64563 v7
I WORLD MANOA Passages 

Story by Annette Roman 

Art by leandro Ng 

Cover & Interior Design/Courtney Utt 

logo Design/Mark Wasserman 

Back Matter/Patricia Katayama 


Passage I   Ink by Walden Wong & leandro Ng >Tone/leandro Ng >lettering & Sound EffeclsjWalden Wong 

Passage 2   Ink by Walden Wong> Tone/leandro Ng <lettering & Sound Effects/Adam Symons 

Passage 3   Ink by Walden Wong> Tone/leandro Ng <lettering & Sound EffectS/Sabrina Heep 

Passage 4   Ink by Sylvia liu, leandro Ng & Walden Wong> Tone/Elizabeth Watasin >lettering & Sound Effecls/Sabrina Heep 

Passage 5   Ink by Walden Wong. Sylvia liu & leandro Ng > Tone/John Hunt & leandro Ng > lettering & Sound Effecls/Sabrina Heep 

Passage 6   Ink by Walden Wong. Sylvia Liu, and John Heebink > Tone/Mark Griffin > lettering & Sound Effects/Sabrina Heep 


1 World Mongo is a joint project of VIZ Media, llC and The World Bank. 


Assistant Editor/Rebecca Downer 

Managing Editor/Annette Roman 

Editor in Chief, Books/Alvin lu 

Editor in Chief, Magazines/Marc Weidenbaum 

VP of Publishing Licensing/Rika Inouye 

VP of Sales/Gonzalo Ferreyra 

Sr. VP of Marketing/liza Coppola 

Publisher/Hyoe Narita 


© 2007 VIZ Media, llC 

The I WORLD MANGA logo is a trademark of VIZ Media, llCjThe World Bank. 


All rights reserved. 


The stories, characters and incidents mentioned in this publication are entirely fictional. 

No portion of this book may be reproduced or transmitted in any form or by any means 

without written permission from the copyright holders. 


The World Bank does not guarantee the accuracy of the data included in this work. 


The findings, interpretations, and conclusions expressed herein are those of the author(s) and do not 

necessarily reflect the views of VIZ Media, llC, the Executive Directors of The World Bank or the governments they represent. 


Printed in Canada 


Published by VIZ Media, llCjTlle World Bank 


VIZ Media, llC 

 .O.
P Box 77010
San Francisco, CA 94107

The International Bank for Reconstruction and DevelopmentjThe World Bank
1818 H Street NW
Washington DC 20433
Telephone: 202-473-1000
Internet: www.worldbank.org
E-mail: feedback@worldbank.org

10 9 8 7 6 5 4 3 2 I
First printing. June 2007



   [~!~ r
 www.viz.com 

                         III         THE WORLD BANK

 store.viz.com 

           AG
   ,




r()VERTY~~
A RAY OF
LIGHT
     SOM/o111ING £-IKE 

    THA'f••• "X'~I 

 VON''f HAVE THA'f KIND 

 OF POWER. AND ~VSN 

IF I DIO, WISH MAGIC IS 

 HAZARDOUS. 111>1OWS 

1111' WHOL./o SPACS-11M!: 

   CON1lNUUM our OF 

 WHACK. AND I'f 1Al<~6 

 FOR/!WR 'fO SORT 

       OU'f A~~ 111E 

    UMM. .. 

  I'M NOr 60
BIG ON RUL.E:5
I'M WHAT YOU
    CAL.L. THE: 

 INDE:PE:NDE:N'f
      TYPE:. 

   'Ihat·
   1: Ie/why
 orpha t the 

      nage. 





             /1
I'l.l. BUY 

RICe WI'fI..l 

THIS AND 

 MAKe A 

PORRIDGe. 

 YOU CAN
  HAve
  SOMe
  IF YOU
   l.IKf...
6UTTHf;N
THf; WAR
CAMf....
ANII TI-lf;
ARMI~S •••
TI-lf;Y FORCEII I-lIM
TO FIGI-lT. Hf; I-lAII NO
CI-lOICE. ANII WI-lf;N
I-lf; CAMf; SACK•••
             YOVR6Nor 

            ANSWeRING MY 

           QUeSTION! WHY PIP 

            YOII RJlN AWAY!? 





 And my
question
  iSn't
stUpid!




               M6/?HOW?
              SHe's POOR!
              SHe f)(}eSN'r
             Nee!) MY HetP,
               SHe Nee!)S
             MON6Y, AN!) r
            f)(}N'rHAve ANY
              ro GIve HeR!
                 rMAN
                ORPHAN!
MAMA! I WANT
 fGG!   ~GG!                 "/J'~ .. , ~.r·" \-'\',,,,,~,-~,


     ...,.,_~ij   . . ///__,/J~.u/ld/l'\)'''to..\'''~~
                    /0~4#<::' "".\\\\""...~....­
  OH, YES.•• SOME OF THE WOMEN IN THE VI~~AGE HAVE A 

COOPERATIVE. ! HEARD A BANK ~OANED THEM EACH A ~rrn.E 

MONEY TO START A BUSINESS. THEY HAD TO PROMISE IF ANY 

 OF THEM COU~DN'T PAY HER ~AN OR INTEREST BACK, THE: 

              OTHERS WOU~D PAY IT FOR HER. 





                                                            HE ON~Y RAN
                                                           FROM THE EVI~
                                                            SPIRITS THAT
                                                           POSSESS MEN
                                                           WHEN THEY ARE
                                                          ANGRY AND DRINK
                                                          TOO MUCH BEe:R!
                                                           He: RAN SO THe:
                                                           SPIRITS WOU~D
                                                           NOT MAKe: HIM
                                                           Be:AT HiS WIFe:
                                                             AS OTHe:R
                                                              Me:N WI~~!
  AII!k .••
 ! WOUkll
NJi'VJi'R 110
ANYrH!Ne
TO SHAMJi'
YOU. 6UT!
  PkAN TO
 J'OIN THf.
  V!kkMf.
                                                                  TI-I~ WOM~N USUAL.L.Y
                                                               GATI-I~R N~AR TI-I~ B~ND    IN
                                                                  TI-I~ RIV~R AF~R TI-I~
                                                                    MARK~T CL.OS~S ...




          "   .... ,.... ~, ................. -­   -'   ,.,'




~-<.-
0.­   ~~\_.-:.;.-~--~-
            --'
   ~----------V ~T FORE:IGN COMPANY
                 P~ISE:S TO GIVE: US FAIR
~_. _. _5~~...r:~~ HAVE:
  E:NOUGH E:ARNINGS FROM MY 
            TRADE: PAYME:NT FOR 

  CHICKE:NS TO BUY A ~OOM TO 
      WE:AVINGS ~IKE: THE: ONE:S OUR 

    WE:AVE: CWTH TO SE:~~ TO 
      GRE:AT-GRE:AT-GRANDMOTHE:RS 

          FORE:IGNE:RS! 
                       MADE:! 





        THE:Y 5E:ND THE:M AL.L. 

       THE: WAY TO THE: OrH&R 

        SltJ& OF rH& WORJ.tJ 

             TO 5E:L.L. THE:M TO
               RICH PE:OPL.E:!




    --.­
       <:/
  WHY WOUL.DN'i
 THfY WANT YOU?
YOU'Rf 5TRONG AND
 Rf5PON51BI..f AND
  HARDWORKING!




                     "~'?Y__   -
    t ... UMM.. ••
 n.l~n.lINK MAYBt:
YOU Bt:mR TAKt: IT
  FROM Ht:Rt:..•
  OUR WORLD, 1W.ORLD 

  POVERTY
            he world is out of balance. Of the six biUion people in the world today, one ~illion command 80 percent

  T         of the world's wealth. At. the same time, one billion of the world's poorest people must sUlvive on less than
            adollar aday, while another 2.7 billion ~ve on less thantwo.dollars a day. EXtreme poverty is responsible
    for some eight million deaths a year.                                . .
        Poverty is more man simply an absence 01 wealth. Poor people are ln6rev~h1erabje to economic shocks, nat­
    ural disasters, disease, violence and crime. Poor people must ~n forego,a decent education and adequate
    health care forthemselves.and their ~.~n, while the smallest miSf~rtune-an illness, a job loss-threatens their
... survival.                                •                             .•
        Development mean$lWJlevillg~!l acceptable standard of6vi11gfor all people. This indudes giving everyone
    access to the basics, sl:lfilas (~/housing, jobs, health~s, education, and security.

  To lind out more about poverty and developlnent, checl!out the folloWing websites:
  • www.youthink.world~.orglissues/developmentl
  • www.netaid.orglglobat'poverty/
  • www.worldbank.orglhtmVextdr/thematic.htm 

    (Click on "Poverty" link.) 

  • www.worldbank.()rgldev360/ 

    (Stories about peOple whose lives have beentransl9;rmed by devekjPlllent prorams!) 




  MILLENNIUM DEVELOPMENT GOALS

  The uneven progress of development is worrying. Responding to such concerns, mSeptember 2000, at the United
  Nations Millennium Summit 189 countries agreed to a specific agenda toi reducing poverty. The agenda listed
  eight targets to help people meet basic needs and get out of poverty. Today, these eight Millennium Development .
  Goals (listed below) serve as aframework for measuring progress in development:

  • Eradicate extreme poverty and hunger
  • Achieve universal primary education
  • Promote gender equality and empower women
  • Reduce child mortality
  • Improve maternal health
  • Combat HIV!AIDS, malaria, and other diseases
  • Ensure environmental sustainability
  • Develop a global partnership for development

 To learn more about the Millennium Development Goals, check out:
 • www.youthink.worldbank.orglissues/mdgs/
 • devdata.worldbank.orgigmis/mdgllisCotgoals.htm
 • www.netaid.orglglobal_poverty/millennium-development-goals/
 GENDER & POVERTY

 In many countries, girls and WOlTlen aren't given the same rights, opportunities~!espon5ibt1ities, andchoiCes in life
 that boys and men have. This double standard for girls and women hurtS everYbnein sooety.mdhas a negative
 impact on economic development. Societies allowing women equal,figbts as men~areweidt~ier than those that
 do not. These countries prosper more, grow faster, and have better goVernanm systems, which are important for
 growth and development.                                           '

 For more information on gender and development, check out:
 • www.youthink.worldbank.orglissuesjgenderj
 • www.unifem.org
 • topics.developmentgateway.orglgender



 CONFLICT & POVERTY

 Many of the world's poorest countries are locked in a tragic vicious circle in whidJ poverty causes conflict andtim,
 f1ict causes poverty. Eighty percent of the world's 20 poorest countries have suffered a major war in the past 15
 years. On average, countries coming out of war fitce a 44 percent chance of returning to war in the first 5 years.
 Even with rapid progress after peace, it can take a generation or more just to return to prewar living standards.

