War in Iraq Essay Example for Free

War in Iraq Essay War is one of man’s horrific undertakings that tarnished the beauty of what life has to offer. According to John F. Kennedy, this is why mankind must put an end to war or war will put an end to mankind. One grave example of a country that has been affected by perpetuated wars is Iraq. Is it justifiable that the United States to intervene in the war in Iraq? The U. S. intervention in Iraq was triggered by Gulf War in the early 1990s. As a result, the Iraqi economy was shattered. The war was sparked about by Iraq’s revival of old territorial claims against oil rich Kuwait. Saddam Hussein called for the annexation of the Bubiyan and Warbah islands at the mouth of the Shatt al-Arab, and thus giving Iraq a clear passage to the Gulf. He also accused Kuwait of illegally siphoning off oil from the Ar-Rumaylah field, one of the world’s largest oil pools, which the two countries shared. Hussein threatened to use force against all Arab oil producers, (including Kuwait and the United Arab Emirates) who exceeded their oil quotas, and accused them of collaborating with the United States to strangle the Iraqi economy by flooding the market with low-priced oil. This has prompted the Operation Desert Storm in 1991, which evolved into a full coalition offensive against Iraq by the coalition forces. Sanctioned by the United Nations Security Council, the offensive was then called the Gulf War (Rajaee, 1993, p. 93). After that, Iraq’s problems grew into larger proportions. More recently, Iraq has been the most active battleground in a U. S. -led war on terrorism, a campaign declared by the current Bush administration in the aftermath of a terrorist attack against the U. S. on Sept. 11, 2001. In March 2003, the U. S. led a coalition of 35 nations in â€Å"Operation Iraqi Freedom†, an invasion whose goals included curbing the threat posed by Iraq’s weapons of mass destruction (WMDs) and toppling Hussein’s government. The world had been witnesses to images of U. S. soldiers helping a crowd of Iraqis topple a statue of their leader, Saddam Hussein, in a square in the Iraqi capital, Baghdad. The scene marked the approaching close of a three-week-old U. S. -led war in Iraq, aimed at ousting the long-time U. S. adversary. The statue’s fall also served as a symbol of the end of Hussein’s repressive 23-year regime, which had brought war and ruin to the Middle East nation of some 25 million people (Wishnick, 2004). Viewing the statistics, the Iraq Body Count Project (2006) estimated that there had been 47,083 to 52,222 civilian deaths. More than 1,500 U. S. military forces had lost their lives just to satisfy the mission of waging war against Iraq. In terms of economics, the United States had already spent $505 billion of taxpayers’ funds on the War in Iraq. The alarming death toll and the economic burden that the Iraq War has caused prompted some staunch critics to indemnify the necessity of waging this war. However, supporters of this Iraqi campaign had countered that the overthrow of Hussein’s government has made the global community a safer place. U. S. troops, working in conjunction with Iraqi security forces, are successfully marginalizing guerrilla insurgents. Once Iraq’s democratic government can support itself and Iraqi security forces are ready to police the country on their own, the U. S. will reduce the number of troops stationed in Iraq. Both sides have valid arguments about the Iraqi War, but which is more sound and justifiable? Will the U. S. policy on Iraq be for the greater good of the whole world and not just a proud exposition of the military might of the United States? Will this be the viable solution to the ongoing campaign against global terrorism? In my opinion, no war could ever be justified by means of preventing further damage and the U. S. intervening and containing the war. Although the intention was good, we have seen the ravaged city of Baghdad on our TV screens and we would see the pain in the people’s faces. Lives will continually be lost if the United States continue the policy of intervention, such as what happened in Iraq. Thus, Americans should continue to condemn war because, as peace-loving citizens, we have seen throughout history that no war has brought upon any positive effect for any nation. Works Cited Rajaee, F (ed). The Iran-Iraq War: The Politics of Aggression. Gainesville, FL: University Press of Florida, 1993. Wishnick, E. Strategic Consequences of the Iraq War: U. S. Security Interests in Central Asia Reassessed. Carlisle Barracks, PA: Strategic Studies Institute, 2004. Iraqi Body Count. Retrieved online 29 February 2006 at http://www. iraqbodycount. org/

