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Sara trechter's essay, "a marked man: the context of gender and ethnicity" in janet holmes and miriam meyrerhoff eds. ; , the handbook of language and gender. malden, oxford, melbourne, and berlin: blackwell publishing ltd., 2003. p. 430. ; states: "recognizing that ethnic, community and gender identities are fluid social constructs in practice, which index and draw on semiotic resources while simultaneously creatively constructing new resources through contextual interaction, is difficult to capture. yet, both historically grounded and performative meanings of community as well as linguistic judgments about such constructions explain why gender and ethnicity are neither static nor singular.
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Why is substance abuse such a problem in our community? and why are more and more youth getting into it? as a 2002 graduate of dillingham high school, i seeing drastic changes in the attitudes of people young, old and in-between in our community. and it's not a change in c o the right direction. all i have to compare these by apayo moore changes to are past experiences from for the baytimes my days in middle and high school, but those days were not long ago. it's been only five years. i wonder why substance abuse among teens is rising so quickly. i have a few ideas, but i won't list them all. instead, i will focus on one that i feel is important and how we can change the negative direction our teenagers are taking. the main issue is the lack of organized activities in our town. now, i'm not only talking about athletics, but also camping trips, community picnics or whatever it may be. organized group activities can give the youth access to positive role models. as we are now witnessing, the popular activity is partying. our younger generation is seeing one repetitive activity: drink, drink, drink. maybe if they saw more camping, jogging, and art activities, they would pick up some healthy habits and hobbies. remember the freshman class health trip? that was where the class went out camping, built its own shelter and had food airdropped in. the kids learned various outdoor survival skills. these activities are exactly what our youth need. look how valuable chopping wood became for the wrestlers: it was a great fundraiser, but it also built a team. they became state champions. how many kids get involved just because their coach inspires them? these activities are essential for a small community. they give youth with no responsibility, responsibility. and responsibility is what youth crave. or at least that's what i wanted. positive group activities saved me from myself and the life that statistics say i should be living. whether it's the responsibility of making your own shelter or organizing yourself for an interview, these simple tasks are essential building blocks for life. i was one of the students who was unhappy at home. my mother drank a lot. like a lot of families in town, the bad fishing seasons in the mid '90s took a toll on my family. financial stress is a great inducer of "drinking sorrows away, " especially with the burden of needing to care for eight children, and that's where my parents headed. as a result of alcohol, my parents separated, and instead of coming home to the negativity of alcohol abuse, i found solace in after-school activities. i joined everything, in hopes of getting my parents to praise my hard work. they rarely expressed their feelings about my activities and never volunteered. but that was ok for me, because others stepped in. because activities were available, i didn't need to rely on my parents for emotional support. activities gave me access to positive role models: teachers, bosses, coaches, and other parents. they told me my art was worth selling, they told me i was smart, they brought in birthday cakes and hired me to paint murals and paid for my travel. i wasn't perfect, but i knew that the party lifestyle wasn't what i wanted. and just because i was an involved student doesn't mean that i came with chocolate and flowers. my mentors worked hard on me. i had attitude. i was angry, stubborn and disruptive. but they saw potential. we all strive for similar triumphs. just because a youth is acting out, through alcohol or attitude, doesn't mean that he or she is a "troublemaker" and doesn't strive for success. and group activities, along with positive and determined adults, helped direct me to two years of community college.
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Ne in five children around the world is denied their right to an education. for just over 40 million children living in countries affected by armed conflict, going to school is only a dream. in these countries such as uganda, sri lanka and colombia, schools are closed or are falling apart due to damage caused by fighting. the journey to school may be too dangerous. teachers may have been conscripted as soldiers, or left because they were not being paid. as a result, access to education is often impossible. in september 2006 save the children, a nonprofit organization that works to make a difference in children's lives in more than 110 countries, launched a global challenge called rewrite the future to improve the situation for children whose education has been affected by armed conflict. the challenge is to raise funds to ensure that 8 million children go to school by 2010. school provides children with normality and routine, as well as providing children with hope and the opportunity to rewrite their futures. save the children is now calling on governments around the world to put in place policies and plans to ensure that good quality education is a reality for all children. as part of the five-year program, save the children is working in north america and europe with teachers and schoolchildren to broaden the awareness of how violence and armed conflict can threaten children's survival or development to their full potential. the first step is the publication of a teacher's resource guide on colombia, which contains background research, useful links, and activities to encourage children and young people to learn about the issue, discuss their views, share ideas, develop skills, and explore solutions. the teacher's resource guide was developed jointly by save the children staff and canadian teachers and schoolchildren. it is geared to fit into the canadian curriculum from grades 3 12. some of the more interesting activities include children roleplaying as reporters writing about children's lives in a country at war, or creating a board game with steps to take a donation of million dollars to build schools, hire teachers, remove landmines, or pay for school fees. all activities come with an explanation, a list of low-cost materials, and step-by-step procedures. since its development in late 2006, the guide has been distributed to a pilot group of schools and feedback is being collected for future editions and guides on other countries. additional free materials for schools to complement the guide are posters, postcard petitions calling for the canadian government to support more funding for global education, pencils stamped rewrite the future, and supplementary documentation for teachers related to achieving the 2015 millenium development goal "education for all." save the children invites canadian teachers to evaluate the guide's integration into their current classroom activities. to preview or download a copy, visit save the children canada's site at : savethechildren whatwedo rtf index.
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