 To learn more about conflict and poverty, check out:
 • www.youthink.worldbank.orglissuesjconflict/
 • cpr.web.cern.ch/cpr/



 MICRORNANCE

 Microfinance is the supply of loans, savings, and other basic financial services to the poor. In the 1970s, experi­
 mental programs in Bangladesh, Brazil, and a few other countries extended tiny loans to groups of poor women
 so they could invest in small businesses. In this type of microfinance lending, each group member guarantees the
 repayment of all members. Experience has shown that the poor successfully repay these loans. Microfinance has
 proven to be an effective tool for reducing poverty and helping poor people take control over their income and
 livelihoods.

 To learn more abo¢ microfinance, see:
 • www.cgap.orglatout.lmicrofinance.html
 • www.worldbank.orgldepweb/english/modules/economicjgnp/case1.html



. . WHAT CAN I DO?

 AHcountries in the world are linked by trade, finance, environment, drugs, crime, migration, diseases/epidemics,
 etc. Domestic problems in one country inevitably affect the rest of the world. That's why it's in all our interests to
 promote a good standard of living in every part of the world.

 Here's what you cando:
 • Get interested. Leammore about the world and current events-you can start by following the news and 

   browsing some of me websites suggested here. You can also search the Development Web on 

   www.worldhank,or!lldepweb, where you'll find online books an4.~amingmodUle$.bMlming With 

  activities, information, case studies. and other tools that will help yo\! exPlore the often .wOWlex yet intriguing
  social, economic, and environmental issues of sustainable development.                        .'
• Get involved, Search the UN Volunteer website (www,unv,org) or tile ldealist~bsite (~.idealist.org) to find
  out about volunteer opportunities worldwide to encourage development,;               .'
• lobby your government. learn how much money your government gives through bilateral and multilateral
  assistance. You can view official development assistance (ODA) levels by country at
  www.oecd.orgJdaclstatsldonorchartsr Contact your government repreSentatives and tell them your country
  should provide more aid,




               Original cover of Passage 1



ANIMAL FAQ:
1. How long ago was the barnyard chicken domesticated from the wild, and where?
2, What's the difference between a leopard and a jaguar?
3. What is physiologically inaccurate in this sketch of Rei's animal spirit guide in the form of a horse?


                                  '('. 'OOl 'sMoJqaAa paMOJJI1j s,aSJ04 a4l seM l! aqAew 'UO!SJaA IPuad pa\lS!uy a\ll)O luawdolaAap
       a4l Ssn)Slp PU2 l! Ma!AaJ OllS!lJ2 a4l4l!M 8ull_aw ua4M JOlS!U!S os pa~OOIIPla~S S!4l A4M lno _Jn8lj Ol Jml4 ue 11€4 J04lOe
              -4l ~OOl ll) "'SaJOlIn) awas U! suowap jO aS04laJ2 52 'aJ2 S,MO) PU2 s,le08 2lns jUiMOP I,UaJ2 saAooll S,aSJoq IJ .£
                                                      'JaAO lie ~)2Iq aq ue) pJedoa, ue)!JjIJ a4l pue Jen8er a4l 4loq lnS ·stods Jallews 

       asopua le4l sallaSOJ JaMaj pue Ja8Je/aA2\1 SJen8e! !sauasoJ J1a4l Aq waqllJS!n8u!lS!P Ue) noA 'dew e l2 8u!~001 wOJj ap!slJ 

              'e)!JawlJ 4lnOS )0 luau!luO) -4l jO >Jed uJa4lJou -\ll uo sall!l Ii' afiDSSD,/) Jen8e! a4l pue 'e!slJ pue 2)!JjIJ jO stUaulluO) 

         alii uo aA!I (I afiDSSD,/) pJedoal MOUS pue PJedoal alll '(stods) $allaSOJ aAe4 PU2 Sle) Il1j.IaMOd 'a8J21 ale 4loq 48nol.JllIJ " 

                                                                      SIt p.al2)!lSaWOp uaaq aA24 Aew SJOlSa)Ue J!alJl '/MOja/8unr pall
                                                                     " . •. ~!lrMO.\lllaM sua~)!4) )!lSawop )0 AiapeA _,q!panu! aql '[
PASSAGE 2 . 

HIV/AIDS­
FIRST LOVE
Got 0 mOSter
'n' everything!
51
    ! 'DON'T KNOW
      !'M 6ORr;t(.
  MUCH ABOUT A!DS.
.:lUST WHAT! He:ARD
                      '~~]~~~Udl-----,..-------
   FROM FRieNDS...
                      MY DARLING...
                   nlE'ru; IS ON~Y ONe    WtTHOUT FORGIVENeSS,
                 nllNG I HAve ~EFT TO    YOUR H"ART WI~~ GROW
                 TeACH YOU BEFOI<e MY      CO~D ~NG BE'FORe
                      TIMe COME'S.••          YOUR BODY...


GANT   MY H"A~
  TO Be CO~D!




                          STOMP STOMP-STOMP
59 

     LI
      l




62
   I CION'T Sf~ONG 1"0 Yotl
Af>l'( ~ fHAN YOU SeLONG
   1"0 M6... NORANYON6
  Sf~ONGS 1"0 AN01'H61t ..
67 

68 

73 

     TI-IE'Y SAID••• 

   eE'CAUSIO er55Y 

     WAS BOI<N A 

 YI'AR 9E'FORE' PAPA 

   Gar SICK, Mf.N.A 

  MIGH1" HAVE' 9E'I'N 

 INFI'CTI'D '111111 HIV 

ALI¥A/7t WHI'N SHI' 

  WAS PR6GNANr 

 WI111 HeR... so we 

 HAVE' TO GI'T SISSY 

    ffSffr;; TOO... 

                                                                                                                        1·




OUR WORLD, lW()RLD 

HIV/AIDS 	                                                                                                 "",



      oday, more than 40 million people around theworltfliviwitb KrJ~l]P AIDS. Half of the 14,000 new

T     infections that occur each day ilre in young~lei ~ ~$~24. ~IV imd. AIDS have spread to become
      a global problem threatening Mry nation, both ridl IIII$pqot. !W has bet;onle the first truly international
epidemic, easily crossing oceans and international bo!'d~.' .                 '"
THlFAOS
Q. Whit are HIV and AlD$1,A!'2'                              .'~
A. 	 KIV (Human Immun~lency Vit\lsfls the virus thatCl!$eS AlPS (Acquired Immunodeficiency Syndrome).
     This virus is passed fl'om ~ ~n to another through                ',. sexual contact, blood-Io-blood contact
     (for example, throughsbari~tlf,c,ontaminated 1)el!Q              and from an infected mother to child: during
     pregnancy, during birth, q{after birth throug" brElilst.~ding. HIV        ages the immune system, the part of
     the body that fights intedlon. Eventually. the ifllln!iile.system bee        weak that diseases and infections
                                                                      a
     begin to attack the body. As these conditions,¥orsen, person is d~ed with AIDS.
                                                                           ,                         ,'"       "y\
                                                                                                              ~> --~~

Q. How can you telllfsoi!1eone is infected. Hltt?                                . "\           ,
A. 	 You can't tell if someone has HIV or AIDSby jU$tl\loking at them/AperSoninfectedwith HIV maY 100khealt/1y
     and feel good, but they can still pass the vi{lIs. on to you. Aj:IJoo(Mest is the only way a person can find out if
     he or she is infected with HIV. Anyone can~e in(etteO' wj~tilV,ltih" nothing to do with race, age,
     religion, nationality, or sexual orientation (whi!lfleF.~u are: py,,str~ or. blseX~t ".
                                                      "	    -- ':'"   '/       '"",-'~..       I   ',,> - )   -,             - \ /' ' "


                                                           ,~ ::                                       ;   \,~
Q. Where can I set tested for HIV infection?                  .i ' , '
A. 	 Many places provide testing for HIV. Common testing r6ctitl!1t\'Ylrtrll'i~localhealth lePat611~.dinics,
     offices of private doctors, hospitals, and sites specifically set up to' provide,lIoJuotaryf;JIV testing lind
     counseling. To find a testing site near you in the United States, visit thet\l~tionaFHIV feSting Resources
     website at www.hivtest.org.                                                                    .

Q.   How do you get infected with HIV?
A. 	 HIV is spread through blood, semen, vaginal secretio~s, and breast milk. Contact with anY'9f these
     fluids puts you at risk for HIV infection. The most common ways people are infected with HIV are: H\lving sex
     (anal, vaginal, or oral) with someone who is infected .with HIV. You can become infected ff yOu share
     needles or syringes with someone who is infected. This includes sharing I;leedles to shQllt drugs or
     vitamins, to pierce body parts, or to get tattoos. AwOman infected with ':ltV can pass the virus to her
     baby during pregnancy or at birth. In rarer cases, babies have also been infected by bleast-feeding from their
     mother. You cannot get HIV by giving blood.                                        . ,.

Q. How can you avoid getting infected with HM
A. 	 Follow these guidelines:
     • Do not have sex. This is the only SURE way to avoid getting HIV through sex.
     • Use a latex condom EVERY time you have sex unless you are SURE your partner is faithful and 

       not infected. When used correctly and consistently, condoms can help prevent HIV and other 

       sexually transmitted diseases. 

     • Stay with one partner who has sex only with you. Use condoms correctly and consistently unless 

       you are sure your partner is not infected with HIV. 

     ~.Do.not shareneeaJesamt~,,,\ 

                                                                                 1~¥~;:;;~ 

                                                                                  ;~l1ich this Q&A was adapted.
WHAT CAN I DO?

HIV .and AIDS can be treated, but not cured. Not yet. Nonetheless, we can all do something to stop fiN from
spreading, protect ourselves, and make the world abetter place for those living with HIV/AIDS. Talking about HIV
and AIDS can be very difficult, but it can also be amatter of life and death. Not talking about itmakes it even more
difficult to prevent this disease from spreading further.

