Feral Children: Cases and Learning Development

Feral Children: Cases and Learning Development Feral children, wild child, gazelle boy, undomesticated; these are all names that have been given to children throughout the decades defined as A child who is raised without human contact, often raised by wild animals as a result of being abandoned. This is indeed a fact in history that these children exist. There are so many stories, examples and cases of feral children raised by animals in history. Examples like Victor The Wild Boy , Kamala and Amala sisters raised by a wolf, and Robert who was raised by monkeys in Uganda. It is incredible that these children were able to survive. How did they manage to stay alive, and at what cost to their humanity? Are they ever able to gain what they did not learn when integrated back into society? This is a cruel way to treat a little child, either with abuse or even just negligence to care for the child. Today feral children could be defined as any human child suffering from sensory deprivation and can be caused by their own parents. Today the y can be children who have grown up with very little contact or none at all. Feral Children explore the boundaries of environmental factors on human beings, how they develop to become what society deems to be a respectable human and the overall influences of nature versus nurture paralleled to unconditional love and the surrounding of other humans. Many cases of feral children have occurred over several centuries. These children were isolated for so long and to a point where they do not know English or have not even seen another human being. Tales of children living and surviving in the wild, brought up by animals are almost too unbelievable to be true. Feral children are kids who have been confined with little to no human contact. Sometimes they live and survive on their own, or they have been raised by animals. Many cases prove that these feral children are not just some made up tale, but real life children living without any speech or knowledge of what is happening to them. There are many effects that occur to these children from being cut off from the real world. They include learning animal behaviours and possibly never learning to speak. Some of the children became super fast runners at times on all fours, some even covered with hair. Feral children s senses were often more developed than those of children living with hum ans, particularly their sense of smell and hearing. Various children found in the wild could adapt easily to changes in temperature and tolerate more pain. You may need to site some of this information, where did you get the facts? Many people believe that these stories of children raised by animals are just that, stories made up by writers and people with vivid imaginations. This is not true; there are many documented cases of these children. In January of 1799, a young boy with no clothes on was spotted outside a small town of France, near Aveyron. This boy was named Victor, and was around the age of eleven or twelve. Victor behaved like an animal, he ate rotten food with pleasure, he was incapable of distinguishing hot from cold, and he spent much of his time rocking back and forth like a caged animal He lived with a scientist named Dr. Jean-Marc Gaspard Itard. He was dedicated to the education of the young boy trying to get him to be able to speak. Victor made little progress in all these areas and was only able to perform small tasks, such as setting a table. Eventually scientists lost funding for Victor and he was sent to live with a housekeeper. Victor died at the age of 40 in 1828. In a more modern version of feral children is the story of the Romulus and Remus, two young girls who were discovered under the care of a she-wolf in 1920, in Godamuri, India. In order to get to the girls the wolf defended the two girls like they were her own babies, but the wolf was killed because it was attacking the men trying to save the two girls. The two girls were Kamala who was aged eight and Amala aged only 18 months old. The two girls would sleep all day and wake up at night, remained only on all fours, liked eating raw meat, and would bite or growl at people bothering them. They worked with these girls for a long time to try and find out as much as possible about feral children. Amala only lived for a year until she died but Kamala lived for nine more years until she passed away of illness. Kamala did learn a small vocabulary and eventually learned how to walk up right, but still had a good sense of sight in the dark and of raw meats at a great distance. A feral child does not have to be a story about a lost child raised by an animal. Many cases of abused or forgotten children have come up over time. Stories such as kids being found tied to toilets or locked in a basement, some kids forced to live in a dog house because their parents are too drunk to remember them. Genie was a 13 year old girl when police took custody of her on November 25th, 1970. Genie was found only because her mother had applied for welfare and prior to this no one knew she even existed. She would be strapped to a toilet in an empty room where her parents kept her. Also was forced to sleep in a sleeping bag that was way to small for her, genie now has deformed legs because of this. She was kept in such isolation that she couldn t talk or understand people. She could only make small grunts or moans if she needed something, she could also mumble the words no more . She was kept in her room for 10 years because her father thought she was mentally challenged as a baby. Genie had very limited socialization and she was abused for making noise which stunted her ability to communicate. They formed a group of scientists and social workers to help Genie have a normal life; this was later called The Genie Project. They worked with Genie for many years with little progress. Eventually they lost funding for her and she had to be sent to live in many foster homes were she was abused again. She currently lives in California with her foster parents. Another case of this kind of abuse emerged from the Ukrainians, a girl named Oxona Malaya who was found living in a farm kennel. Oxana s parents were both alcoholics and did not care for her well being. This is the reason why she decided to sleep in the kennel with the dogs at such a young age. For six years she was raised by dogs, not having any human contact. Oxona would walk on all fours, bark at people, and pant like a normal dog would. Oxana did not know what a mirror was and showed no recognition of the reflected image of her. This lack of self-awareness makes her, in some respects, more like an animal than a human. These two cases show people what abusing a child can do to then. As She was growing up and learning how to speak, they discovered in a brain scan that Oxana was mentally challenged because of her time spent with the dogs, if she was just raised like a normal girl she could of a had a normal childhood growing up, instead she has to live in a foster home. This is the reason why most children are abandoned or forgotten about, because parents do not want to have a mentally challenged child. She could have lived a normal life if her parents just cared a little more to pay more attention, but now she has to grow up learning how to talk and walk like a normal human being. In a small village in Uganda in 1982 a little boy named John Sebunnya was found living in a tree