" Cinta Sejati "
10 TAHUN SUDAH …
Ku tatap matamu ketika bertemu
Ku temui warna-warni masa depanku di sana
Sejak saat itu aku tahu bahwa hanya kau yang terindah
Ku katakan cinta meski belum semuanya jelas
Saat itu kau tersenyum
Telah kau sambut perasaan ini
Dan gelap malamku telah kau terangi
Kini pagi kian sejuk dengan suaramu
Tiap hembusan nafas bisa kurasakan detak hatiku
Ada kamu di sana
Sungguh aku memujamu
Ku tuangkan semuanya dalam lagu dan puisi
sampai kapanpun kisahnya takkan pernah berubah
Datanglah hari yang ku takutkan
Ketika cinta ini diuji dan keyakinan kita goyah
Aku terperangkap di dunia lain
Dunia yang tak pernah ku tahu apakah hitam atau putih
Ku jalani hari-hari disana dan akupun berubah
Aku butuh kamu saat itu
Namun aku ragu
Apakah cinta kita tetap kau pegang teguh
Atau telah sirna sejak aku bukan diriku
Kucari jawaban itu
Keyakinanku pun kian menipis
Kita berpisah…mungkin itu jalan yang terbaik
Waktu demi waktu
Semua itu menyadarkanku akan betapa kau begitu berarti
Bagai air yang tak mungkin bumi hidup tanpanya
Atau pohon yang memberi kita udara
Aku butuh kamu
Ku coba raih lagi cinta itu
Namun cerita indah sulit sekali tertulis untuk kedua kali
Begitu banyak rintangan yang datang atau pergi meninggalkan galau di hati
Kadang aku duduk menanti di ujung fajar
Kau malah bergandengan tangan menatap senja
Lalu kau mencariku di pagi buta
Kau harap fajar masih menunggu
Aku malah memeluk bayangan lain sesaat sebelum kau tiba
Dan akhirnya kita bisa bertemu disaat mathari mulai terbenam
Aku diam tak tahu harus berkata apa
Kau pasti berharap aku akan mengatakannya lagi
Sebait puisi yang hilang
Namun aku bukanlah aku
Aku sadari siapa diriku kini
Aku telah terjebak pada jaln yang menyesatkan
Yang tak mungkin kau berada bersamaku
Seribu pertanyaan telah ku tinggalkan
Ketika sang surya datang menyapa aku telah pergi
Aku hanya memberimu beberapa detik setiap tehunnya
Tak sebanding dengan apa yang kutinggalkan
Terlambat…
Pada akhirnya kau telah memilih jalanmu
Saat semua masa laluku telah aku tinggalkan
Sekedar ingin ku meraihmu lagi
Ku cari persimpangan hati kita namun tak pernah ku temui
Akupun berlabuh pada samudra yang lain
10 tahun sudah
Cerita kita tetap selalu indah
Karena apapun yang terjadi adalah hal yang tak mungkin aku lupakan
10 tahun sudah
Kini kamu hadir kembali
Hadir sebagi seseorang yang pernah dan selalu ku cintai
Aku cukup bahagia bisa mendengar lagi suaramu
Meski kini kau telah memakai cincin yang lain
Arti hadirmu tak hanya mewarnai lembaran cinta
Kau telah mengubah hidupku menjadi lebih berarti
Dan jika suatu hari aku telah berada pada puncak cita-citaku
Semua itu karena Tuhan telah menghadirkanmu
Senin, 24 Mei 2010
PUISI CINTA
" Rindu puisi "
Aku tak pernah berlari meninggalkanmu !
Melangkah menjauhi pun tak pernah terlintas
Aku masih disini…. Aku masih ada…
Namun sebait pun kini tak sempat lagi kubuat
Setiap hari kuhanya bisa berkata pada hati
Besok mungkin dapat kuluangkan waktu lagi
Tuk menulis tentang hati…
Dalam sebentuk puisi
Nyatanya aku tak pernah sempat
Ragaku s’lalu saja terlebih dahulu penat
Sehingga asa dan rasa tak pernah sempat
Dapatkan waktu yang tepat untuk puisi-puisi baru kubuat
Hingga sekali lagi di pagi ini
Kerinduan pada puisi kembali menjadi
Curahan hatiku dalam sebentuk puisi
Semoga esok aku bisa segera kembali
Aku tak pernah berlari meninggalkanmu !