Cri Du Chat Syndrome And Causes Biology Essay

Cri Du Chat Syndrome And Causes Biology Essay Most cases of Cri-du-chat syndrome are not the result of an inherited problem. Cri-du-chat syndrome result from a deletion in the DNA molecule that makes up a chromosome. In most cases, this chromosome break will occur in the developing egg or sperm. When this gamete is fertilized, the child will develop cri-du-chat syndrome. The parents, however, do not have the break themselves in any of their other cells. In fact, the break is usually such a rare and random event that it is very unlikely to happen again if the parent has another child. Thus affected people typically have no history of the disorder in their family. Nevertheless, it is possible for a child to inherit a broken chromosome from a parent who also had the disorder. About 10 percent of individuals with Cri-du-chat syndrome will inherit the chromosome abnormality from an unaffected parent. In these cases, the parent carries a chromosomal rearrangement called a balanced translocation, in which no genetic material is gained or lost. Balanced translocations usually do not cause any health problems; however, they can become unbalanced as they are passed to the next generation. Children who inherit an unbalanced translocation can have a chromosomal rearrangement with extra or missing genetic material. Individuals with cri-du-chat syndrome who inherit an unbalanced translocation are missing genetic material from the short arm of chromosome 5, which results in the intellectual disability and health problems characteristic of this disorder. It is estimated that most  cri-du-chat syndrome  cases are the result of de novo deletions (about 80%), some derive from a familial rearrangement (12%), and only a few show other rare cytogenetic aberrations, such as mosaicism (3%), rings (2.4%), and de novo translocations (3%). Gene(s) responsible or implicated in the disorder Cri-du-chat syndrome is quite a rare disorder. It was first identified by the geneticist Jerome Lejeune in 1963 who also discovered the genetic abnormality that causes Down syndrome. Cri-du-chat syndrome is the result of a genetic deletion on chromosome 5. It is believed that this disorder is the result of a faulty mechanism during the development of the egg or sperm. Curiously, in 80 percent of the cases, the chromosome carrying the deletion comes from the fathers sperm rather than the mothers egg. When deletions occur during the formation of an egg or sperm, it is caused by unequal recombination during meiosis. Recombination normally occurs between pairs of chromosomes during meiosis while they are lined up at the metaphase plate. If the pairs of chromosomes dont line up correctly, or if the chromosome breaks arent repaired properly, the structure of the chromosome can be altered. When unequal recombination occurs at this location on chromosome 5, it causes cri-du-chat syndrome. Generally, (80-85%) are due to sporadic de novo deletion of 5p (15.3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 15.2). Approximately 10-15% of cases are the result of the unequal segregation of the parental translocation in which the 5p monosomy is often accompanied by a trisomic portion of the genome. The phenotypes in these individuals may be more severe than in those with isolated monosomy of 5p because of this additional trisomic portion of the genome. In most cases they involve terminal deletions with 30-60% loss of 5p material. Fewer than 10% of patients have other rare cytogenetic aberrations (eg, interstitial deletions, mosaicisms, rings and de novo translocations).   