1. Look out for number one! Proted yourself! This is your only life.

2. Teach Others to Proted Themselves. It may surprise you to know that many people do not know
  how HIV is transmitted or that it is preventable.
  • learn how your country ranks in terms of HIV and AIDS rates by visiting Youth Net Project 

    (W'NW.fhi.org/en/YouthjYouthNeVindex.htm). 

  • Ask a health advisor your own questions about HIV and other Sexually Transmitted Diseases 

    by visiting Go Ask Alice (W'NW.goaskalice.columbia.edu). 

  • learn how to get active internationally or in your own community by visiting Youth Shakers 

    (W'NW.advocatesforyouth.org/youth/index.htm). 

  • Talk to other young AIDS activists about HIV and AIDS issues on Taking it Global 

    (W'NW.takingitglobal.org), or the Center for the Study of AIDS (W'NW.csa.za.org). 


J. Refped Those Who Are Infected. People infected by the HIV virus did not ask for it. Please learn to respect
  those with HIV and AIDS.

4. Get Involved. The world can beat HIV/AIDS, but we need concerned citizens like you to get involved. If
   you're ready to make areal difference in people's lives, check out these sites for ideas on how you can help.
   • W'NW.advocatesforyouth.org • W'NW.unaids.org!en/GetStarted/YoungPeople.asp

  • MTV's Staying Alive Project was launched in 1998 as a global multimedia campaign to spread the 

    message about HIV/AIDS. Visit their website at W'NW.staying-alive.org. 



HIV/AIDS AND DEVELOPING COUNTRIES

Poverty and HIV/AIDS
While HIV/AIDS is clearly a health problem, the world has come to realize it is also a development problem that
threatens human welfare, social cohesion, and even national security. HIV/AIDS reaches into every corner of
society, affecting parents, children and youth, teachers and health workers, rich and poor. It can decimate the
workforce, create large numbers of orphans, exacerbate poverty and inequality, and put tremendous pressure on
health and social services. Sub-Saharan Africa is the region of the world that is most affected by HIV & AIDS.
Recent epidemics in China, Indonesia, Papua New Guinea, Vietnam, several Central Asian Republics, the Baltic
States, and North Africa show just how quickly the virus can spread.
     Poor countries are particularly vulnerable to HIV/AIDS. Chances are their health care systems are already
overburdened, so providing expensive treatment to their growing number of people infected by HIV is nearly
impossible. Resources for educating the public about risky behavior are equally limited. Under these circum­
stances, AIDS can quickly become an epidemic.
     To find out more about HIV/AIDS and development. visit the following websites:
     • W'NW.unaids.org                          • W'NW.netaid.org/globaLpoverty/hiv-aids/
     • www.worldbank.org/aids/                  • W'NW.youthink.worldbank.org/issues/aids/

Drugs and HIV/AIDS
Medicine to treat HIV and AIDS can be very expensive and is not available everywhere in the world. Poor people
in developing countries often do not have access to the treatment or cannot afford to pay for it. Access to
medicine and health care can make a tremendous difference in the quality of life for an HIV/AIDS patient. It can
also mean the difference between life and death.
   .... The world is not winning the WOI' against AIDS.
     • More than 20 million people-men, women, and children-have died of AIDS sinceHNwasfirst 

       documented in 1981.                                                                  .

     • More than 95 percent of infected people live in developing countries;
     • In 2004, over 3 million people died from AIDS-related illnesses.
     • In 2004 alone, about 4.9 million people became infeded-morillth;m the entire populati()n of Norway.


 THE IMPACT OF AIDS

 Orphans and HIV/AIDS                                                          '.. '
   One of the most troubling consequences of the AIDS epidemiciSJhe 'lumber of children it has orphaned or seri­
   ously impacted. Todl!l¥, more than 15 million children under the age ofl] haye lost .one or both parents to AIDS,
   most of them in sub-Saharan Africa. According to a report by the JJpited Nations, by 2010 this number is expect­
   ed to jump to more than ~? million. The~ orphans are less likely t(Tli,ttend school and receive good nourishment
,. or proper health care. .              "',                           .•
        For more informatitma~ orphans and AIDS, and to read personal accounts of children who lost both of
   their parentS to the d~,lIiijtltlifullowing websites: .... , '
        • www.youthink.world¥!fujrgjissiles/aidsjorpharis.php               • www.avert.orgjaidsorphans.htm

 Imagine: Your mother or f(1f/ler has HIV and has become too sick to work. AsJhe oldest child, many adult responsibilities
 become yours: caring for yoijr sick parent Iobking afterypur brothers andsistets, tlIking care ofthe house, earning money,
 putting food on the table. Meanwhile, there isn~ en(Jugh mpRey to buy deSJierdUIJyneeded medicines for your moth~r or
 father. Preparing for your futi;re is put aside Just to survive the present; sCQool andjQb training become a "luxury."

 Women and HIV/AIDS
 Early in the epidemic, men vastly out­
 numbered women among people
 infected with HIV. Today, nearly 50 per­
 cent of adults living with HIV around
 the world are women. Young women
 are about three times more vulnerable
 to HIV infection than their male coun­
 terparts.
      To find out more about the impact
 of HIV/AIDS on women, visit the follow­
 ing websites:
      • womenandaids.unaids.org
      • www.genderandaids.org

                                                             Original cover of Passage 2


 ANIMALFAQ:
 1. What's the difference between a horse and a donkey?
 2. How fast can horses run?
                                                                                       's8al ill~)'lap 11341 ~~alq 01 S3S104 a'll 3Sn~) Plno)
       1241 Sa!ll121n83w 13410 10 S3104 1a4d08 10 IIni aq Plno) 4)14M 'punoJ8 1~!l!W21un 13AO spa31S 11341 .)101 01luepnl31 aq PlnOM
      pu~ 'Sa)uI?IS1P 8uoI8Ull'A~Jj 101 A81aua Jl'41 aJl.laSUO) 01 SdSJoq J!a41 a)~d SJaplllSOw Inq 'sajAow UI ssaUJ'P1IM 48nOJ 48noJ41
  10 UMOI 10 Ino 8uluuru UMOqS uaijo al2 saSJOH 'sa)uI?IS1P jJ04S 101 Jn04 Jad sal!w OS 01 SV unJ U~) asJOH lajJ2no U2)!Jaw'If a41 ·z

                                                  '''qo! a41 01 dn SI!M SS2~'~! ~ 'saAol a4 ueWOM a41 WOll A2~ !a1l821p l,uPlno) sa5104
    PllM 48n0lJl12 1~41 SlSi!ll1lns Z# a8ess~d 10 8ulPua a4llna .. 'SMOU~ olJM [ssau!lI!s lIullQwnq 10 sloqwAs sass~~'ef PU2 Alne.q PU2
    a)ep!p~.~···                                             ... I~J!S! 1 lJM ·saSJ04.'21 snolow218 u2411alJl21 SI2wlu2 ~,ed AIMOI
                                                                                    2
                                                             ~;.~~~~Isn! a12 SOllna 'UMO JlalJl 10 51201 ilAlltJ I,U2) 'P!4M
                                                             ~jII.It~.1JIlI.Sl!1JMOP adlJjS ljI2p 2 pue '1!1!l a'll uo J!24 JajJ04s
                                                                         . ·.!I!J!lIl!5"letll!Ue PllM ~ 51 4Ji4M 'ss~ pallD~sawop ~ 5! Aa~uop 'If'1
 - ..
..      _-----­
                    .   I




PASSAGE 3
'GLOBAL WARMJN(j-

THE LAGOON OF THE
VANISHING FISl=t
.··.···it.
-~","'.'---
        ~
)/-""
              ,. >
        /""         ~

              '.­
     $OM!: IRAINING
    VOYAG!: THIS IS••.
      HE TELLS ME
   WHERE Nor TO GO,
r:;UT H!: DOIi'SN'T TIi'I.L
   ME WHERE TO GO!
     THEN
   AT LfA$T
ENOUGH FOR THE
WHOLe V\Lt.AcrE.
ENOUGI-l ,0 fEED
  /MfAMIL'/. ..
   NOW,~N"
AARDl-f ENQUGI-l 

 ,0 KEE'PTHE 

    MfA,QN 

 THIOSE Sf{INNY 

     BONeS! 

     NAM.'S KUHI.SEiRG. I'M A P!1I:JF.S5()R
MARINEi "COSYS TEMS CONSERI/ATiON AND V",'~j.<J"'M'~N 1
   INSTITUTE AT THE UNll/ERStTY ON THE




                                                          ~--~~
                                                          -~~:~~
                                                           -'-­
          ..
~------- "'"
                  ".AND THIS IS                 UNL.IKE' COAL. AND OIL.,
            WHERE' WE' MAf\lUfACTURE           THE'SE' WIf\lD AND 5OI.AR
              R'f\lEWASL.E POWE'R             PANEL.S DON'T EMrr GREEf\I­
)_ _~~~fO::R~TH,:"E:.."'IS::L.A~N:'.'D~.
                                       --"9    ~~~ ~is~n;.;Y
                                                  GL.OBAL. WARMING.




                                                UNFORTUNATEl.Y, THE TOURISTS
                                                If\I THEIR GAS-GUZZL.If\lG SU'IS
                                                WHO COME' HERE TO ENJOY THE
                                              SEACHES DON'T SEE THe CONf\I!C11ON
                                                SETWEEf\I THEIR L.IFESme AND
                                                     6WRYON6'S fUTURE!
104
  IT'S SS~N A W~~K
AND WS HAVEN'T S~~N
   A 1llING our OF            "{l~\9l11l    YOU PROSASI..Y
   1llE ORDINARY!                    .:lUST SAW SOME TOURIGiS
                                         OUT NIGHT FISHING...




     111ei eUII.T A MANUFACTURING PlANT 

 HeRe elO'CAU5!l 11110' AU1110RmlO'S DON'T HAve 

  11110' RIO'60URCIO'S TO IO'NFORCIO' THe ISLAND'S 

      IO'NVIRONMIO'NTAl PI<OflO'CTION LAWS! 

    we'L.L.
  GIVE YOU
   AR/PI!
AL.L. RIGI-IT•••
A ONe~WAY
  CRUiSe
  ON OUR
  U/XIIR.Y
   /.INeRt
WHY ARI! YO" POINS rNt5f?
          WHAT HAIII! r
           6111!RPON6
             TO YOIIf?
,.~.,
 . . '....">"""."""""