Melangkah menjauhi pun tak pernah terlintas
Aku masih disini…. Aku masih ada…
Namun sebait pun kini tak sempat lagi kubuat
Setiap hari kuhanya bisa berkata pada hati
Besok mungkin dapat kuluangkan waktu lagi
Tuk menulis tentang hati…
Dalam sebentuk puisi
Nyatanya aku tak pernah sempat
Ragaku s’lalu saja terlebih dahulu penat
Sehingga asa dan rasa tak pernah sempat
Dapatkan waktu yang tepat untuk puisi-puisi baru kubuat
Hingga sekali lagi di pagi ini
Kerinduan pada puisi kembali menjadi
Curahan hatiku dalam sebentuk puisi
Semoga esok aku bisa segera kembali
PUISI CINTA
“ Cinta Putih “
Ada bayang yang tak pernah pergi
Ada nama yang s’lalu mendiami
serta seutas wajah yang menerangi
Pada hati…bangkitkan semangat diri
tuk lalui hari-hari
Meski kutau bagiku takkan mungkin lagi ada dirimu
Tetap saja kubiarkan engkau mendiami seluruh taman asa
di antara kuntum bunga mawar yang pernah ada diantara kita
Merekah indah diantara ‘harap dan nyata’
Ada keyakinan yang tak terbeli
Oleh ribuan hari-hari penantian hati
Susuri hidup… walau tertatih seorang diri
dan kau tetap disana, diami sudut paling sunyi
dan suci…
Ada bayang yang tak pernah pergi
Ada nama yang s’lalu mendiami
serta seutas wajah yang menerangi
Pada hati…bangkitkan semangat diri
tuk lalui hari-hari
Meski kutau bagiku takkan mungkin lagi ada dirimu
Tetap saja kubiarkan engkau mendiami seluruh taman asa
di antara kuntum bunga mawar yang pernah ada diantara kita
Merekah indah diantara ‘harap dan nyata’
Ada keyakinan yang tak terbeli
Oleh ribuan hari-hari penantian hati
Susuri hidup… walau tertatih seorang diri
dan kau tetap disana, diami sudut paling sunyi
dan suci…
Minggu, 23 Mei 2010
Artikel B.Inggris
The Golden Swan
One night,as the poor widow was sleeping restlessly, she heard her husband’s voice.(past continuous).”have come back to help you,” the voice said.(direct sentences).The widow sat up and looked around.(past tense).She knew she was dreaming, and in her dream she went outside.(past tense).A large swan spoke to her with the Chief Hunter’s voice.(past tense).”I know how hard it is for you,”the Swan said in the Chief Hunter’s voice.(direct sentences).
The Widow was happy to hear her husband’s voice, yet sad because she knew that it was a dream.(past tense).The words stuck her throat so she could not speak.(past tense).The Swan stood in the moonlight and said,”I wish I could be here with you.”(direct sentences).
Then it came closer.(past tense).She could see that many of its feathers were made of gold.(past perfect).In the moonlight it seemed to be a golden swan.(past tense).
The golden swan said,”Put your hand out and take one of my golden feathers.”(direct sentences).Use the money for yourself and the children.(present tense).Go on, I will return whenever You need more.(future tense).Pull a feather out of my wing.(present tense).The Golden Swan said in the voice of the chief hunter,”Go to sleep now.”(direct sentences).
Artikel B.Inggris
HOW TO DESCRIBE
LEARNING AND TEACHING
BACKGROUND
In teaching process we will find how to describe learning and teaching, material of learning has many kinds of how to describe learning and teaching. For knows what’s the meaning describe leaning and teaching we should do many practice theory ally. One of our experiences to makes learning and teaching process be conducive situations. It does for master of learning and teaching so that it will be easier to practice. When we want to master it we have to know how to describe learning and teaching such us: first we have to know what we know about language learning. Second, what elements are necessary for successful language learning in classroom? Third, how do the three elements of ESA (Engage, Study, and activate) fit together and lesson sequences? And the last but at least what teaching models have influenced current teaching practice.
PURPOSE OF LEARNING AND TEACHING
In leaning and teaching process has many purposes such us we can know learning and teaching process, can manage the material of learning and teaching process and then when we combine and describe learning and teaching process, know the characteristic of students and emotion of students. Therefore we can do many activities as long as we want to make learning and teaching process is better.