A minority of cases result from one parent carrying a rearrangement of chromosome 5 called a translocation and passing this on to the baby. The occurrence of mosaicism is also a very rare finding, with frequency estimated at about 3% of patients. Chromosomal mosaicism involves a cell line with a 5p deletion and a cell line with a no rmal karyotype or a 5p deletion with  rearranged cell lines Genotype-phenotype studies in  cri-du-chat syndrome  led to the identification of two separate chromosomal regions, hemizygosity that is associated with specific phenotypes. A deletion of 5p15.3 results in the manifestation of a catlike cry, whereas a deletion of 5p15.2 results in the presentation of the other major clinical features of the syndrome. Moreover, a region for speech delay in 5p15.3 has been identified. Population genetics Cri-du-chat is one of the most common syndromes caused by a chromosomal deletion. It affects between 1 in 20,000 and 1 in 50,000 babies The name of this syndrome is French for cry of the cat, referring to the distinctive cry of children with this disorder. The cry is caused by abnormal larynx development, one of the many symptoms associated with this disorder. It usually becomes less noticeable as the baby gets older, making it difficult for doctors to diagnose cri-du-chat after age two. Cri-du-chat is caused by a deletion (the length of which may vary) on the short arm of chromosome 5. Multiple genes are missing as a result of this deletion, and each may contribute to the symptoms of the disorder. One of the deleted genes known to be involved is TERT (telomerase reverse transcriptase). This gene is important during cell division because it helps to keep the tips of chromosomes (telomeres) intact. This disorder does not seem to be influenced by race or age of the mother. However, a significant female predominance is observed in affected newborns, with a male-to-female ratio of 0.72:1. Clinical features Babies with cri-du-chat usually are small at birth, and may have respiratory problems. Often, the larynx doesnt develop correctly, which causes the signature cat-like cry. The characteristic cry is perceptually and acoustically similar to the mewing of kittens. This unusual cry is due to both structural abnormalities of the larynx laryngeal hypoplasia and to CNS dysfunction. The appearance of the laryngeal may be normal or may exhibit a range of anatomical abnormalities such as floppy epiglottis, small larynx, and asymmetric vocal cords. However, the cause of this characteristic cry cannot entirely be ascribed to the larynx. It seems that a problem in the brain development most likely at the cranial base play a role in the development of the signature cry of the syndrome. This cat like cry is not a permanent feature, indeed, it usually disappears over time. Furthermore, distinctive external features are generally present too. Patients may have microcephaly, an unusually round face, widely set eyes, a small chin, folds of skin over the eyes, and a small bridge of the nose. There are also several problems that occur inside the body too. A small number of children are born with heart defects, muscular or skeletal problems, hearing or sight problems, and/or poor muscle tone. As they grow, people with cri-du-chat usually have difficulty walking and talking correctly. They may have behavior problems (such as hyperactivity or aggression), and severe mental retardation. If no major organ defects or other critical medical conditions exist, life expectancy is normal. Indeed, with contemporary interventions, the chance of survival to adulthood is possible. Currently, the mortality rate of cri-du-chat syndrome is 6-8% in the overall population. Pneumonia, congenital heart defects, and respiratory distress syndrome are the most common causes of deat h. Pathogenesis (if known) There is no known risk factors that can contribute to the development of this disorder. Doctors most often identify cri-du-chat by the infants cat-like cry. Other signs are microcephaly, poor muscle tone, and mental retardation. However, it is possible to test for cri-du-chat (and other chromosomal abnormalitites) while the baby is still in the womb. There are two ways of doing so. Doctors can either test a tiny sample of tissue from outside the sac where the baby develops (chorionic villus sampling (CVS)), or test a sample of the amniotic fluid (amniocentesis). Optional: Other important section(s) for your disorder Although there is no real treatment for cri-du-chat syndrome, children with the disorder can go through therapy to improve their language skills, motor skills, and to help them develop as normally as possible.

