womens contributions to Americas history, society, and culture. The printables at this link introduce many important women with significant historical legacies whose names students might not immediately know. These worksheets and activities will heighten students appreciation for the role of women in U.S. history. World War II Historical Timeline WWII History PrintablesStudents will use and expand their knowledge of World War II to complete the activities at this link, which include a crossword puzzle; spelling, alphabetizing and vocabulary sheets; and coloring pages.

Child Soldiers in West Africa on Security in Europe Article - 1

Child Soldiers in West Africa on Security in Europe - Article Example In West Africa, human security has become a serious issue. The security maintenance has been spoiled in past few years, the reason might be any external or internal. (Diallo and Possà ©mà ©-Rageau, pg. 8) An estimated value of the world child labor report shows that 246 million children between the ages of 5-17 are under child labor category. The highest number of working children is found in Asia, then Africa and then in US, Middle East, and other countries. Although the greatest number of working children exists in Asia, Africa has greatest child labor ratio according to its population. (Finken, pg. 4) The aim of this paper is not to focus on the child labor issue but specifically child labor in form of soldiers’ issue. Throughout the world, about 87 countries have such a setup in which children are used as soldiers. A number of children are under training and many have been passed all the training and actively participating in wars, combats and certain other actions. According to the child soldier report 1379 report; child soldiers are defined as: â€Å"†¦any person under 18 years of age who is a member of or attached to the armed forces or an armed group, whether or not there is an armed conflict. Child soldiers may perform tasks ranging from direct participation in combat; military activities such as scouting, spying, sabotage, acting as decoys, couriers or guards; training, drill and other preparations; support functions such as pottering and domestic tasks; sexual slavery and Forced labor.† â€Å"Not surprisingly, the laws of war, the rules that govern how conflict is waged, and even human rights law, do not go far enough, and children, women and the family must bear the cost, precisely because they are together essential pillars in society. War today just simply does not match the traditional conception of two opposing armies; or even of an internal conflict pitting an armed opposition force against the established government, in which each side generally abides by the â€Å"rules of the game†, respecting the basic inviolability of civilian non-combatants and the special protection due to the young.’