with monkeys. He ran away from home at the age three because of the abuse he took from his parents, also his parents didn t bother looking for where John ran away. He tells his story to this day of what happened in the little English he knows. Many different councilors and scientists have sat down with him asking about his time living with the monkeys. Different aspects of his story stick out to scientists that make them wonder if this was just a case of the monkeys tolerating the boy. They would just let him eat whatever was left and never cleaned him as they would other monkeys. When it came to cleaning time for the monkeys, they would never clean John, and he said that he would just watch as they pulled bugs from each other s fur. This information made scientists think that the monkeys didn t actually take care of John but just accepted him in the group. Throughout our history, our soc iety has tested the theory of nature vs. nurture. Some scientists believe that we are predisposed according to our genetics on how we behave. This is known as the nature theory. Other scientists believe that we behave in a certain way because of how we are taught. This is known as the nurture theory. One topic sociologists have studied is feral children to help explain these theories. They have found that children raised by animals acquired the instincts and behaviors of the species that raised them. The study of these feral children and children who are raised or kept in extreme isolation makes it hard not to support the nurture theory or statement. These cases prove the importance of education in our society and They show that human beings not only can be educated, but must be educated to become a human being at all. Everything that a child knows or learns must be taught; except for normal body functions like breathing or reflexes. Abilities that determine a child s success in school do not happen automatically they must be developed or nurtured . Children also learn how to be friendly, thankful, honest, trustful and respectful. All these skills must be learned and fostered. Psychologists and Scientists have studied feral children to help them gain insight into human socialization and development. By helping these children with human like abilities due to what they were going through as children. When feral children are discovered and returned to society, they often remain significantly developmentally delayed. Researchers are still trying to answer the question whether these children were already delayed or their abnormalities occurred because of their isolation in the wild. So what makes u s human? Is it society or is it instilled within us? Babies do grow into adults physically, but our social beliefs and ideas are not transferred in our DNA. Even though our bodies may grow, if we are isolated we become little more than an animal. In order for children to develop into well rounded human beings, they must be surrounded by people that care for them and people that will teach them language and how to walk. Through the stories of the feral children whether true or not, it leaves us wondering what makes us human? Feral children are human biologically but their emotions are limited to what they learned in the wild. These children will now never know right from wrong, or even what their own name is, but it goes to show the little attention a child gets makes a big impact on that child in the future. Children need love and protection from other human beings in order to grow up and develop into a human being themselves. The young age these children get lost at or when there f orgotten is the age the child s brain is growing, when they learn speech and ability to walk. It shows us how important it is for children to have the influence of another human to learn and love from. The nurture you give a child as a baby is what gives that child human like behaviors, nurturing a child can last a life time.

Cultural Anthro - Karl Marx Essay -- essays research papers

“Where some possess much, and the others nothing, there may arise an extreme- either out of the most rampant democracy, or out of an oligarchy.'; This was once said by Aristotle who was probably the first to recognize the importance of a middle class. A powerful debate whether the middle class is essentially defined by cultural or economic factors still remains an issue. A rich tradition is devoted to disentangling economic from cultural components of a class. According to Karl Marx, the middle class is an outgrowth of economic factors, primarily capitalism. Many people tend to disagree with Marx that capitalism is the only important factor in the outgrowth of the middle class. Judith R. Blau argues that her understanding of the middle class has much to do with inclusive cultural values. Blau demonstrates her opinion though her ethnography, Social Contract and Economic Markets. I believe that Karl Marx’s economic factors and Judith Blau’s cultural factors together d efine the middle class. Karl Marx believed class was a matter of economics, that is, how the individual fits into the pattern of modern capitalist society. Marx argued that the whole of capitalist society was constructed in order to support this idea including the society’s infrastructure. Marx believed that social classes arise when a group gains control of the means of production. This group also has the power to maintain or increase its wealth by taking advantage of the surplus value of labor. Many people question why a worker would labor under such conditions. The reason is quite simple according to Marx. The reason is political and social representation. Members of this class elect representatives who pass laws that serve their interests. Landlords and factory owners were able to use their control of resources to exploit the unlanded laborers in the newly emerging factories. Karl Marx looks at human societies as a whole, and asks how they reproduce themselves, and as a result, change. For Marx a fundamental question about any society is whether it can produce more than it needs to reproduce itself, that is, a surplus product. Karl Marx believed that the middle class is based upon economic factors and rooted in solely that perspective. Many people have examined his work closely arguing that economic factors could not possibly be the only definition o... ...tablish neighborhoods based more on life style by creating their own community. The middle class created it’s own social institutions, such as public University’s, newspapers, department stores, libraries and business clubs. This was a way that essentially defines a class. Using economic and institutional affiliations that of which requires cultural edgework defines the middle class system.   Ã‚  Ã‚  Ã‚  Ã‚  The controversial debate as to whether the middle class is defined by cultural or economic factors has been supported successfully by both sides. Karl Marx states his opinion clearly that economic factors are the basis of a class system. Marx explains that through a capitalist society where the means of production and social and political representation are the structure of the society. Judith Blau agrees with Marx that economic factors create a society however, cultural reasons define it. Blau explains how ‘having roots’ and cultural heritage shape’s a social class. I believe that the middle class was established by economic factors however, the diversity of people through their culture is what defines a society.