Looking At Personal And Professional Development Social Work Essay

Looking At Personal And Professional Development Social Work Essay The purpose of this essay is to offer the reader examples of my understanding in personal and professional development. The discussions of two ethical dilemmas, offered by comments on ways of dealing with them are included. It will further conclude with an evaluation of my support and supervision during the practice placement setting. My self-awareness resulted through childhood difficulties. In the gradual process of maturing I have become more conscious of my inner feelings, attitudes and thoughts, and through relating more to myself I have become a well-informed person. Individuals entering Social Work choose this career because similarities exist with other people, service users. However, to practice I should not dwell on personal experiences (Lishman, Adams, Dominelli Payne, 2009), and should move into brushing up my skills. Having natural ability is good, but in an ever changing world and reform of Social Services growing new awarenesss and understandings is good. The process of professionally developing derived from learning my own internalisation, absorption and the way in which I accepted a certain situation. For example, I observed another worker meet a mother and during the gathering of information she delivered her questions and explanations clearly. This was acceptable to the mum; she appeared relaxed and had no need to ask for further confirmation. My approaches seemed complicated and unsatisfactory at that point. I wanted change and felt motivated to try this workers method. In a different meeting conducted only by me I adopted the approach and incorporated it within my interaction. This was a better way to conduct an interview. I relayed my experience to the manager and through speaking to him I finally realised the connection between personal and professional development. In realising that I gained professional development through observing another I found myself wondering where else I could develop. Without trying I went into another colleagues office to pass a message onto her and by chance I noticed an aspect of her office organisation to be a better than mine. In an unconscious and instant comparison I realised my office organisation was not as well set out. My rearrangement of office resulted out of an unplanned observation. I was not only able find inspiration in others, but to find it when not expecting too surprised me. In adopting this better way I was able prioritise my workload by viewing what was in front of me, plus by pinning my notes on a desktop board I could write my notes without wading through paperwork. Enhancing my professionality through conscious and unconscious internalisation processes it has allowed me to replace the once known displaced professional work related knowledge and skills to a newer and even more superior professional work related knowledge and skills. By growing I have learnt to reducate myself and by updating my beliefs and values I can be proactive, overcome faults, weaknesses and insecurities. Part 2 Social Workers work relentlessly toward enhancing all peoples wellbeing, offering a large focus on meeting needs and empowering the vulnerable, oppressed and those suffering from poverty. Modern day professionals must observe environmental forces as they can make, and add to pressures already endured by clients. To end discrimination, oppression, poverty and social injustices Social Workers implement a Code of Ethics throughout all working practices. The embracing of core values, ethical principles and ethical standards assists Social Workers to make decisions and behave accordingly when faced with ethical dilemmas. During the practice placement a child required support. He was experiencing behavioural problems resulting from sexual abuse. To provide support for this child I was required to meet with the mother and do a screening report. During contact I presented an information sharing form, an explanation of the service, its purpose and usefulness. This was to inform the mother of her rights and allow for an insight into the charity, and its services. The child was asked to be absent as I wanted to get the mums perspective on things. In gathering background information Mum disclosed that her son was partially blind and required specialist Braille books. On return to the service and disclosure of my findings to the Children Service Manager I was told we had no reading materials suitable for this type of disability, therefore the provision of services could not be offered. It was felt that we could not meet his needs and a more specialised service should be found. This did not sit well with me. The child was being discriminated against because we did not have specialised materials. To reduce any possible conflict I let the conversation die down before approaching the subject again. Meanwhile, I thought of ways in which the child could be included within the service. In another meeting with the CSM I recommended that we ask to borrow a selection of materials from the mother. The CSM agreed. In a phonecall the mother