         \


                        -
"':'r-o

 <//-:1:­
   r    5AV~D ~ OF FISH AND
THE:    VIUA~'S FISHING INt;USTRY
       AND TH~ /.AGOON'S MARlN6
          6COSYST'I!M AND•..
115 

     OUR WORLD, l"WORLD 

     GLOBAL WARMING
          he majority of screotific experts agree that the earth's average temperature is rising as a result of human

     T    activities-driving vehides. manufacturing, healing. electridty generation,and so on. Awarmer earth can
          disrupt rainfall patterns, causing a rise in sea levels an(\i~gto a host of Other harmful effects on plants,
  animals, and humans. According to experts, average globaltemperMures are predicted to rise between 1.4 and
  5.8 degrees Celsius 6'ger the next 100 years, a rate of warming higher than ilfiythathas occurred over the past
  10,000 yearsl
     What is the cause of this wa                   the earth's ctimate? OVer the past 50 years, the culprit has been
" greenhouse gas              ' , .~ th              ial revolution, economic growth has depended on the consumption
  offossif fllel.            ... ". .' .•. .' . that are burool by factorie9, electric power plants, cars, and households.
  The resulting carbon dioxid.e (C(12¥~lnissions are the Jar~sfsourceof the problem: greenhouse gases. These
  gases trap the infrared l1~n (heat) from the earth Within its oxygen atmosphere and create global warming.

     To learn more, check out: " 

     - www.youthink.worldbank.org/issues/environ~nV       

     - www.dimateark.org 

     • www.ipcc.ch 

     - dimatechange.unep.net 

     • www.wri.org/climate/


     EFFECTS OF CUMATE CHANGE

     Changes in the earth's climate are harmful to the environment, people, and animals-ina numbero! ways. Climate
     change can:

     -Decrease water supplies and make water unsafe to drink in arid and. semiarid regions
     - Increase the risk of floods and droughts in many other regions '
     - Cause outbreaks of diseases like malaria, dengue, and cholera, especially in the tropics and subtropics
     - Kill off the last of already vulnerable species forever (extindion)
     - Harm the delicate ecosystems (balance of nature) in coral reefs, forests, grasslands, and high-mountain areas
     - Trigger natural disasters, such as storms, hurricanes, and tornadoes
     • Decrease farmers' ability to grow food and other plants they rely on to make a living in the tropics 

       and sub-tropics 

     - Raise sea levels so that tens of millions of people living in low-lying areas are permanently flooded 

       out of their homes and land                                                              .

     - Threaten the very existence of small low-lying island states 



     WHY THE POOR SUFFER THE MOST

     Climate change poses extreme risks to developing countries because its effect on water, agriculture, forests, and
     fisheries has a direct impact on people's health and livelihoods. The Intergovernmental Panel on Climate Change


;.                        "
     (I PCC) has concluded that poor people living in de~eloping countries are the most vulnerable to the effects of
     c\.imatec,halllf~ lfl~ " .          . ." a' ~~&ree Ce1!~i(1c[ease in global temperatures could lead to a loss
     9f~i:__                            in~~l\gcountries of 2 to9s~cent per year. This loss of income and
money would have iI,devastating impact on their population's health and welfare.
    Why? Because developing countries rely heavily on industries like agriculture,forestry, and fisheries, which
are the moSt sensitive to changes in the climate, These countries also lack th~technology, governmen~1 insti­
tutions, and money to cope with changes in weather patterns. And.the regions that are predicted to experience
the greatest changes in climate-the tropics and subtropics-are where the majority of the world's poor live.
    Sadly, most of the greenhouse gas emissions that cause thesedevastating dimate changes come from wealthy
industrialiredcountries. Emissions per person in a rich country areINe times higher than that of a person in a
poor country. With only 15 percent of the world's population, rich countries are responsible for more than
75 percent of global carbon dioxide emissions! The United States is the greatest contributor to global warming;
although it is home to just 4 percent of the world's population, it produces almost a quarter of global CO 2
emissions. Unfortunately, developing countries are catching up-within 20 to 30 years, emissions from these
countries-especially middle-income ones such as China, India, Brazil, Mexico, and South Africa-are expected to
surpass those of rich countries.


INTERNATIONAl RESPONSES

At the 1992 Earth Summit in Rio de Janeiro, Brazil, many developed nations agreed to work toward stabilizing
their greenhouse gas emissions at 1990 levels by the year 2000, In 1997, 165 countries gathered in Kyoto,
Japan, for the United Nations Conference on Climate Change, where they developed The Kyoto Protocol,
a legally binding document that calls on industrialized nations-which are responsible for the majority of
emissions-to cut their greenhouse gas emissions by an average of 5.2 percent, with the goal of reaching
levels below 1990 by 2012. As of February 26, 2005, when the Protocol went into force, 55 countries had
ratified the Protocol.

To learn more, check out: WWW.unfccc.int


WHAT CAN WE DO?

Our global community must reduce pollution from fossil fuels in ways that don't destroy economies and are fair
to those countries that bear little responsibility for harmful CO 2 emissions. Our leaders, businesses, and com­
munities should promote sustainable development-modernization that doesn't deplete or pollute resources-by
supporting efforts to do the following:

• Switch to renewable energy sources such as wind, solar, and biofuels (fuels made from plant materials such
  as wood, farm wqste, and ethanol) to provide our electricity
• Improve nature's ability to soak up carbon dioxide in the air by planting new forests and using new methods
  to encourage soil to absorb carbon
• Provide incentives for industries to be more fuel-efficient by implementing national and international systems
  of buying and selling carbon emissions trading permits. (The box below shows how this works.)
• Encourage businesses to engage in projects in developing countries that use innovative
  dimate-friendly technologies
• Conserve energy and improve energy efficiency by making power stations and factories run more efficiently,
  driving more fuel-efficient cars or using mass transportation, and better insulating buildings and homes
   Imagine you are a company in a developing country that wants to build windmills to generate electricity,
   but making electricity this way is cost~er than burning coal. Arich country's government gives you money
   to build a "wind farm" to create clean, non-polluting electricity. In return;therkb country's government
   earns a credit for the amount of CO2 emissions reduced by using wind rather than bUrning coal-a credit it
   can apply toward its emissions reduction target This transaction adds zero additional emissions to the
   environment, helping the rich country contribute to world emission reduction targets, while creating a
   clean-energy project in a country that creates local jobs and promotes energy independence.




 WHAT CAN JD07

  Many greenhouse gases come from activities we do every day, without thinking about their impact on the
  environment! Here area few things YO~'\fn do to reduce these harmful emissions:
, • Get smart! Learn more abQut the enlilronment. You can begin by reading
   . ~.worldbank.org{deJiwebjbeyotJdlglobal/chapter14.htrnl.              .
  ·1ake the Water Facts QUilatwww.ybuthink.worldbanl$.orgli~sues/environment/water-quiz-flash.php,
  ·tlse public transport, bille, or .walk to school or work;if you drive, opt for a fuel-efficient car or carpool.
  • Conserve electricity-tum.off the lights, stereos, TVs, computers, and other electrical appliances
     when they're not in use.
  • Plant trees, which absorb carbon
     dioxide.
  • Save natural resources by recycling
     cans,
     bottles, newspapers, and plastic goods,
     Check out sites like www.earth911.org
     for more tips.
  • Become an activist for your earth! Start
     by exploring WorldWatch's "Good
     Stuffi" at www.worldwatch.org!
     pubs/goodstuff/, a behind-the-scenes
     look at the products we use on a daily
    basis. Then make it a point to buy
     "good stuff" that saves energy.




 ANIMAL FAQ:
 1. How likely is it that a shark will attack you?
 2. Are sharks and dolphins mammals!
 3. Do wild dolphins really rescue drowning people?

                                                          jWI4'vlllwpuejeaZM3U~U!4dIOPM/II/tOOZ!iUoIS/ppoM!e)')q)'MMM
                                                                            dse'OLOZ9-WOz-,l-ll/sleIJ01!pa/wOYillzznq'MMM •
                                                                                                  IWI4'9Slil8ed{8Jo'~)oJnil'MMM

                                                     'ilJilM SilA!IOW pue SU09UilIU! ,SU!4dJOP illjlle4M IJilsmoA JOI appap pue SlJodaJ
                            lua)iJJ ilsa411flO ~)iJ4) 'SilW9IUill)U~ il)U!S PJOl uaaq ilAe4 aJ04S 01 wa41 ~u!dI34 UilAil pue '3U!UMOJp
                             WOJI Willjl ilAe5 01 a)ejJns a41 01 wa41 ~U!4Sfld 'S~Je4S WOJI su~wn4 8u!pUalap SU!4dJoP 10 Sil!JOIS "
                                'l!e il4leaJq leljl s8unJ ilAe4 pue 3unoA J!il41 as,lOu Ail41-sJewwew aJ~ 5U!4dJOP :4S!1 ilJe s~Je4S ·Z
                                                                    jwa411ad JO s41now J!34110 Ino leilw e q~J3 01 8u!iul 03
                          l,Uop ~oMIJdw1 suewnq lplll!ll A(ilm SlIJeQS,'500Z U! 19 !.Juo pu~ '900Z UI paJJn))o s~)~l\e ~Je4s
                          ~~A JO SllIapp!l! c9 AJIIO 'ill!;PPI!JI\f>lJ~jeUO!leUJaluJ aljl Aq p3Ja41e8 S19sgels 018u!pJo))\I 'I
PASSAGE 4 . 

CHILD SOLDIERS
OF BOYS AND MEN
   OF
COUR5S,
 IF YOU
   .:;or
 RU!'~5,
   YOU
  GOl"TA
  HAV~
PUNISH­
MENT'S
   FOR
 STUPID
  1<1D5,
SAO 1<105,
  WHO
 S~I<
   'SM,
 RIGHT?
FfiH! YOU DON'T FIGHT
TOO BAD, BUT YOU'Ve:
   HAD A SOH ~IFE:.
                                                     MY
                                                   BIWTHE:R
                                                    AND ME:
                                                     WE:RE:
                                                  GONNA BE:
                                                  ME:CHANIC5
                                                   WHE:N WE:
                                                     GRE:W
                                                      UP. ••




   HI' PROMISI'D MIO AFTIO" W~ DI'FI'AT THI'
I'N~MY, HIE'!.!. SI'N!' M~ TO SCHCOI. TO !.~A"N
    HOW TO ..SPAll< fNGIN~S AND STUFF.••
T'HEY MARKEl? ME.
WITH A I<NIFe. IF I
GO HOMe, THfY'~~
  I<NOW I WAS A
SOLDieR... T'Hey'~~
   I<NOW.••WW\T
      I !?tl? ..
pjj
   .~
~---====
 YOU SAVED ME! 

