I'm stuck on the same question. C seems to be only somewhat reasonable answer.
ways to protect women and children from discrimination and violence
<u>Explanation:</u>
Protecting women from discrimination and violence:
- Better laws has to be passed against rapes, verbal abuse, beatings, honor killings.
- Value of Education for girl's and women's contribution to economic development must be highlighted and given higher priority.
- Resolution of disputes has to be promoted by including the perspective of women and girls.
- Child marriage has to be stopped.
- Encourage women about the right to vote.
- Awareness about Human Rights law has to be explained to women.
Protecting children from discrimination and violence:
- Implementation and enforcement of children laws against violence and discrimination.
- Parental and caregiver support has to be encouraged.
- Education and life skills about discipline, good habits, personality development, etc has to be given high importance.
- Exposing children to multicultural experiences and diverse friednship.
- Avoid retaliation or expression of Aggression in front of children
As students of history in the 21st century, we have many comprehensive resources pertaining to the First World War that are readily available for study purposes. The origin of these primary, secondary and fictional sources affect the credibility, perspective and factual information resulting in varying strengths and weaknesses of these sources. These sources include propaganda, photographs, newspapers, journals, books, magazine articles and letters. These compilations allow individuals to better understand the facts, feeling and context of the home front and battlefield of World War One.
Autobiographies, diaries, letters, official records, photographs and poems are examples of primary sources from World War One. The two primary sources…show more content…
Wilfred Owen asks where are the “…passing-bells for these who die as cattle?” The author of “Anthem for Doomed Youth” leads his reader through his personal struggle and frustration of war. Owen has an abrasive approach when describing the death all around him and clearly expresses his anger with the “hasty orisons” for the dead. He speaks directly of battlefront in the first octet and then includes the home front in the second half of his sonnet. Owen’s purpose is not a commemoration of fallen soldiers. Rather, he divulges the disgust and disappointment of war. Like McCrae, Wilfred Owen paints a picture of the multitude of deaths. Back at the home front, “…each slow dusk a drawing-down of blinds.” We can construe that the author is not simply talking about preparing for bed in the evening, but rather lowering the blinds in a room where yet another dead soldier lies, as an indication to the community and out of respect for the soldier. There is a lack of “passing-bells for these who die as cattle….no prayers nor bells; Nor any voice of mourning save the choirs.” Owen writes as though he feels that there is indifference among the death of his fellow soldiers. The poem, “In Flanders Fields,” is impregnated with imagery. “This poem was literally born of fire and blood during the hottest phase of the second battle of Ypres.” John McCrae had just lost his very close
"Recycle" would not be one of the famous creative "Rs". This is mostly because the point of this process is to find new ideas by building on small ideas, not to use old ideas over and over again.