agreed. She was elated. The child went on to have non-directive play and I was later informed that through use of the books brought from his home he had felt comfortable enough to disclose some of his bad memories. The service believed this to be a worthwhile cause and later purchased materials, staffs have signed up for new training. Another instance, Social Workers may often be oppressed within an organisation. I found myself within such a scenario. My placement began with an allocated Practice Teacher/Link Supervisor and our relationship begun to develop positively. Sadly a staff member died and shock hit the team. I briefly knew the woman, but for others they worked closely with her for years. I distanced myself and waited on the grieving process beginning, but it never appeared. Healing from a loss involves coming to terms with the loss and the meaning of the loss in your life (Family Doctor.org, 2009). The effects of losing the valuable team member and friend caused my Practice Teacher/Link Supervisor to withdraw from the group, she became quiet and non-engaging! I had to learn, but with no experience in working with children I too found myself lost in the process and did not know which way to turn. The Practice Teacher/Link Supervisor was my first port of call and whilst empathising with her situation I had approach her. She acted coldly, therefore any further approaches made me feel awkward and stressed. This continued for a fortnight and something had to give. In understanding the relationship between and among people change is sometimes required. I met with the CSM and aired my concerns. I believed I was not being treated fairly, nor respected. The CSM emailed all staff with the Five Step Programme Personal Life Changes. I put my head down and got on with my work, but still the atmosphere did not change. If anything the once friendly attitudes from everyone changed. Being in this situation I fully understand how one person can influence others and how group dynamics can change. The conflict was not resolved and for workers to forget their roots in practice says a lot. This example has taught me to remember the Code of Ethics when working with clients, but also to incorporate them into my work when working with colleagues. Part 3 Planned informal and formal supervision did not occur during the infancy stages of my learning. It can be argued that poor management was to blame. Once structures were in place it was time to explore my practice, my time to learn, a time to facilitate my growth. During preparation for supervision a requirement to select experiences for discussion scared the hell out of me, and in not having supervision previously what would I take? Armed with a planned agenda I entered what seemed to be the war zone (1st formal supervision). Encouraged to discuss my experiences I slowly began, during explanations there appeared to be an unsettling period. My own experiences were surfacing which resulted in an awkward fidgetiness. When quizzed I denied the reason. I did not want to appear incapable of my job. I breathed deeply and moved on. Confidence returned and I finalised my explanations. Achieving what could have been disastrously resulted in my first attempt to separate personal from professional experiences. Standing as a professional in other supervisions I reflected on experiences. It was like looking in a mirror, strengths and weakness became visible. Strengths were praised, but weakness required work, one weakness meant the return to literature. Applying knowledge to practice is one thing, but to understand what that knowledge is can be another thing. To apply my understanding I put my evidence into written pieces of work. During the review of my work it led to judgement. I was told work situations can be complex at times, but only if you allow them to be. Keep things clear and simple. My recognition of this phrase meant that I was being coached to identify thought processes and move from being ignorant to understanding. Feedback like this was good because not only was I learning to reflect, but I was also motivated to alter my future thinking. The contribution of support and supervision proved to be valuable, despite it being offered half through the placement. I recognise that self-awareness is part of the reflective process. To have my values and beliefs heard allowed me to become a happier worker; it also allowed change in the way I practised. With the willingness to accept positive and negative feedback I was able to adapt the way in which I thought. Nearer the end of placement it benefitted my practice and reduced the amount of support that I once required. To progress in a professional manner I will take forward all feedback and my skills developed during supervision. The important thing to capture is the experience and to learn from it. I will look at the bigger picture and through evaluation I can break down my strengths and weakness, and in recognising my weakness I can self as a better Practioner. This process has helped me to achieve a rewarding experience, and one I am keen to continue with into practice. It can benefit not only to me, but clients and colleagues also.