YOU SAVED 11-11'51' 

       KIDS! 

~
  OUR WORLD, rWQilD
                                                                  :     . .J ' ~;




 CHILD SOLDIERS
  CHILDREN IN W A R ; ' :
 • 	Forty per,ent of the world's a~ groups have children itt ~!( rilllt!s,~ncbfU)g n\!ilrly half amillion serving in armies
    that are not at war.                                               '"              "
 • Over the past decade, about two miUion children all<l youth_died ilt~arined col'lfJi!l.
 • Another five million children have been left with permi!nf:nt in,Jurie5..~             ,


          ne.o.f the ugDest r.eaI~.of

  O                           . ..               '.'is.. .t.. •.h
                                            modern.,.



          many con_ids arot,ll'ld theWQl'ld; adPIescen
        ~ught how to
    from Amea and the
    ing in active combat
                                                        __      ..'            ent' of iIlnoteht children into armed forces. In
                                                                               as young as six years old-are given guns and
                                                  ' . . ' '.' .... '., .....'.,i
                                                    • latin~, il¥f;Asii\"~tries at war have seen boys and girls engag­
                                             forces i n l r a s ~rrying ammunition or preparing food. They
    sulfer from AIDS and _         ..                              re often used as sex slaves, or are at particular risk
    of rape, sexual harassment,~abuse. Tomfr~           •'lie5and thrust il!the middle of intense violence, many of the
..' children who survive a(med (onflids are lefrwith    ,emotional. and;~ychological scars that affect,them for the
    rest of their lives,                                                     }:.,
                                                                                  ':::,);
                                                                                    _iy~"

 WHAT IS A "CHILDSOLDIER"?                              ,',                   .,,,{,~                               ,
 In 1997, an internatronal symposium sponsoreckby £tfllICEF and a c~iIIf~Zrights ofganization was held in Cape ToWn,
 South Africa, to develop strategies for preventing ~ from bei~'~ited as sol 'ers, The ·Cape Town Principles"
 that resulted from thIs meeting describe achild soldier ~"'ny chi''''                      figbting force. This includeS
 girls who are forced to serve as sex slaves or childfe~!.I~,~·
 According to these principles, achild does not have to ~.'.weapon in                                               Y


 WHY DO ARMIES USE CHILDREN?                                                                        ~...'
 Armies that exploit children view them as effective, cheap, obedient, and eXPl:ndClbTe figJ,llers.•lIiey are easy to
 indoctrinate and transform into fearless killers through tactics including torture.,terror; humi6ation,braillWashing, and
 false promises of material rewards. Armies take advantage of children's innocerlt appearance. They~nd child units onto
 the field to mislead and confuse opposing forces. Child soldiers can. serve as effective spies or decoys, or.as advance
 troops in ambush attacks, They can also be very mobile on the field and more daring than adults in combat M~y armies
 deliberately try to heighten children's natural fearlessness by ge)ting them high on alcohol or drugs such as',cocaine,
 amphetamines, or barbiturates.


  HOW CAN CHILDREN HANDLE ADULT WEAPONS?
  One factor that enables armies to use children as soldiers is the te~hnical advancemenrOl small alll'lJ./Modem
  weapons used today are lightweight, portable, easy to use, and inexpensive. For instance, tlJe're,adlly available
  Kalashnikov AK-47 weighs only about 10 pounds, or 4.5 kilograms. Aten-year-old can leanrhQW to fire an AK-47
  in about half


 HOW ARE THE CHILDREN RECRUIUD?
 Various types of armed political groups, from government-backed paramilitary groups to opposition forces, militias, and
 self-defense units have actively recruited children. Most of the children are recruited against their Will, some even kid­
 napped from their homes and schools. But many also ·volunteer" to join because they see no better alternatives in life.
 Their families may be too poor to afford food or a decent education. With the breakdown of communities and families
 during war, these children may turn to armed forces as the only way to survive. Because they only know a
                                                                     soldier will give them power and prestige. Some also
                                                                              cnnltimlinlJ avicious cycle of violence,
AFTER WAR.•. 

WHAT HAPPtNS TO CHILO SOLDIERS WHEN WAR ENDS?                                           ,"           ..       ... ". )
Restoring the lives of children who have experienced the worst forms of brutality is'.Qne' of thl!'ino~.diffiti.iR yet III'gef1t
tasks for countries that are coming out of war. Until recently, though, child~oldiers w~lloti!ven;retognized in peace
settlements, and were lumped together with adults as "eHombatantS." This was partly bEtause cOuntries did notwant
to admit they used child soldiers.
      For child soidiet$, returning to a normal life is critical. but it is difficult fo reverse the physiCal and psychOlogical
effects of war. Now, a number of countries have implemented programs, bOth during and afil!r armed (onftiq.~~$t
former child soldiers in recovering from the traumas of war, acquiring new skills, and.returnirig IQ their comdlunitles.


REINTEGRATION PROGRAM GOALS:
• Help not only those child soldiers who carry weapons, but also the many mote engage(f:innon-comb~t s~pport ri{1~~.
• Separate children associated with armed groups from their weapf\lllS and adult soldiers.               .
• Address the needs of girls affiliated with armed groups, including those sexuailyexptone<\ by lbe combatants. GH1s~ t.
   olten have non-fighting roles, and thus weapons-collecting p~ may overlook them. .                                     .
• Meet basic physical needs, including food, shelter, and urgent medical ath!ntion. Child soldiers are often 

· malnourished and suffer from various diseases, including Sf!lCually transmitted diSeases. 

'. Address and try to reverse children's deep psychological scars, including extreme depression. aggressive behavior, 

   nightmares, and learning problems. Counseling, recreational programs, and educational programs can help provide
   a normal daily routine.
• Return children to their families and communities. Unfortunately, families may be impossible to /ocate after the chaos
   of fighting. In fact, many children are left orphaned by war. Even if located, families and communities may be reluctant
   to acc~t former child soldiers. Reconciliation programs help reintegrate former cl)ild soldiers. Traditional methods,
   such as purification rituals, have also been effective in removing the stigma offightii1If.in.~ eyes of the community.


HOW CAN THE RECRUITMENT OF CHILD SOLDIERS BE PREVENTED?
• Prevent family separations and reunify separated children with their families: Separated children are highly
  vulnerable to retruitment into military forces. During conflict, separations are common. Farnily tracing programs'~
  have been successfully coordinated by various international and local groups.
• Set up child protection networks: In the Democratic Republic of Congo, Save the Children UK has experimented with
  Child Protection Networks involving a wide range of local partners. These networks work to prevent recruitment by
  negotiating with local armed groups and facilitating family reunification with children vulnerable to recruitment
• Provide economic alternatives: Tackling the root causes of poverty and providing poor houSeholds with job
  opportunities can help prevent some children from enlisting in armed forces.
• Provide children with educational alternatives: Children who are not enrolled in school are at a higher risk of
  recruittnent. Schools can also educate children about their rights and about the risks of joining afighting force.
  However, schools may also be targets for military recruiters.


LEARN MORE ABOUT CHILD SOLDIERS
Check out:
www.unicef.orp)emerp)index_childsoldiers.html
www.savethechildren.org
www.dr.orp)publication/933I/child_soldiers_around_the_world.httnl
YtW'N.child-soldiers.org
WWN.unicef.orp)protection/index_armedconflict.httnl


FOR A MAP OF CHILD SOLDIERS, SEE:
www.un.orp)works/goingon/soldiers/childsoldiersmap.httnl
    tHE CONTEXT OF CONFLIO AND POVERTY

    The tragic phenomenon of child soldiers emerges from a global pro~~~Qflillt~warlare not
    between countries but within countries. The number of civil warS around the wflj"ld has been rising over
    the past 40 years, fueled by a vicious ~ircle ,in which poverty caU&!!~clll1flict and i::o{llli~(auses poverty.
    Eighty percent of the world's 20 poorest countries have suffered a ma"it!i'war in the Past 15 years. On
    average, countries coming out of war face a sO percent chance of relaps1qg'during the first five years of
    peace. Even with rapid progress after peace, it (an take a aeneration or more just to return to pre-war
    living standards.
                                                                              /'
        To learn more about conflict and poverty, check olit:
                                                                                               (




        www.worldbank.org/(onfIict;l
        www,youthink.woridbank..org(1Ssues/conflict/
                          ",

WKATCMID07
.l.e~m more: Read personal
  teenagers now living In the~.s:
• Chat with other kids who ~::iy
  concerned about                ibY
  joining UNICEF's          "rum
,at www.unicel.org/voY/~f/
• Get involved. Contact or~liations
  such as the International Resc.
  Committee that work with child
  soldiers and refugee youth. Find
  opportunities to volunteer to help
  young people uprooted by war and
  civil conflict.




  ANIMALFAQ:
  1. Are rats nasty, filthy creatures? Is this a trick question?
  2. Do elephants really "never forget"?


                           '~S!J lea.i8 lI1 aq U!M Aa41 'pall!l S! .iJOA! 8u!peJl uo ueq leuO!leuJdlU! a4111 'AIMOIS aJOW lpnw MOJ8 sPJa4 alii 

           '8u!4)eod 01 anp PJall a41 WOJj paAowaJ aJe slUe4daia Japlo asa41 ua4M '8u!paaJq pue 8u!xelaJ aw!! aJOW puads 01 PJa4 

              a41 jO ISaJ 0141 SMolle sape,ap leJdAdS 10 POlJad eJaAO Sne) p~o, JO lIaws 48noJ41 dOl pue PUd!J1 uadMjdq 4S!n8U!IS!P 

               pue dZ!JOWdW 01 Ai!l!qe .s4'Je!Jlew lue400la alewdl JaplO le41 UM04S se4 a)u,lps leUJnof a41 U! pa4S!lqnd 4'JedS311 .~ 

                                                                 '~uole   pasno4 AIIU~JJn) aJe SlU3W!Jadxa U! pdSn SleJ ISOW 'Alpes 'Ja410 

                                                                          n) IJ!M SleJ 410q 'spJeMJallV 'JasoI341 salqq!U pue ~'!I ApU38 JO 

                                                                                         :AeM SU!MOIlOj ~41 U! Sp!Uuoo J13111 aAlosaJ pue !l1) 

                                                                                                   SleJ 'uO!lI!lndaJ J!a41 dp'dsap 'Allenpv '! 

