Investigating Human trafficking types causes and effects

Investigating Human trafficking types causes and effects Human trafficking is considered as one of the most problematic issues in today worlds society. Since this problem happens throughout the world, it is necessary to deal with it globally. For ASEAN level, human trafficking is one of the transnational crimes that take place across national borders or take place within one country but their consequences significantly affect another country. Likewise, Cambodia also faces with this kind of serious crime as a transit, origin, and recipient nation. I.1 Types of human trafficking 1. Forced Labor According to the International Labor Organization (ILO), forced labor is a work or service exacted from a person under threat or penalty, which includes penal sanctions and the loss of rights and privileges, where the person has not offered him/herself voluntarily. 2. Sexual Exploitation In term of recruitment, traffickers resort to deception, in particular through false promises of well-paid jobs or opportunities to study abroad. In many cases, victims find themselves abroad, locked in apartments, with their passports confiscated by traffickers who coerce them to work in prostitution through threats, use of force, abuse and rape. Very often, the victims are promised their freedom only after earning their purchase price, as well as their travel and visa costs, through prostitution. 3. Organ removal After sexual exploitation, the most visible form of exploitation of human trafficking is organ removal. The victims of this kind of exploitation mostly are children. The children were removed their organ for the purpose of begging and peddling (selling small equipment, flowers and cigarettes). 4. Forced marriage Forced marriage is a practice with deep historical roots in which at least one of the party is married against his/her will and consent. Today, forced marriage can also be linked to human trafficking. Despite being recognized as a human rights violation and being condemned by the United Nations General Assembly (UNGA), the practice of forced marriage occurs on a significant scale today. In Cambodian society, especially in rural areas we can see that parents always forced their daughter to marry to foreigner on the hope of improving their living condition. Unfortunately, their daughter somehow exploited by foreigner as domestic workers or sex slaves. 5. Illicit adoption Illegal adoption of children is also another form of human trafficking since it involves the selling and buying children or baby illegally between parents and buyers. Due to unclear familys plan or unwanted pregnancy, parents often sell their kids to buyers for the purpose of adoption. In some case, unlucky children were sold to cruel families which force them to serve as domestic servants or slaves. I.2 Trafficker and the Trafficked 1. Who are the traffickers? Traffickers can be involved in various functions (as recruiters, transporters or exploiters) and in various activities during the different stages of the process (Traffickers can be men or women of any age. Women play a role during the recruitment and exploitation phases. Male traffickers with varying degrees of seniority within the trafficking network act as recruiters, transporters and managers during the exploitation phase. Increasingly, females may also perform these roles. 2. Who are the victims? Adult women are most frequently reported to be trafficked, followed by children. Plus, men are victims of human trafficking as well. II. Current situation Cambodia is a source, transit, and destination country for human trafficking. Cambodian men, women, and children are trafficked for sexual and labor exploitation in Thailand, Malaysia, Macao, and Taiwan.  Ã‚   Men are trafficked for forced labor in the agriculture, fishing, and construction industries. Women are trafficked for sexual exploitation and forced labor in factories or as domestic servants.  Children are trafficked for sexual exploitation and forced labor in organized begging rings, soliciting, street vending, and flower selling. The Ministry of Social Affairs and Youth Rehabilitations found that 76 percent of trafficked persons returned from Thailand had come from families who owned land, 93 percent owned their own house and had no debt on the land or house, and 47 percent stated that their mother was the facilitator of their trafficking. As the transition, Cambodia is a transit country for victims trafficked from Vietnam to Thailand. Cambodia is a destination country for women and children who are trafficked from Vietnam and China for sexual exploitation. Common destinations for trafficking victims are Phnom Penh, Siem Reap, and Sihanouk Ville. A 2005 report estimated that 2,000 victims in Cambodia have been trafficked into sexual exploitation, approximately 80 percent of whom were Vietnamese women and girls. Internal trafficking in Cambodia is thought to be