TARGET OF LEARNING AND TEACHING PROGRAM
In this material learning and teaching we can know how to describe learning and teaching as long as the student can create conducive situation. Learning and teaching are based when the student can improve their skill and the can be easier to master of study. Sometimes has little brave for create their material of lessons. Target of this material for master their skill and can be describe learning and teaching process.
TIME OF LEARNING
In this learning each student will get describe learning and teaching. The time for this learning include task in the final has maximum 3 x 75 Minutes for a week. Time of learning has same purpose to manage this learning too effectively for student so that what we plan and our purpose can be true in that learning.
CONCLUSION
In this material of learning and teaching process such as:
• Talked about the elements necessary to learn language in the real world: exposure, motivation and use.
• Describe the three elements necessary for successful teaching and learning in class: E (Engage), S (Study), A (Activate)
• Talked about different modals which people have used to describe teaching such as PPP (Presentation, Practice, and Production), task based learning (which puts the task first and language study last) and communicate language teaching (with its twin emphasis on appropriate language use and activation methodology).
• Seen how PPP is a form of straight arrow lessons, while task based learning is more like boomerang or patchwork sequences. We pointed out that communicate language teaching was responsible for the modern emphasis on the activate stages of lessons.
LEARNING AND TEACHING
BACKGROUND
In teaching process we will find how to describe learning and teaching, material of learning has many kinds of how to describe learning and teaching. For knows what’s the meaning describe leaning and teaching we should do many practice theory ally. One of our experiences to makes learning and teaching process be conducive situations. It does for master of learning and teaching so that it will be easier to practice. When we want to master it we have to know how to describe learning and teaching such us: first we have to know what we know about language learning. Second, what elements are necessary for successful language learning in classroom? Third, how do the three elements of ESA (Engage, Study, and activate) fit together and lesson sequences? And the last but at least what teaching models have influenced current teaching practice.
PURPOSE OF LEARNING AND TEACHING
In leaning and teaching process has many purposes such us we can know learning and teaching process, can manage the material of learning and teaching process and then when we combine and describe learning and teaching process, know the characteristic of students and emotion of students. Therefore we can do many activities as long as we want to make learning and teaching process is better.
TARGET OF LEARNING AND TEACHING PROGRAM
In this material learning and teaching we can know how to describe learning and teaching as long as the student can create conducive situation. Learning and teaching are based when the student can improve their skill and the can be easier to master of study. Sometimes has little brave for create their material of lessons. Target of this material for master their skill and can be describe learning and teaching process.
TIME OF LEARNING
In this learning each student will get describe learning and teaching. The time for this learning include task in the final has maximum 3 x 75 Minutes for a week. Time of learning has same purpose to manage this learning too effectively for student so that what we plan and our purpose can be true in that learning.
CONCLUSION
In this material of learning and teaching process such as:
• Talked about the elements necessary to learn language in the real world: exposure, motivation and use.
• Describe the three elements necessary for successful teaching and learning in class: E (Engage), S (Study), A (Activate)
• Talked about different modals which people have used to describe teaching such as PPP (Presentation, Practice, and Production), task based learning (which puts the task first and language study last) and communicate language teaching (with its twin emphasis on appropriate language use and activation methodology).
• Seen how PPP is a form of straight arrow lessons, while task based learning is more like boomerang or patchwork sequences. We pointed out that communicate language teaching was responsible for the modern emphasis on the activate stages of lessons.
Canadian English
Canadian English is a variant of English used in Canada. More than 26 million Canadians (85% total population) can speak English (2006 census). Approximately 17 million Canadian residents are native English speakers. Except for Quebec residents, 76% of Canadians are native English speakers. Phonetics, phonology, morphology, syntax, and lexicon of English Canada is very similar to American English dialect of the Western and Midland in the United States. Similarities between English Canadian and American English to make them classified as North American English. Canadian English has absorbed elements of British English in terms of vocabulary, and a number of typical Kanadianisme. In some areas, speech is influenced by the French language, and some prominent local variations. However, Canada has a diversity of dialects is very small compared to the United States. Phonological system of English Canada is identical to the English dialect of the Pacific Northwest in the United States, and both are almost the same phonetically. Canadian English spelling is a unique mixture of the provisions of the American English spelling and the British.