                   -;;
. GIRLS' EDUCATION 

 LIFE LESSONS
-~----




o
o




       ,.,
    ~f-- ~ .?-:
                  rj   r') .. q   ~~ ~~
   'CAUS~ GIRl.S
DON'r N~~D MArH ro
 KEEP HOUSE AND
  HAVE8A81E5
      DUfNIIY!   '
          ,i 

    11111\1111       ~~
                 \
            (~




                             S~~ DO~SN'T ~INK 

                            tT'S SAF~ FOR M~ TO 

                          GO TO SCHOOL W~ BOfS 

                          ANYMO~-~SPEClAllY W~      

                              MAl~ ~AC~ERS. 





;
     ~ur   OUR   PAR~NTS 

A~ AFRAID TO S~ND TI-l~M TO 

SCHOOL WITH OTH~R BOYS... 

 OR CAN'T AFFORD TRAN5­
  PORTA1l0N AND Fe~S. 

   .~ iNSlSf 'WAr
  GiRt.S a~ 11<~An;O
 EfiliVlUY TO IIOYS­
  AS W~" AS >lA\Ill
 TH~IR UNlGl.J~ N~~OS
 A~S$iO. W~ A$K
   FOR A SEPARATE
  Al.'-GIRt.S' SC;<:n
 STAfFED BY fl'MAl.~
        n;..ICI;ERS.
   WE   EX~cr 

 TO >lA\IllON~ 

 ffi<Tl'l<XlI<~R 

6lR.t... JUsr 1.1K!
 TH~ IIOYS, ANO
TO BE ~RMI1'I'ED
  fO fNPOt.l. IN­
 UPl'ERDMSKlN 

  CCASSES so 

 WE CAN AI'PI.Y 

 TO='~GES.




                        185
 OR HAV~ YOU FORGO'ITEN 111~ 

G'N~ROU6 GIFT6 I GA\IF; YOU ON
TOP OF POING YOU 111. FAVOR OF
   TA~ING 11116 Il'-T5MP~R'D 

    GiRl OFF YOUR HAND$!7 

                                       •
        PI'IOBAS"Y "THAT D~JA VU
      WE I..SARNED ABOUT IN $CI~NC~!
YOU ~NOW-WH~R!' TH~ PA~ Iil~TWE~N
 ~E TWO HEMISPHERES OF ~E I3RAIN
 SENDS A SIGNA" TWICE, SO YOU mNK
   YOU'VE EXPEI<IENCED BOM.~IN"
      a.FORE, aUT ACTUA""Y­
 OUR WORLD, 1W,ORLD 

 GIRLS' EDUCATION
 DID YOU KNOW?
 • Around the world, over 100 million children aged 6 to II don't go to school-andltlQre than 55 million of them
    are girls.
 • Two-thirds of the world's 815 million illiterate adults (adults who can't read) are women.
 o 	 ISO million children enrolled in school will drop out before compillting:primary school_and at least 100 million

    of them will be girls.                                               ..~ ~
 • In SUb-Saharan ~ only 64 percent of girls reilch grade ,5 and riIore than half of gids don't even finish 

   priuIary school.                                                                  ".' 

  • In SUb-Sahilran Africa40.mHlion .children 4on't go to schQQl, and 22 million of them are girls.
  -In Sou!h As"'           '. "..      e ~'8f'5ChooI, and 17 million of tl:!em are ~rls.
'olntheArab Stales,7I11i11iOO~'t go to school, and 4 maUonhfthem are girls.


       ducation enhances~Jt.empowers individuals, SOCiety, nations, and the world as a whole. Educated girls and

 E     boys have a better ch~of leading healthy, flllf~ling. and prosperous fives. As they grow up, they take more active,
       powerful roles in tbeir$bcieties. They make more effeaive ~cial, econom(qpd political decisions that can improve
 their communities and theiN:ountries. That's why rnaking,sur.ethat all girls .and~ get aquality primary education has
 become one of the eight "M1it!mnium DevelopmentGoals"'adopted by the Unit~ Nations-because it's such abClSic way
 to reduce poverty apd improve-the livelihoods of poor people around thfWQrld. Y1!t in many parts of the world, girls are
 deprived of their rig~lto an education, at great ~st r()~mselves,tileir filt'nilies, and their (ountries.


 QUICK QUIZ
 Do you remember the 8 Millennium Development Goals adepted
 combat poverty?


                                                                           fsleo8wn!uuall!wjl!Jo'un'MMN! :Ino ~J<lIp 'UO!jI!WJ0)u! aJOW JO~
                           (sa!JlUnoJ 8U!AOJdW!) luawdolaAap JOJ d!~SJaU)Jed leqo18 e dOI~ 'S i4!l!qeu!l!ISns lejUilWU()J!A~a aJnSUj "L
              saseas!p Ja4lO pue 'I!!Jl!!ew 'SOIV/flIH leqwO) <9 ~~eillj leUJalew aAOJdUij '5 i4!II!1JOW PI!~J aJnp"M <v uaWONt !aModwa
             pue Ai!lenba Japua8 alOWOJd '£ uO!ll'Jnp" ilJew!Jd IIlSJaA!Un aha!,!,," 'z Ja8unq pue .\4JaAod aWaJlXa iIj~J!peJj '1 :aJe Aa~l




 THE MANY BENEFITS OF EDUCATING GIRLS
 Educating girls not only fulfills a basic human right but also has               ~l1ormolls    economic and social benefits-in fact,
 it is one of the best investments that a country can make! So whalare the adVantages? .

 • By bringing educated women into the workforce, a country can increase its income, economic"growth, and
   productivity. As a matter of fact, evidence shows that educating girts generally produces greater gains in productivity .
   and income than educating boys!
       One World Bank study found that an extra year of education increases girls' wages by up to 20 percent, and 

   that'the overall returns on primary education were slightly higher for girls than for boys. Another study showed 

   that increasing the number of women with secondary education can boost a country's annual income growth 

   per capita (per person). 

 o Educated girls tend to marry later, have fewer children, and stay healthier. They have a lower risk of being infected
   with the HIVjAIDS virus. It's also more likely that their children will be healthier and better-educated. For example,
   research shows that just one extra year of education on the part of a mother can reduce her infant's mortality by
   as m,uc~.<~,So!Qe~!:eJllt
  • Education empoWer~women within their families and communities, enabling them to m~'better choice~ and 

    decisions abouf!Jlejf welfare and to take more active roles in their communities. '



  SO WHY IS EDUCATION OUT OF REACH FOR SO MANY ~IRLS IN·POOR COUNTRIES? 

  In the developed'World, girls perform better than boys in the classroom: In stark ~titfast, in the developing world, 

  girls lag behind boyS: Recent international studies show boys ahead{}f girls in ilil of the low-income countries surveyed. 

  In the developing world, economic and social reasons often conspire to prevent girls from getting the educations they 

  deserve. Many poor' cOuntries don't have the resources to provide free basic education for all afamily's childreni5Q,,par­

  ents must pay tuition or other fees to enable their children to go to school. For poor families, fees can amount 10 

  20 to 30 percent of household income! 

         In many traditional societies, sons are expected to remain in the family and look after their aging pc\fents, while
  daughters are expected to join their husbands' families when they marry. That's why many poor parentS witnout much
  money to spare educate their sons rather than their daughters. Until theyrnarry, girls are expected to stay home, help
  with the housework, and care for younger siblings.                                                                            .
         Parents in traditional societies are often more reluctant to allow their girls to go out of the holne for fear that they
  may be attacked or sexually assaulted, thus compromising their opportunities for marriage. Increasing parents' concein
  for their daughters' safety and reputation is the fact that in regions where schooling is scarce, girls often have to travel
  great distances to get to school. Moreover, many schools in developing countries do not provide environments condu<ive'
  for educating girls. Teachers are usually male in societies that are male dominated, creating aclassroom environment that
  discourages girls from speaking up or taking part, and textbooks often perpetuate gender stereotypes.


  MARRYING TOO YOUNG; FOREGOING A DECENT EDUCATION
  The practice of early marriage is another barrier to educating girls. In parts of the developing world such as sub-Saharan
  Africa and South Asia, girls marry at a very young age, often before or shortly after they reach puberty. While many coun­
  tries have set minimum age requirements for marriage, in practice, these laws are often ignored, Asurvey in one state in
  India found that J4 percent of girls were married between the ages of 10 and 14. In some West African countries, it is not
  uncommon for 1:1)'( 8-year-old girls to be married!
        Poverty is often the root caUSe of early marriage. Poor families may choose to marry off their daughters early to
  reduce the financial burden on their households. Tradition may be another-certain cultures may value the ·purity" and
  submissiveness of child brides. Once they are married, girls usually leave school, putting an early end to their chances
  for a decent education.

  For more information, check out UNICEF's fact sheet on early marriage:
  www.unicef.orgjprotectionjfilesjearlymarriage.pdf


  WHAT CAN THE INTERNATIONAL COMMUNITY DO?
  Harnessing the full educational potential of girls and women in developing countries can be a key to eradicating
  poverty and enriclJ\ng societies. Thus, ensuring girls' access to a quality education should be a top priority. for the
  international community.
        Education for All (EFA) is one major international initiative to give every girl-and boy-in developing countries a
  good, free and even compulsory primary school education. World leaders recognized that with 100 million children out
  of school; it would be impossible to achieve universal primary education without a drastic effort. In response, in 2002,
 .the EFA initiative was created as the first-ever global agreement on education to help low-income countries achieve
.a free, universal, basic education by 2015.
        To help countries achieve the EFA goals, rich donor countries partnered with those countries most in need to
  hilJp them develop good education plans that would allow all kids to complete their schooling. Under this global partner­
  shi]S;:calied the Education for All-Fast Track Initiative (FTI), rich countries commit to provide financial and technical sup­
  port to help countries develop sound national education plans. Twenty-one countries are currently receiving
  support from FTt including Burkina Faso, Ethiopia, Gambia, Ghana, Guinea, Guyana, Honduras, Madagascar, Mauritania,
  Moldova, Mozambique, Nicaragua;Niger, Vietnam, and Yemen.
Tclciearn more, check out
• WWN.worldbanltorg/education/efafti/
• WWN.unesco.org/education/efa_reporf/


HOW CAN GOVERNMENTS AND COMMUNmES GtUIQ,E GIR~''''''CHOOLl
At the national and local levels, a number'of practical me~, big and smIiII;~n make a difference, including:
• Relieve the financial burden of sending girls to school by eJjminalihe scbool' '.
  fees and offering scholarship and grant programs
• Make it easier for girls to get to school by building moJ't ~d~ to
  their homes accessible by better roads and/or ac~ to
• Create a girl-friendly school environ
  implementing curricula without
  and other facilities mat  ensure a safe and sanitalY .~., .