predominantly for the purpose of commercial sexual exploitation. Internal trafficking for sexual exploitation is mainly to urban and tourist areas, including to Phnom Penh and to Sihanouk Ville. Increasingly, young women are being deceptively recruited to work in karaoke bars. These women are employed under the pretence of a job in a restaurant or as a waitress in an entertainment complex, and while they are often not physically forced to have sex with clients, the women face constant harassment in a sexually exploitative environment. Trafficking in children, particularly very young children and children with a disability are also recruited to sell sweets and flowers on the streets. A small number are recruited for work in other sectors, such as domestic work or in restaurants. Trafficking from Cambodia also takes place for the purpose of labor exploitation in a number of industries, including construction, logging, factory work and agriculture. There is an emerging body of research that is concerned about Cambodian men being trafficked to work in Thailands fishing industry and in construction and factory work in Malaysia.15 Cambodian men who are lured into working on Thai fishing boats report appalling conditions, trapped and isolated, they suffer from long working hours, dangerous working conditions and physical abuse. III. Causes and Effects of human trafficking in Cambodia There are many causes of human trafficking in Cambodia. Poverty is an important factor which has increased women and childrens vulnerability to human traffickers particularly the poor and unemployed due to their willingness to join or their low level of awareness on the dangers associated with human trafficking. Poverty again is considered as the main driver behind their decisions to migrate over sea for work. In addition to poverty, the lack of education and unemployment there are also significant social and culture factors that contribute to human trafficking. For instance, culture norms that perpetuate a lack of respect women increase the likelihood of them being exploited. Similarly, the perception of children as wage earners also increases the likelihood of them being trafficked. Moreover, the low level of education, family debt, agriculture failure, lack of land and off-season work were pushing people to the big cities or other countries as the men go into construction, women i nto services and prostitution. Last but definitely not least, broken families, disaster, uneven economic development, lack of border controls, socio-economic imbalance between the rural and urban areas, increased tourism, unsafe migration are also significant contributing factors to human trafficking. After getting to know the roots of human trafficking, it is also important to understand its effects. In fact, human trafficking has many consequences. First, the spread of HIV/AIDS is one of the consequences of human trafficking. For instance, many victims of human trafficking are physically and sexually abused. Trafficked women are often not in a position of negotiate safe sex, or lack access to education about HIV/AIDS. Therefore, they can transmit the disease to the next customers. That is the reason that HIV/AIDS can spread from one person to another person easily. The victims not only suffer from HIV/AIDS, but also often suffer from stigmatization by their communities. Moreover, many are treated as criminals by officials in countries of transit and destination due to their irregular status in the country, and their status as illegal workers or sex workers. What is more, human trafficking is generating the violation of human right. As we know that the victims are forced to do th e prostitute and other kind of exploitations. IV. Solutions of Cambodian Government Cambodia is a source, transit, and destination country for human trafficking. Therefore, The Royal Government of Cambodia does not stand still without taking any actions. The first mechanism is the prosecution. It is making some many significant efforts; for example, the government created a national anti-trafficking task force to improve the interagency response to trafficking and coordination with civil society, increased law enforcement action against traffickers and complicit officials, and undertook prevention activities. Besides these, in February 2008, Cambodias new Law on the Suppression of Human Trafficking and Commercial Sexual Exploitation was declared wisely and went into effect immediately. This law provides enforcement authorities, the power of investigate all forms of trafficking, and it is also a powerful tool in efforts to prosecute and convict traffickers and have them face strict punishments. The Ministry of Interior (MOI) reported 53 trafficking cases from April 2 007 to March 2008, thirty-five cases were sex trafficking involving 60 victims and 11 were labor trafficking cases involving 106 victims. The MOI reported that 65 traffickers were arrested during the