The Medias Influence on Body Image Essay -- Papers Eating Disorders H

Eleven million women in the United States suffer from eating disorders- either self-induced semistarvation (anorexia nervosa) or a cycle of bingeing and purging with laxatives, self-induced vomiting, or excessive exercise (bulimia nervosa) (Dunn, 1992). Many eating disorder specialists agree that chronic dieting is a direct consequence of the social pressure on American females to achieve a nearly impossible thinness. The media has been denounced for upholding and perhaps even creating the emaciated standard of beauty by which females are taught from childhood to judge the worth of their own bodies (Stephens & Hill, 1994). To explore the broader context of this controversial issue, this paper draws upon several aspects influencing women?s body image. First, this paper examines the concept of body image and the problems associated with chronic dieting and the diet industry. Next, is an exploration of the prevalence and the source of body dissatisfaction in American females. It also considers existing research that presents several important aspects regarding the nature of the connection between advertising and body dissatisfaction. From these distinctions, it will be shown that the media has a large impact on women?s body image and that the cultural ideal of a thin body is detrimental to the American female?s body perception which often results in poor eating pathologies. Body image can be defined as a individual?s subjective concept of his or her physical appearance. Body image involves both a perceptual and attitudinal element. The self-perceptual component consists of what an individual sees or thinks in body size, shape, appearance. A disturbance in the perceptual element of body image is generally reflected in a... ...t Life Size. Sex Roles, 34, 287-293. Ogletree, S/, Williams, P., Mason, B., & Fricke, K. (1990). Female attractiveness and Eating Disorders. Sex Roles, 22, 791-797. Rabek-Wagener, J., & Eickhoff-Shemek, J. (1998). The Effect of Media Analysis on Attitudes and Behaviors Regarding Body Image among College Females. Journal of American College Health, 47, 29-37. Shaw, J., & Waller, G. (1995), The Media?s Impact on Body Image: Implications for Prevention and Treatment. Eating Disorders: The Journal of Treatment and Prevention, 3, 115-123. Stephens, D., & Hill, R., (1994). The Beauty Myth And Female Consumers: The Controversial Role of Advertising. Journal of Consumer Affairs, 28, 137-154. Stuhldreher, W., & Ryan, W. (1999). Factors Associated with Distortions in Body Image Perceptions in College Women. American Journal of Health, 15, 8-15.

Unhealthy Images of the Female Body :: Psychology, Self-esteem

To some degree women in various cultures have always experienced the pressure to conform to specific ideals. The new phenomenon in Western society is telling women that beauty has requirements. That is, to be attractive you must be incredibly thing, firm, but not muscular and large breasted (Grogan 41). Unhealthy images of the female body are continuously displayed in almost all aspects of media, but television commercials are an incredibly strong influence. Although there are many influential commercials, the ad campaign by Victoria's Secret, Love My Body, is particularly frightening. The television commercials star the typical "stick thin and busty" models (McDonell-Parry) parading around in their underwear, wind blowing through their hair, making comments such as "I love my body", "my body is sexy" and "my body is my favorite body". The idea of confidence is possibly trying to be portrayed here, but the company strongly reinforces the narrow image of beauty created in Western society by choosing models that conform to Westernized beauty standards, thus contradicting the theme of confidence (McDonell-Parry). This specific Victoria's Secret commercial, along with many other commercials, are being viewed by thousands of women, both young and old. The portrayal of these women on TV sends a message to young females that confidence is fun and sexy, but you can only have it if you are extremely thin, busty, and beautiful like the displayed women. The commercials for the new line of bras could have easily been made to promote the love and appreciation of all women, despite their shape or size, but it chose to reinforce the unrealistic standards that the typical media source holds. It is images and ads like these that create inward negative feelings in young women. Self-esteem is considered to be a â€Å"positive or negative attitude toward†¦ the self† (Clay 451). Negative attitudes in young women can stem from a variety of internal or external forces. An accurate method to measure a young female’s self-esteem is through the interpretation of body dissatisfaction and what provokes it. Body dissatisfaction occurs due to three things, in the present day: the desire to be thin, the dread of weight gain and the idea that weight and shape are essential to a female’s character (Levine 11). All of these determinants of body dissatisfaction are a result of how media uses an unrealistic female body in virtually all of its aspects, thus creating a cultural norm that being "thin is attractive" (Levine 15).