.WHAT CAN I DOl




HELP BUILD A SCHOOL!
• Help Habitat for Humanity construct a school. Check out their international.
  "Global Village Program"!

USE YOUR EDUCATION TO WRITE LETTERS!
• Write to your elected officials about supporting girls' education;initiatives,
  Check out other ways to get involved in WWN.savethechildren.org/action/.




                                                                                              Rough tIIetth of cover of Passage 6,.,

ANIMAL FAQ:
1. Are lemurs monkeys?
2. Is the tortoise the slowest land animal Rei could have turned into?

                                                                                    (.. 'sIIU!UJOW Aepuow uo JOlllne a41 JO nOA uelll
 JalsellillS sde4Jad) jalnu!w Jad jaal 01 AIUO 10 paads a411e sa~ow Allensn II '12W!ue puellsaMols alii S! 4IOIS paOI-aaJ41 alll 'ON "
                                                                                                           j(aw pue noA) suewn4 pue
                                                                                            wOJJ sue!w!soJd se Alluapuadapu! lIullljo~a
                                                                                            alii pue 's~uow 01 Jellw!s ~ool SJnwal '1
PASSAOE6 

CORRUPTION
BROKEN 

TRUST 


               o
           o




                       .:       "­         ' r/

               .-~'                             ;
                      ',///..        •   " . f .. 1
   PfRHAPlS A FEW Z!.OTZKIES
MIGHT HELJ:') tKNE YOUR REQUEST
                            OUR NO<? !-lAS SlleN
                            !.098YING FOR Nil'll
                          LAWS IN 1l-IA1 ReGARD
                             FOR Qurre SOMe
 UMM... ' - - - ­          11Me, 10 NO AVAIL•••
    ACTUALLY, I'LL
!-lAve ONe OF 1llOSe       ~ur WIrH A I.rrrLe ~eLP
CI-lOCOLA1"e 1l-IINGIeS    FROM YOUR DAUG~1"eR
       AGAIN.             AND Rei ~eRe, I !-IAVIl AN
                            IDeA 1l-IA1 MIG~ Gef
                            1l-Ie SALI. ROLLING•••
WOW, fi..lAT WA5 ONj;
5MOOTH RIDj;! WHAT
   MODj;L 15 IT?
     WH~N I 

  6~ A cA ....... ~ AND /NlJ(~ cAWS fAIR 

  fQR ~VI'I>'IONI' mo tJO ~O PAl<'fI~S 

.IKO THIS wrfH orH~R p~~~ WHO
   HAVe lMI'Ol<r_ ""Qas WHO TAI<Ii          OR I'~L 131' A DOC'!'
   CA"~ ()I' ""R CO<.lNTRY AND MAKe fAKf; CARl' OF OLD
          IT AeeITeR peACe!                MY GRANDMA, $0 IT
o
o
~      

,
iF 

OUR WORLD, 1WORLD 

CORRUPTION
DID YOU KNOW... ? 

In countries with high levels of corruption... 

• the infant mortality rate (tne number of babies who die before the age of one year per.1000 births) is about three
  times higher than in less corrupt countries
• the average income is about three times lower than in less corrupt countries
• literacy rates are about 25% lower than in less corrupt countries

When countries tatkle corruption and reduce it...
• they increase the national income of their citizens by as much as four times over the long term
• businesses can grow J% faster and (hiI!J"rfiortality can fall as much as 75%

   QUICK QUIZ
   How does your country compare with others in levels of perceived corruption?
                                                                    /900l/,ID/sa1!PU,-sAaAlns,iIj)J.asaJ-,u'lodfl,Jo',uuaJ.dsu.JI'MMM
                                                    , lI! Xilptil uo!}da)Jad UO!ldnJJQ';t$.ieuo!l.uJalul A)uaJedsu.JllnO ~)d4) :JaMSU\f


WHAT IS CORRUPTION?
Corruption, or more specificany public corruption, is tilt abuse of public office for private gain, It involves a government
official-such as a police officer, mayor, president, etc.--benefiting at the expense of the public citizens that person is
responsible for serving or helping. A classic example 'is. when a public officia\accepts a bribe (money or favors) in
exchange for doing something illegal related to their job-ilwarolflg a (ontract, enforcing a law, making a judgment in a
court case, etc.-that benefits the bribe-giver.
      Corruption isn't just bribery. It includes nepotism,favoritism shown by public officials in which they unfairly
give special benefits, such as jobs or permits, to relatives or close friendS; (rood, in which the government is cheated
through lies and deceit; and embezzlement, in which government assets and money are seI;retly stolen for personal use,
      And corruption is not simply acase of high-level officials "lining their pockets" wjthmoneyfrom big corporations or
wealthy campaign contributors. In places where established government systems don't work well, ordinary people can
feel pressured to give a bribe to a local bureaucrat just to get basic medicines and licenses to survive and do
business, Corruption involving large amounts of money and usually committed by high-level officials is known as
grand corruption. Corruption involving smaller sums of money and typically done by more junior officials is called petty
corruption.
     The problem of corruption is closely related to govemance, or how a government is set up and managed. Countries
with poor governance are marked by weak institutions (police, hospitals, etc.) and bad policies that provide opportuni·
ties for people to engage in corruption, That is why improving governance is so important to fighting
corruption.


THE QUALITIES OF GOOD GOVERNANCE ARE:
• Accountability
• Responsiveness
• Transparency
• Efficiency


A GOOD GOVERNMENT:
• Maintains social peace
• Guarantees law iIIld Order
• Promotes conditions necessary foreronomi( growth
• insures aminimumlevel of social security

To learn more about the latest research and resources on governance,
check out www,worldbank,org/wbi/governance/.


    QUICK QUIZ:.WHICH OF THE FOllOWING 15 NOT AN EXAMPLE OF CORRUPTION?
   A. Bribing an official to speed up the processing of your application
   B, Awarding a contract to someone who gave you a large campaign contribution
   C Giving extra money to a doctor at the city clinic to ensure your sick mother gets the
   D, Using government construction equipment to build an addition to your house
   E. All are examples of corruption


THE HIGH COST OF CORRUPTION
Corruption decreases the wealth of a country and lowers the standard of living of its citizens. Foreign businesses are 

reluctant to invest and operate in corrupt countries because !hey lose a lot of money to corruption. Corruption reduces 

the amount of money the government has available to pay workers and purchase supp~es such as books, medidne·and 

computers. The result is that schools, health clinics, roads, sewer systems, police forces, and many other services that 

governments provide are underfunded and deteriorate. Moreover, corruption is unfair, allOWing those with money or 

connections to bend the law or other rules in their favor, at the expense of average citizens. This damages public trust in 

government, making it even more ineffective, Corruption is avicious cycle, 



WHAT CAUSES CORRUPTION?
The underlying reason people get involved in corruption is that a country's public services don't work well, creating less 

incentives to behavehonestly, 


THE FOUR CAUSES OF CORRUPTION ARE:
I. Clear, easy opportunities. Agovernrnent-run mining company with no competitors that gives out avariety of licenses 

   and collects a number of fees to ship goods into and out of the country has many opportunities to benefit from 

   corruption. 

2. little chance of getting caught A lack of accountability comes primarily from a) a lack of transparency and b) weak 

   law enforcement. For example, it's easier for public officials to commit crimes when they do not have to keep the 

   public informed of their adions or declare their personal wealth (for example, how many houses and cars they own) 

   and when police and the legal system do not arrest and punish them, In some corrupt countries there may not be 

   enough police officers to enforce laws, or judges may be bribed by the political party in power. 

3. Bad incentives. For example, a clerk may not be earning enough to live on and so feels the need to supplement his 

   income with bribes. In extreme cases, people are not motivated to perform their official duties, but actually take jobs 

   with the intention' of making extra money through bribes. 

4. Attitudes or circumstances that make average people disregard the law, People may try to get around laws of a 

   government they consider illegitimate, For example, poverty or scarcity of goods (such as medicine) may push 

   people to live outside the law, 



JOINING FORCES TO FIGHT CORRUPTION
Working together, people can significandy reduce the degree of corruption in their government. First they need a 

ffiQrough under~tanding of what forms of corruption are occurring. Then, citizens and government leaders need to com­

mitte fight it together, Government leaders can't be left to rid their countries of corruption on their own because they 

often aren't strong enough to overcome resistance within their own ranks. Pressure and cooperation from 

concerned citizens in business, media, community groups, schools, religious organizations, and other walks of life 

keep the commitment alive, 

      The specific steps .lhat need to be taken to eliminate corruption and create a more just government will vary 

from country to country, Reforms need to target each country's specific problems-stealing among tax collectors in 

one countryve[5US'COfruption in the courts in another. And the reforms need to take advantageQf each COUtltry's 

Opportunities for improvement as they arise-by supporting a new mayor\vhO'ls&ger to bit II: refQ[mer or working with
a current leader in parliament who is pushing the fight ag<linst corruption.                      ,';~: ..:"
      What doesn't change, however, is the imporl<lnce of educating citizens about,~.heir roleJ"' fighting corruption.
Regular people need to underst<lnd that corruption ultimatilly lowers everyGnll:,' stan . ~of tiVing, and that they need
to resist its temptations. If they give a bribe to get theJr Phone line installed, they are       . to the problem in their
country for everyone. Citizens can take an'active role in reporting abl/~~, as.''1'eli as revlewjng~d monitoring their gov­
ernment's perform<lnce.