Policing in Angola

Abstract With a need to maintain order and protect the citizens, nations such as Angola are grappling with how to create and maintain a police force. This study assesses the strengths and weaknesses of using non-state police forces in a law keeping and enforcement capacity. The results of this study illustrate that there is a high potential for corruption, yet, the need for protection is greater than the possibility of abuse. This study will be of interest to any person delving into the strengths and weaknesses of a non-state policing solution. 1 Introduction The need to ensure the security of the ordinary citizens in the nation of Angola on a day to day basis has prompted the consideration of creating and applying non-state policing actors (Hallsworth et al., 2011; Baker, 2006). With too little money from the regional government given for a police force, outside actors including businesses, private citizens and foreign nations can be utilized as investors in order to provide the service of policing the community. Non-state police forces are often unregulated and have the potential to take on a wide variety of forms that will speak to the characteristics of the surrounding population (Wood et al., 2007; Gill, 1994). Yet, it is necessary to avoid varied forces including vigilante groups that seek their own goals to neighbourhood watches and instead seek to stabilize a community made up of equally varied members giving the population to find them working against the same mutual enemy. Violent crime as well as rampant civil rights abuses has continuously promoted the need for a policing force throughout Angola and the entire African continent (Johnston et al., 2003; Wood et al., 2007). Alongside the need to keep the peace is the inherent need of the underlying community to support the force and the policies resting behind the enforcement of the tenants of the region. What cannot be denied is that despite the potential for abuse, there is a need for a centred and recognizable police force, whether a state or non-state actor, in order to ensure that day to day activities that contribute to the long term health of the nation are attended to. This brief illustrates the pro and con arguments surrounding the non-state police agenda and highlights the strengths and weaknesses of the system. 2 Non state policing in Angola2.1 Pro non state policingThere is several sound reasons that a government such as Angola’s would choose to create and implement a non-state policing force (Wood et al., 2007; Hallsworth et al., 2011). Ranking as the primary motivation is the need for community security that allows for day to day activities to progress without hindrance. Furthermore, this perception of cultural stability aids in the operation of the underlying and associated financial and consumer markets that are themselves integral to the stability of the state (Crank et al., 2007; Baker, 2010). With a law abiding citizenry comes the opportunity to build a sound financial base that allows the operation of external and internal projects. With high crime rates to blame for abuses against the most vulnerable of Angola, the absence of a police force allows the criminal element to come to the fore, which in turn is directly against the needs of the regional population to grow and p rosper (Hallsworth et al., 2011; Baker, 2006). Enforcement of the law is only one facet of any regions police force, making the need for a working unit critical to Angola (Johnston et al., 2003). Absent the taxpayer funds to establish and operate a working force, the non-state police option provides a method that can accomplish the goals of both the government and the consumer community. With a private force the tax payer does not typically feel the sting of payment that these forces need to remain relevant in the states interest (Gill, 1994; Baker, 2006). This element provides many opportunities for private investors to step forth and equip the non-state police force in a manner that some of the poorer nations, such as Angola, can only hope to afford. Furthermore, a key advantage of many outside or private police entities are the established outside contacts and expertise that is brought into the region as a result of the engagement (Crank et al., 2007; Baker, 2006). In many cases the skilled labour may not be present in the im mediate area, requiring the need to look to the outside community for better talent and resources. Another opportunity provided by the consideration of a non-state police force in Angola is the potential to transform relations with neighbour nations or allies by incorporating elements of their working infrastructure (Gill, 1994; Johnston et al., 2003). It is become more common of multinational police forces to work together towards a goal that serves to benefit the entire international outlook by ensuring the stability of the region. Furthermore, this form of non-state or shared policing builds bridges and understanding between enforcement departments that often have work across national and international borders in order to address the issue at hand (Hallsworth et al., 2011). In summary, the primary positives resting behind the non-state police force in Angola is the increase in talent, decrease in state funds spent and the opportunity to find international partners that will assist to maintain order in the long