reporting period. The Phnom Penh Municipal Court convicted 52 trafficking offenders. The MOI Department of Anti-Trafficking and Juvenile Protection reported 52 cases, involving 65 trafficking offenders. There is also a figure that we get from non-state actors such as NGOs. For instance, NGOs reported 19 labor trafficking cases. In February 2008, Prime Minister Hun Sen ordered the Ministry of Commerce to annul business licenses for marriage agencies, calling that kind of business is also a form of human trafficking. Another mechanism of combating human trafficking in Cambodia is the protection. The Royal Government of Cambodia improved its efforts to provide protection to victims of trafficking, while continuing to rely on NGOs and international organizations. Victims are not treated as criminals. Law enforcement and immigration officials implemented formal procedures to identify victims among vulnerable groups and refer them to provincial and municipal Departments of Social Affairs. For instance, the victims are provided with education or skill in order to make them have jobs to support their living. For foreign victims, they are provided temporary residence in shelters providing legal, educational, and counseling services while awaiting repatriation. Last but definitely not least mechanism is the prevention. The Royal Government of Cambodia demonstrated solid efforts to prevent trafficking. In April 2007, the government established a National Task Force (NTF) comprising 11 government ministries, three government agencies, and more than 200 international and local NGOs. The NTF has an oversight mechanism known as the High Level Working Group, chaired by the Deputy Prime Minister and Minister of Interior. This indicates the first time has coordinated anti-trafficki ng efforts across government ministries and agencies, and also formally includes civil society. In collaboration with civil society, the NTF launched a nationwide anti-trafficking campaign using positive messages incorporating Khmer values and cultural traditions to inspire Cambodians to take action against human trafficking. The campaign emphasized trafficking as a national priority and launched a national dialogue on trafficking via public forums across Cambodia. More interestingly, Cambodia also has international cooperation in combating human trafficking. For instance, On May 6, 2005  the government and the other five member states of the Coordinated Mekong Ministerial Initiative against Trafficking (COMMIT)  met in Phnom Penh and agreed to approve the plan of action developed in March 2005 in Hanoi. V. Conclusion Recommendations for Cambodia I would recommend Cambodian government continue implementation of the comprehensive anti-trafficking legislation and provide training for law enforcement and government officials on the new law. Moreover, significantly improve the number of prosecutions, convictions, and punishments of trafficking offenders, particularly in areas outside the capital are also should be taking into considerations. Besides these, Cambodia should and must try to make greater efforts to prosecute, convict, and criminally punish public officials complicit in trafficking; hold labor recruiting agencies criminally responsible for labor trafficking by means of fraudulent recruitment. What is more, the government should continue to enhance interagency cooperation and collaboration with civil society; create concrete benchmarks for the provincial working groups under the direction of the National Task Force. Last but definitely not least, government of Cambodia should increase efforts to prosecute sex tourists and those facilitating commercial sexual exploitation of children. There is also some recommendation from the U.S. Department of State recommends that the Cambodia Government should pass and enact comprehensive anti-trafficking legislation and make greater efforts to prosecute and convict public officials who profit from or are involved in trafficking. In addition to that, here is also another general recommendation such as protect the rights of victims. According to the UN principle on Human Rights which states that the human rights of trafficked persons shall be at the center of all efforts to prevent and combat trafficking and to protect, assist and provide redress to victims. In other words, the needs and rights of victims should be considered at every stage in proceedings. Furthermore, in order to prevent and protect successfully, the demand should be reduced since the demand reduction must be linked to the prevention and protection. Another recommendation is the establishing c omprehensive policies. The complexities of the trafficking problem require efforts by relevant entities at the local, national, regional, and international levels. It is vitally to form partnership with intergovernmental organizations, governments, NGOs, international organizations, communities and families confronted with trafficking.