WHAT CAN I DOl
1. Get smart about corruption! EXplore Traosp<lrener: 11l~llllItional:$ .itecif www.t~parency.org. Read even more
   about corruption at www.worldbank.org(wbVgovernatll:e/'toothl,W'/W'l.l,YQrldbank.or&/antkorruption/,
   www.ethicsworl                     .ption.org and ~VlJutIJlnk;worldl!ank.org(issuesJcorruption/.
2. RefUSe to pay b            report demanqs for bribeswompub1i€ iI~icials tothecProper abthorities.
3. Write aftides to your local new,spaper abOUt corrllptionyou~                       " : .' .
4. Form anti-corruptioO dubS'                                                . tart an anti-corruption newsletter; request
   that courses on anti-cotru                                                     in your school curriculum; publicly declare
   schoolsa. ucorruplkm·
5. Research and spread •
6. tobby your..              ...' . .      to the current system fe, make it less corrupt and to create laws to protect
   whistle-blowers (peQple.wh9report on corruptiQn at tbei(Workplace).
I. Interact with otheryouthatound the world whQ ~e cummilted to fightin&<;orruption. Join an online discussion, such
   as Unicef's Voices olYol!lh. at , to share your views.~th oth~r concerned Ydi$.




       Original cover of Passage 6



1. Are any penguins able to fly?
2. Why do penguins wear tuxedos?
                                                                                    "JaleM a41 10 ;nej.lnsl!luns a41 a~!I SljOOI "U!45"
 al!4M a41 'Molaq WOJI :ueaJO a41 10 wouoq ~lep alll YV,M U! pualq su!n8uad sdlay ,,)a~Jer., ~Jelq alll 'aka A.l8uny e Aq aAoqe WOJI
    paMa!A '~JeU5 ~J!nb PIsn! JO 'Jauu!p '4Junl 'jSPAPilJq lOl u!n8uad a~!1 PlnoM 0YM pup! aYllnq-i))UPp 01 noA Sljse pue asou S!Y
 SMOIQ JaAat.(0!l~.~epU! !lOAQllXilU.$}!~O!l'1'l~!~.~YJ~~sm~s~~lepaJd wOll ap!4 wa41 dla4 JPaM sum8uad Sd410P WOJd a41 'l
                                        , '   ,~   'r,
                                                                                         epe u~q aAey sileMle Aew su!n3uad 10 saA9
                                                                                        'lsel WIMS AIUleuaJ ueJ su!n8U;Jd 'l!e y8no)41
                                                                           tif(SJadd!u) s8u!M J!alll deU AaYllnq 'AU I,U!?) sU!n8uad '[
 BEHINIJ,JHE·SCENES OF 1 WORLD MANGA:
 AN INTERVI£W WITH AUTHOR ANNETTE ROMAN
 Repfinted with ~rmission 01 YOUTRINK, The World Bank

                                  Who is Annette Roman? 

                                  The writer of 1World Manga at VIZMedia. 

                                    "However, I'm not the artist, and I'm nofthemRer, and I'm not the toner and I'm not
                                  the letterer. So there's avery talented team who put together all my ideas and turn it into
                                  something beautiful and creative." (See credits page for details!)                      .

                                  How did it all start?
                                  "Patricia Katayama at the World Bank thought this would be a great way to bring stories
                                  about developing countries and issues to p~ple all over the world. 50 sill: came to us
                                  with the idea. And I came up with .the charac!efS-the animal spirit guide and Rei, the
                                  teenaged orphan who wants to be.a martial artist.~

 What's next?
 "We have a lot of ideas, though we don't know exactly what's going to happen in the future. I hope Rei finds his family,
 or finds out what happened to them. There are so many issues in the world, and we've hit some of the bigger ones, but
 there are more specific ones we could talk about We're also open to suggestions. You can always email me your ideas
 at: annette.roman@viz.com.

 Youthink!: Whafs the best part of wfiting 1 World Manga?
 Annette Roman: Being surprised by what my characters do or say. Who knew that Rei was agood student!? I'm grate­
 ful to Paquita for naming Rei's animal spirit guide "Fluffy" for me. And I can't wait to find out what it means that Fluffy
 was dreaming of. a prince dancing with a princess in Passage 5. Is ne an enchanted f~le prince under some kind of
 curse that forces him to help otners to atone for some crime he committed, perhaps... 1
    Collaborating with the artist, leandro Ng, is also wonderful-when he takes something I.wrote with my detailed instruc­
 tions for how to draw a panel and comes up with a better idea that brings out the story or characters even more, andwe
 toss it back and forth and together come up with an even better idea. It's great when leandroundernands what I'm going
 for and finds a way to bring it out using his talents with perspective and panel placement and storyboard structure.
    Sometimes I give him an impossible sequence of scenes and he tells me he was cursing me and pounding the table as
 he worked, but he manages to give me a page where it all comes together beautifully anyway. By the third issue, I under­
 stood what kind of pages he liked to draw, and he understood what effects I wanted and why I wrote impossible pages
 and how to adjust them so they were possible and to create the effect I was going for.

 VTI: Whafs the worst part? 

 AR: Working weekends and evenings because there isn't enough time during my work week! Trying to find time for ere' 

 ative percolation under deadline pressure. 

    The sheer terror when I start a new script thinking that maybe I will have no ideas whatsoever and have lost the abil­
 ity to write creatively and perhaps never had it anyway. (The cure for this is to START TYPING! That, and chocolate
 rewards ... )                                                                                      .

  YT!: Is there any charader or episode that you especially like above the others, and why?
.	AR: I like several of the young women characters: Ayeesha, 50malee and RajanL They're so spunky and tough and no­

  nonsense, yet warm and caring. I wish I were like that! 

     I like the way the plot works in Passage 4: Child Soldiers. We're always trying to fit so much into such a tiny space, but
 that issue really feels like it has a beginning, middle, and end, and the character of Devante is complex and changes a lot.
  flike the role reversal here, too, between Rei and Fluffy. And the poignant ending. leandro got the effect of the firefly
  lighting the way for Rei nicely, even better than I pictured it in my mind.

YT!: Have you always been interested in development? If not, how did your interest form? 

AR: I've always felt an obligation to share my good fortune with others. I'm lucky to even exist, after aiL My father is a 

Holocaust survivor, and my mother is a German Protestant who became a refugee at the end of World War II. In other 

words, the German Nazi government tried to kill my father and other Jews during the war, but after the war, my moth: 

er, a Gerrnan,.marriedmy father and they had me.                                                                       .

    for as long as Ican remember, Iwas always aware ollhe hardships my parents and tbiilrfamiti~shad been through,
and how bad governments and illegitimate authority can harm a nation and its people. My de?stli'other was killed
and my father's cousin and uncle were murdered in the war. And those are just.the o$se famijy:iltembers. My mother
married my father with the hope of healing some of the hatred betweenJewsa~d Germarrs: rgrew up wanting to help
heal people and the world too.
    Nowadays, it's developing countries that are ravaged by wars and we~k el;onomies andde~rve'help from more for­
lunate nations and people. The rest of us are doing better just out of luck"':be!:iluse of wher(we were born-or at the
expense of poorer nations, by taking their resources and not paying them fairly, and turning the other way and not sac­
rificing a little to offer a helping hand. That's not fair.

VI!: Is it hard to present such serious topics in a fun way?
AR: It seems odd to have hum(}/" in a book about such serious topiaas.AtDS and poverty, doesn't it? The way I handle
that is to keep the humorseparate from the details of the tragic themes. The humor is i~th~. characters' personalities and
the way thEW relate tlfeach other. My intention is to have the humor be part a! tlle}N<\r.mth of the book. in the relation­
ships between the characters and their personal foibles.                ,~ ,       •.,0   ,




   So, for example, it's funny (I hopeO in Passage I when Rei tries to ~lfbis master in his rooster form to Ayeesha to lay
eggs for her, because:                    Jf#t~,                             ;.
   l. Roosters don't lay eggs.
   2. He doesn't have the ri~htto~ q~master.
   3. His maslercould changeintq something else at any moment (and threatens to change into an animallhat will beat
      Rei up to punish him).
   So this makes fun of Rei's ignorance and arrogance and his competitive ~lationship with his master (a typical manga
relationship) but not of Ayeesha's poverty. Hmm,., Wby is it jokes aren't funny once you explain them? But mostly peo­
ple think it's funny that \he'rooster gets drunk in thatissu~.Especially my nioifler. In fact, that's the main thing they
remember about it... Sigh...                                                    '0




VT!: What kind of feedback would you like frOIll }'OIl!' readers? 

AR: Any! All! What made you laugh? What did you learn that you <f!dn'! knolN? Which f,haracters do you like or dislike? 

Why? What was boring? What made you really wantto turn,the Page 10 firfd ,Outwi)at tlappen~ ne~How would you like 

to see the characters change? If you reread the comic, how dId your opb:lionof~ chang!.' Or1~ readingS? Whll1 did 

you notice that you didn't notice the first time? What issues would you like to see exploredi" theJuture? Wllaltnarac, 

ters and settings would you like to see in the future?            '" ,                                     ,


(Note: Readers can email Annettewiththeirfeedbackatannette.roman@viz.com.) 


VI!: Whafs the best feedback you've received? 

AR: When I was at the International Communication for Development conference, I met some young people from 

Nairobi, filmmakers, who had been street kids themselves for a white. And one of them, Nico, said he found t~ first pas­

sage really inspiring. He liked to see that the heroine found her pwn solution to her situation to make her life ·lmprove. 

So that was inspiring, to see that someone who's had a really rough life, and has moved up from a really rough life, found 

the comics inspiring. One of the girls said she was looking forward to sharing the comics with her friends back home. 


VT!: Anything else you'd like to mention? 

AR: No animals, real or magical, were harmed in the making of this manga, But sometimes my African peach-faced love­

bird (Dutch blue mutation) sits on my kEWboard and Itype on his toes and he nips me, then Clips his head to have his 

neck feathers petted. 

SNEAK PEEK INTO THE   ...   

 , WORLD MANGA 

                                           diSCIOYelring the author had ItO drawing
                                              whatsoever. artist LeandroNg was

                                                                         .
                                              called upon 10 join the teali'!.

                                                                        Storyboards
                                                                        for the ••
                                                                        beginning
                                                                        of which
                                                                                           ."   .
                                                                        Passage?



::'   -




                                                        Will Rei lle<ome the greatest
                                                        martial artist in the world... ?
          Tell your friends and neighborhood bookstores about TWorld Mongo ...
          If you and the bookstores ask for it. we'll write and draw it!
          To stay updated on issues facing young people and their families
          in the developing world-and to get involved- bookmark The
          World BanI( Vi •         bsite and subscribe to the Youthink
          newsletter at http://Youthink.WKQrldbanltorg/
                         anq)llggesulons to annette.roman@viz.com!