• History
The term "English Canada" was first articulated in a speech by the Rev. A. Constable Geikie when speaking at the Canadian Institute in 1857. Geikie a Scottish-born Canadian man declared himself the Anglosentris view, he called the English language used in Canada as a "dialect damaged" than the standard of English used by immigrants from Britain. Canadian English is the result of four waves of immigration and population movement for nearly two centuries. The first major wave of migration of English, Linguistics and most important, is the current British evacuation of Loyalists who fled the American Revolution, especially from the states mid-Atlantic. Therefore, Canadian English generally agreed derived from the variety of English language North American (English language of New England, New York, New Jersey, and Pennsylvania, and no more than a variant of American English Utara.Seusai War of 1812, governor of Canada are concerned about anti-British sentiment among the population of Canada, which suggested the occurrence of a second wave of migration from Britain and Ireland. The wave of immigration from around the world to Canada which culminated in 1910 and 1960 only brings little impact on Canadian English.
• Spelling and dictionaries
Canadian spelling rules combine British and American spelling. In principle, maintaining Canadian English British English spelling (color, honor, and center) for the words of French origin which, when written by American English spelling ending with-or and-er, such as color or center. Even so, not least also a Canadian who wears the American spelling. In addition, American English using the Anglo-French spelling for defense (noun), while the spelling was written as a defense of Canada (Canadian English and American use the same spelling for the word defensive). Canadians and Americans are both using a different spelling for tire and Curb (kerb in the tire and the British spelling). Similarly, Realize and recognize that more often spelled-ize rather than-ise. But the endings of nouns used as verbs ice using the suffix-ise, for example, practice and practice. Notice also the difference between prophecy and prophesy (According to the etymological convention, said the Greek origin of the work spelled-ize, while the original verb spelled the Latin-ise) Canadian Spelling also retain the British spelling rules doubling final consonants before adding suffixes to words ending consonant vowel preceded, if the pressure on the syllable. Canadian spelling write as travelled, Counseling, and controllable, but Woolen, balloted, and profiting.
CONCLUSION
• Canadian English is a variant of English used in Canada. More than 26 million Canadians (85% total population) can speak English (2006 census).
• Canadian English is the result of four waves of immigration and population movement for nearly two centuries.
• Canadian Spelling also retain the British spelling rules doubles final consonants before adding suffixes to words ending consonant vowel preceded, if the pressure on the syllable.
• Canadian English Dictionary first compiled by Walter Spencer Avis and published by Gage Ltd.. Toronto. Dictionary Beginner's Dictionary (1962), Intermediate Dictionary (1964), and the Senior Dictionary (1967) is a milestone in Canadian English lexicography. Other Dictionary, Dictionary of Canadianisms on Historical Principles (DCHP) was first published in 1967 by Gage Ltd..
Canadian English is a variant of English used in Canada. More than 26 million Canadians (85% total population) can speak English (2006 census). Approximately 17 million Canadian residents are native English speakers. Except for Quebec residents, 76% of Canadians are native English speakers. Phonetics, phonology, morphology, syntax, and lexicon of English Canada is very similar to American English dialect of the Western and Midland in the United States. Similarities between English Canadian and American English to make them classified as North American English. Canadian English has absorbed elements of British English in terms of vocabulary, and a number of typical Kanadianisme. In some areas, speech is influenced by the French language, and some prominent local variations. However, Canada has a diversity of dialects is very small compared to the United States. Phonological system of English Canada is identical to the English dialect of the Pacific Northwest in the United States, and both are almost the same phonetically. Canadian English spelling is a unique mixture of the provisions of the American English spelling and the British.
• History
The term "English Canada" was first articulated in a speech by the Rev. A. Constable Geikie when speaking at the Canadian Institute in 1857. Geikie a Scottish-born Canadian man declared himself the Anglosentris view, he called the English language used in Canada as a "dialect damaged" than the standard of English used by immigrants from Britain. Canadian English is the result of four waves of immigration and population movement for nearly two centuries. The first major wave of migration of English, Linguistics and most important, is the current British evacuation of Loyalists who fled the American Revolution, especially from the states mid-Atlantic. Therefore, Canadian English generally agreed derived from the variety of English language North American (English language of New England, New York, New Jersey, and Pennsylvania, and no more than a variant of American English Utara.Seusai War of 1812, governor of Canada are concerned about anti-British sentiment among the population of Canada, which suggested the occurrence of a second wave of migration from Britain and Ireland. The wave of immigration from around the world to Canada which culminated in 1910 and 1960 only brings little impact on Canadian English.