Eating disorders: a problem Essay

Eating disorders are a world-wide problem. There are many types of eating disorders. There are programs out there to help people with eating disorders. With so many types we must understand the differences by looking at each type, how it affects teenagers, and what influence the media has on this issue. Eating disorders come in many different types. One of these is anorexia. Anorexia is a serious disease which causes a severe lack of eating. The proper name is anorexia nervosa.  Anorexia nervosa causes people to lose more weight than is considered healthy for their age and height. Persons with this disorder may have an intense fear of weight gain, even when they are underweight. They may diet or exercise too much or use other ways to lose weight. Their self-esteem is usually overly related to body image. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001401/) Anorexia nervosa has many warning signs that can tell someone if they have a problem. Someone may refuse to eat certain foods/food categories and deny their hunger all together. A person may develop â€Å"food rituals† in which they arrange foods in a certain way, excessively chew, eat in a certain order, etc†¦ One may withdraw themselves from their friends, family, or society. They may frequently make a comment about being â€Å"fat† or â€Å"overweight† despite their weight loss. (http://www.nationaleatingdisorders.org/anorexia-nervosa) Another type of eating disorder is bulimia nervosa. Bulimia is an illness in which a person binges on food or has regular episodes of overeating and feels a loss of control. The person then uses different methods — such as vomiting or abusing laxatives — to prevent weight gain. Many (but not all) people with bulimia also have anorexia nervosa. The purging of food usually  brings a sense of relief. ( http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001381/) One form of an eating disorder is binge eating. Binge eating is an eating disorder in which a person eats a much larger amount of food in a shorter period of time than he or she normally would. During binge eating, the person also feels a loss of control. Some causes of binge eating include genes, such as having close relatives who also have an eating disorder. Depression or other emotions, such as feeling upset or stressed. Unhealthy dieting, such as not eating enough nutritious food or skipping meals. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0003749/) Some symptoms of binge eating are, eating large amounts of food in a short period, for example, every 2 hours. A person is not able to control overeating, for example is unable to stop eating or control the amount of food. A person may keep eating even when full (gorging) or until uncomfortably full. Sometimes a person feels guilty, disgusted, ashamed, or depressed after eating so much. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0003749/) Some treatment can be done for people with a binge eating problem. The goals are to lessen and then be able to stop the bingeing incidents. Be able to get to and stay at a healthy weight. Get treated for any emotional problems, including overcoming feelings and managing situations that trigger binge eating. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0003749/)

Beauty and the Beast

We have discussed before a question whether art necessarily has to improve us morally and concluded that not all art has moral impact, or is morally relevant. But think about the following questions, please explain each in detail: 1) Is a work with a moral message a better work because of this, than the work without any moral relevance?I believe that on general terms a work is better with a moral message than without one, meaning that its having a moral message is not the only measure of a work of art but that it is better because it reflects a consciousness, a responsibility on the part of the artist, of trying to make a statement, of sharing his stand to all the eyes that will look at the art work. An artist will eventually die, a work of art has more chances of surviving through the years, and it will be his testament.If it will survive then it would be better if it can show the coming generations a grain of truth on the human condition. 2) Could an immoral work be praised as arti stically successful? Personally I do not believe that an immoral work could be praised as artistically successful. Should art have no meaning but simply satisfy aesthetic taste? Could we look past the effect of a work of art and just choose to look at aspects of it and not its wholeness including the statement it makes?An immoral work goes against the goodness that we recognize as beautiful – and in this it seems that human nature is innately good, as we associate what is good with what is beautiful. It is only when we disassociate with what our emotions and our instinct tells us that we take a calculating look and examine a work based on rigid standards. 3) Are goodness and beauty in any way related in real life? I believe that in goodness we see beauty, but not all things beautiful truly have goodness.We know of beautiful faces but have evil hearts, but we also know of good hearts but may not come in what society brands as beautiful. However, when there is goodness in heart and spirit, we feel safe and good about ourselves and others as well, and we see the beauty in things. After all, all things have beauty and goodness in the – as long as we look for it – and what is good is the beautiful in them.