Emerging Markets; Risks and Challenges

Trade among these countries has also grown by a staggering amount in recent years and their multinational companies are now competing with those from the developed economies. There remain, however, significant risks and challenges to investing in these countries. They are discussed here under these broad headings; Political, Economic, Legal and Socio cultural. They affect the different countries in deferent ways and sometimes Interact in deferent ways to produce deferent results. For example, political processes more often than not drive economic, legal and social policies of governments.China and India, two of the largest emerging markets operate very different political processes and therefore have two very different sets of political institutions. Chinese communism and Indian democracy vary significantly, and their political systems ultimately affect the choice of economic, legal and social policies. The first step to emerging market status for most of these countries can be trace d to political reforms and/or movements, examples being the transition from authoritarian to democratic governments and economic liberation's.It can also be argued that social reforms and/or popular movements brought about the downfall of the authoritarian governments in the first place, allowing for reforms in the political and economic systems In place (the political economy), thus paving the way for economic gains witnessed today. Despite the often complex interactions between these factors, wave attempted to simplify them by grouping them In broad categories. Emerging markets also face challenges as they come to grips with economic prosperity and their new status in the global community.

A good Citizen Essay

A good citizen is one who properly fulfills his or her role as a citizen. There are many opinions as to what constitutes a good citizen. Theodore Roosevelt said, â€Å"The first requisite of a good citizen in this Republic of ours is that he shall be able and willing to pull his weight.† Education is sometimes viewed as a prerequisite to good citizenship, in that it helps citizens make good decisions and deal with demagogues who would delude them. Human beings are used to living under laws and patterns that are dictated to us by society, but following those patterns does not make us good citizens. To be a good citizen first you have to be a good person. By that I mean that you have to be full of values, principles, ethics, etc. When joining all these aspects together you will find out that there is nothing else to be needed. One important aspect for being a good citizen is to help people. All around us, we can see there are always people in need for our help. Our job as good citizens is to help those kinds of people. When talking about the people that need our help, I am not only talking about the poor ones, but also the pregnant woman who cannot carry a heavy package or the old man that cannot cross the street. Remember that little actions make the difference. There are some traits of citizenship that should be always observed, the first trait of citizenship is to do your share. This simply involves taken part of things that could make the community better. To do your share you must be a volunteer – help your school and community be better, cleaner and safer, protect the environment by conserving resources, reducing pollution and of course cleaning up after yourself, participate in making things better by voicing your opinion, voting, serving on committees, reporting wrong doings and paying taxes. The second trait of citizenship is respecting authority and law . In order to observe that trait you must play by the rules- don’t do good cop bad cop, always obey parents, teachers, coaches and others who have been given authority, observe just laws, honor and respect principles of democracy and most importantly always respect your country and its national symbols. These traits are easy to follow, lots of people have become famous and made a good name of themselves in a community by observing the traits of citizenship and following by them. Two examples of good citizens are Chief Anthony Enahoro and Ndidi Okonkwo Nwuneli. Chief Anthony Enahoro played a vital role in bringing political independence to  Nigeria. As one of the country’s earliest prodemocracy activists, he moved the first motion for self-rule from Britain in 1953. Seven years later, his dream of Nigerian Independence became a reality. A politician, thinker, mentor, Enahoro was also Nigeria’s youngest editor ever. He gained this distinction in 1944 by becoming the Southern Nigerian Defender’s editor at the age of 21. He later promoted the unity of his country during its 1967- 1970 civil war. Influential businesswoman Ndidi Okonkwo Nwuneli is the founder of LEAP Africa, a leadership, management and ethics training organization dedicated to inspiring and empowering a new generation of African leaders. The nonprofit provides coaching services, along with awards and grants for youth, social entrepreneurs and business owners. Recognized as a Global Leader of Tomorrow, Nwuneli is also the founder of NIA, a nonprofit organization committed to helping young women in Southeastern Nigeria achieve their full potential. These two leaders worked their way to the top and achieved their goal whilst being a good citizen and helping Nigeria become a better place. So be a good citizen and follow the traits, work your way to the top and achieve greatness and remember†¦Ã¢â‚¬ ¦.. ‘’There are three periods in the life of a people or in the life of a country †¦ yesterday, today and tomorrow†¦ Tomorrow belongs to visionaries and idealists, without whom you cannot build a new society.’’- Chief Anthony Enahoro (1923-2010).  -by Memma Uponi, 7 Sapphire