run.2.2 Against Non-state policingAs with any employee or outside agency, bringing in an outside police force to Angola, holds the potential to be abused and subverted to the interests of others (Hallsworth et al., 2011; Baker, 2010). Private interests often play a pivotal role in choosing, maintaining and implementing any form of non-state policing, making the persons behind the effort at once suspect and complicit in the case of corruption. Lending itself well to the spectre of corruption, non-state policing can have chilling impact on the target community by stifling business and community activities to the point that there is a visible loss of enthusiasm and production (Johnston et al., 2003; Wood et al., 2007). Furthermore, this perception o f public abuse on the part of the policing efforts contributes to criminal activity and unproductive behaviour on the part of the local population. A secondary concern when dealing with a non-state police force in Angola is the need for the organisation to properly understand the community that they are assigned to protect (Wood et al., 2007; Crank et al., 2007). Many times an outside operator will mistake a cultural element as a risk, which in turn may lead to an issue that should never have been created in the first place. Furthermore, the local populace may not hold a great deal of confidence in the outside force, which can become a substantial hindrance in the operation of day to day policing activities (Baker, 2002; Wood et al., 2007). If the community is not helpful many opportunities will be lost to the non-state police effort. Yet, this can many times turn into a private citizenry that expects special favours of the police force, leading to another issue that has the potential to lead to widespread abuse and corruption. The level of training and professionalism among these private forces can quickly become a liability in the effort to sustain a working police force (Johnston et al., 2003; Baker, 2002). With many forces seeking to cut corners and save money whenever possible, there is a real potential to provide a undertrained and ill equipped force that could possible cause more harm than good in the region. Furthermore, the less training provided to the force enhances the opportunity for corruption and the skewing of the original effort to protect the citizenry (Baker, 2010; Crank et al., 2007). Finally, with a force that relies on funding there is the real possibility for a rich person or outside organisation to negatively influence the operation of the police force, making the need for oversight both critical and expensive (Wood et al., 2007; Gill, 1994). In summary, the negative aspects of using a non-state police force include possible corruption, lack of training and the absence of cultural sensitivity that aids in conducting many day to day police centred operations. Furthermore, there is the very real opportunity for a well-funded outside entity to have a substantial impact on the operation of the police force, which in turn can produce a range of further negativity. 3 Conclusion The need to ensure the security of the ordinary citizen on a day to day basis throughout Angola has prompted the consideration of a non-state policing system. As this brief indicates, there is a need for a police force in order to create a sustainable and liveable condition in the nation of Angola. Yet, as the evidence insists, the presence of corruption and abuse is likely. However, the need for citizenry protection and stability outweighs the possibility of negative policy. It would seem possible for an Angolan effort to keep the policing force transparent would lead to a working force that benefits the population more than the special interests. Coupled with the reduction in overall state costs, the prospect of a working police force provides outside investors with a reason to hope for stability, thereby increasing the likelihood of investment which aids in the building Angolan infrastructure. In the end, no matter the negative potential, the evidence suggests that a non-state policing force offers more benefit than detriment, leading to the recommendation of creating and implementing a non-state policing force in the African nation of Angola. References Baker, B. (2002). Living with non-state policing in South Africa: the issues and dilemmas. The Journal of Modern African Studies, 40(01). Baker, B. (2006). The African post-conflict policing agenda in Sierra Leone. Conflict, Security & Development, 6(1), pp.25-49. Baker, B. (2010). Grasping the Nettle of Nonstate Policing. Journal of International Peacekeeping, 14(3-4), pp.276-300. Crank, J. and Giacomazzi, A. (2007). Areal policing and public perceptions in a non?urban setting: one size fits one. Policing: An International Journal of Police Strategies & Management, 30(1), pp.108-131. Gill, P. (1994). Policing politics. London: F. Cass. Hallsworth, S. and Lea, J. (2011). Reconstructing Leviathan: Emerging contours of the security state.Theoretical Criminology, 15(2), pp.141-157. Johnston, L. and Shearing, C. (2003). Governing security. London: Routledge. Wood, J. and Shearing, C. (2007). Imagining security. Cullompton: Willan. ZIMBABWE: Security Sector Reform Deadlock. (2011). Africa Research Bulletin: Political, Social and Cultural Series, 48(7), pp.18921C-18923C.

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