Inspiration to Take Ece Programme - Free Essay Example

Sample details Pages: 7 Words: 2167 Downloads: 9 Date added: 2019/03/13 Category Sociology Essay Level High school Topics: Childhood Essay Did you like this example? Abstract The inspiration to join early childhood education is the children. They are unique in certain ways. Children are God best gift. Don’t waste time! Our writers will create an original "Inspiration to Take Ece Programme" essay for you Create order I believe that we can cultivate many wonderful skills in children. Before this, I went to Culinary arts programme. My initial plan was to do cooking classes for children. I finally realize that it is important for me to join this BCE because I have to learn child psychology and development first. The cooking skills I can easily acquire anywhere but not early childhood education. Therefore, I am so happy that finally can join this course and improve my knowledge in early childhood education. Although pre-school teachers are often underappreciated, we are some of the most valuable people in our country. The country need excellent early childhood teachers to help strengthen our overall education system. Here are some reasons that inspire me to study early childhood education. Firstly, I get to learn how to work with different age groups. Early childhood education teachers typically learn to work with students who are anywhere from 2 or 3 (pre-kindergarten) to 8 or 9 (third grade). That is obviously a huge age range, and each different grade level has its own unique challenges and fun moments. By studying early childhood education, I will open up the opportunity of teaching in different grades so that I can find the age group I want to work with. Furthermore, it also means that I will be eligible for more teaching work, which in this nowadays economy is very important. Next, I can get additional teaching certifications. Studying early kids is a good foundation if I want to work in a particular area I love, such as special education. By attending early childhood education and getting additional certification, I will open more job opportunities. In addition, I became part of the moment of significant development. The human brain is actually growing during the first three years of childhood, and the pruning of important nerve connections begins when children are 12 months old. Little children need the right stimulus to begin developing important world skills such as problem solving, and as early childhood educators, I can help them grow and achieve this important milestone. Although I gained my degree, I would take a class that will teach me about cognitive development so I know how to work with children at different ages. Next, I can help children develop essential behavioral traits. In addition to promoting cognitive development, early childhood education also helps students develop necessary behavioral traits like sociability, motivation, and self-esteem. Preschool is one of the first opportunities for many children to interact with other kids their age on a regular basis, as well as adults other than their parents. If I work in early childhood education, I will be helping the children to develop the personal and interpersonal skills that are necessary to live a happy and healthy adult life. Besides that, I can get creative with my lessons instead of sitting behind the desk. Children under 5 years of age do not respond well to lecture sessions or old reading books, so as early childhood educators, I will be able to lead the children through many hands-on lessons. For example, instead of just expecting students to memorize the alphabet, I might use toys like plastic apples to represent different letters and sounds. I also have the opportunity to take students to field trips to places like a farm or a childrens museum to help them gain valuable life experience. And while Im still in the university, I might have had a lot of opportunities to leave my own college class and visit pre-school classes for a practical experience. The next reason that inspired me to join early childhood education was that I would be an important member of the community. I have the opportunity to interact with your parents parents and various community members who can help me connect to important educational resources. If the program Im doing is non-profit, I can also spend time soliciting donations from community leaders. Another reason is that I can be an education advocate. One of the main issues that has been gaining attention recently is the early education gap between the more privileged students whose parents can pay them to go to preschoolers and low-income students who just go straight to the public kindergarten when they are five. If I want to make a direct change, learning early childhood education will put me to work for nonprofit preschools or maybe even start my own kindergarten to give more opportunities to lower income students. The Role Of Early Childhood Educator The educator need to develop schedules and enforce routines, maintain a safe and comfortable environment, provide age-appropriate supervision and discipline, plan and implement lessons, observe and communicate and address cultural or special needs. In details, the role of early childhood educator mainly interacting with children, managing the classroom, setting the tone, planning and evaluating curriculum, record keeping on childrens learning progress, attending meeting for example staff meeting, parent-teacher meeting or home visit. Next role is organizing and collecting materials, making contacts and working with families. Characteristics Of A Good Teacher There are many characteristics that a good teacher should have. One of it is kindness. An educator should be kind to all children. For example, the teacher cannot scold the children. Next trait is confidence. Confidence is a key so that the children will respect the educator who has confidence. For example, a teacher must speak confidently when deliver lessons to children. Children will pay attention if the teacher speak confidently to them. Other trait is patience. A teacher must be patience and must not be hot tempered. For example, when facing problems with the children or the childrens parents, a teacher must stay calm and patient and try to solve problems effectively without dragging into unwanted emotions. Next trait is passion. Teachers must have this trait. Meaning that the teacher has great interest in teaching the children. For example, teacher try the best to serve the childrens learning progress by doing many kind of interactive and fun lessons. Last trait is flexible. The teacher must be flexible in teaching. For example, the teacher must follow the childrens condition and capacity to absorb knowledge. The teacher must be flexible in carry out lesson plan and cannot be too strict to catch up with syllabus. In fact, the teacher must be flexible in teaching if the children are tired or do not have interest in learning. The Core Competencies Of Early Childhood Educator Levels of competence levels of competence refer to a progression of knowledge, skills, and abilities important to the provision of quality care for children. These levels of competence, however, are not necessarily aligned with the professional development steps. Some of the competencies may not be addressed at all in the earlier steps. These levels of competence have been aligned with blooms taxonomy. First core is awareness level-knowledge. Professionals are developing an awareness of the core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: recognizing, identifying, labelling and observing. Next is developing level-comprehension. Meaning that professionals are able to articulate core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: describing, discussing, explaining and paraphrasing. Other than that, achieving level-application. Meaning that professionals are able to apply core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as demonstrating, illustrating, implementing and applying. Next, extending level-analysis and synthesis. Meaning that professionals are able to analyze and create based upon core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: comparing, contrasting, developing, relating, creating, constructing, designing and modifying. Lastly is advanced level-evaluation. Meaning that professionals are able to judge and advocate for core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as critiquing, assessing, appraising, revising, justifying and advocating. How To Become A Good Or Professional Educator? There are many skills to be a professional educator. For skills, an educator must have interpersonal skills, communication skills, teaching skills, organizational skills, planning skills, artistic skills, technological skills, problem solving skill, critical thinking skill and creative thinking skills. Firstly, an educator must have interpersonal skills which means able to interact successfully with a wide range of people or children and know how to interpret the children body language. For example, an educator must have a good interpersonal skill which is a soft skill to make children being attentive to listen to class lesson and know children body language which show whether the children are bored or tired. Next, an educator must have communication skills which means the educator can communicate clearly with the children. For example, in the class, educator is able to deliver lessons and communicate effectively to the children. Other skill is on teaching skills. Meaning that educator is able to help the children gain knowledge. For example, educator creating effective and fun learning environment for the children to explore and gain knowledge using various way of learning and effective teaching materials. Next skill is organizational skill. Meaning that educator is able to organize information, children or things in systematic way and able to establish priorities and meet deadlines. For example, educator know how to organize the class schedule for the children. Other skill is on planning skills. Meaning that educator able to plan projects, events or programs for the children. For example, educator can plan fun activities or games for the children. Meaning that the children can learn while playing. Next skill is artistic skill for example use colour and design teaching materials effectively. Meaning that educator can design teaching materials creatively like posters, video, and many more. Other skill is technological skill. For example, educator can understand technical system and operates effectively and able to understand technical specification for instance manuals on how to use the PowerPoint or projector and so on as an aid to carry out lessons in class. Next skill is on problem solving skill. Meaning that an educator must know how to solve problem. For example, educator able to clarify the nature of problem in children and try to solve it for instance children that facing speech delay. The educator must know how to solve the problem. Other skill is critical thinking skill. Meaning that an educator able to review different points or ideas in different perspectives. For example, when doing lesson plan, the educator should think critically and consider all aspects that influence the children learning process. Educator must think critically on the best way to develop the children learning progress. Last skill is on creative thinking skill. For example, educator able to generate new ideas, invent new thing, find new solutions to problem and many more that help to improve the childrens learning progress. For instance, educator provide games with learning input for children. Reflection after working with a group of children To be honest, I am happy working with children. I love to entertain them and response to their attitude and behaviour. I love seeing them happy and cheerful. I really have the passion in them. I feel that this early childhood education field really teach me to be sincere in working with children. I do not feel reluctant while interacting with them. Really I feel I am comfortable working with children. They are true gems that need to be nurture and we should protect and guide them. Educators are like burning candles to light up other peoples lives. Strength And Weakness On Becoming An Early Childhood Educator For me, the strength is when i have a true passion in becoming an early childhood educator. That is the source of strength which is passion. In life, we have to have passion in whatever we do. Therefore, I find that I really have passion in this field. Therefore, it is my powerful strength. My weakness is lack of knowledge on understanding children behaviour and character and how to react on the childrens behaviour. For example, if the children throw tantrum, I should know how to resolve the conflicts. I notice my weakness is that I do not know how to handle childrens behaviour. Thus, I have to gain knowledge more so that I can understand children better. How to improve skills and weakness? How to improve skills and counteract the weakness is simply by gaining knowledge more on early childhood education. That is the most important thing that I should do. Future Plan My future plan is continuing my master at UPSI. Then, I want to establish my own kindergarten and do children enrichment programmes one fine day. Other than that, I still want to do cooking classes for children. I want them to enjoy simple cooking and baking skills. I want advocate more for the young children. I want to contribute as much as I can in terms of knowledge, motivation and so on for the young children. I want all children to grow up as happy and healthy children.