• Spelling and dictionaries
Canadian spelling rules combine British and American spelling. In principle, maintaining Canadian English British English spelling (color, honor, and center) for the words of French origin which, when written by American English spelling ending with-or and-er, such as color or center. Even so, not least also a Canadian who wears the American spelling. In addition, American English using the Anglo-French spelling for defense (noun), while the spelling was written as a defense of Canada (Canadian English and American use the same spelling for the word defensive). Canadians and Americans are both using a different spelling for tire and Curb (kerb in the tire and the British spelling). Similarly, Realize and recognize that more often spelled-ize rather than-ise. But the endings of nouns used as verbs ice using the suffix-ise, for example, practice and practice. Notice also the difference between prophecy and prophesy (According to the etymological convention, said the Greek origin of the work spelled-ize, while the original verb spelled the Latin-ise) Canadian Spelling also retain the British spelling rules doubling final consonants before adding suffixes to words ending consonant vowel preceded, if the pressure on the syllable. Canadian spelling write as travelled, Counseling, and controllable, but Woolen, balloted, and profiting.
CONCLUSION
• Canadian English is a variant of English used in Canada. More than 26 million Canadians (85% total population) can speak English (2006 census).
• Canadian English is the result of four waves of immigration and population movement for nearly two centuries.
• Canadian Spelling also retain the British spelling rules doubles final consonants before adding suffixes to words ending consonant vowel preceded, if the pressure on the syllable.
• Canadian English Dictionary first compiled by Walter Spencer Avis and published by Gage Ltd.. Toronto. Dictionary Beginner's Dictionary (1962), Intermediate Dictionary (1964), and the Senior Dictionary (1967) is a milestone in Canadian English lexicography. Other Dictionary, Dictionary of Canadianisms on Historical Principles (DCHP) was first published in 1967 by Gage Ltd..
The Story of “Blood Diamond”
August 13, 2003—Eastern Sierra Leone, West Africa—Everywhere in Sierra Leone one finds evidence of their brutal civil war. It is not uncommon to see limbless grown men and children in the burned out and blown-up buildings in the capital of Freetown and throughout the countryside. Thousands of people died in Freetown alone, while up country the suffering was much worse.
Eastern Sierra Leone was totally devastated. This part of the country was the home territory of the Revolutionary United Front, the RUF. This group of armed men, women and children fought a 10-year civil war in Sierra Leone and invaded the capital of Freetown twice. It was some of the most brutal and vicious fighting seen in Africa in recent memory. Sierra Leone gained the deserved reputation as “the most dangerous country on earth.” Several foreign journalists were killed here during the war.
Though much of their agenda was certainly legitimate at the start of the rebellion, the RUF quickly gained a reputation for brutality against the very people they pledged to help. Soon stories of the amputation of limbs, drugged children killing their entire families and the destruction of entire villages began trickling out west.
Two men played important roles in the RUF. Foday Sankoh, the leader of the RUF, is said to be the man most responsible for the fanaticism of the RUF. He died while awaiting trial in August 2003. Liberian President Charles Taylor was complicit in fueling the war in Sierra Leone. He ironically went into exile in Nigeria the same month that Foday Sankoh died. Taylor, who has been charged and indicted for war crimes in Sierra Leone, is said to have gone to Nigeria with hundreds of thousands of dollars, gained from the sale of arms and ammunition to rebels in exchange for Sierra Leone diamonds.
Diamonds were discovered in Sierra Leone in the 1930s. Since then, diamonds have been a blessing and a curse for the country. On one side, diamonds have been one of the only sources of hard currency in a land of extreme poverty. On the other side, unfortunately, very little of the money made from selling diamonds in Sierra Leone is legal, and almost none of it has been used to improve the lives of ordinary people. Diamonds, gold and any other valuable natural resource that can buy guns have, in some way, fueled every war in West Africa in the last quarter century.
These diamonds, known throughout the world as “conflict diamonds” or the more descriptive “blood diamonds,” are supposedly blacklisted by the major diamond firms in capitals around the world. De Beers has recently defined conflict diamonds as “diamonds that originate from areas in Africa controlled by forces fighting the legitimate and internationally recognized government of the relevant country.” The reality is that once these diamonds are smuggled onto the market there is almost no way to know where they came from or whether they were used to buy guns to kill people.
In the diamond fields here in Sierra Leone, which are extensive and spread out over thousands of square miles of the country, tens of thousands of impoverished men and children risk their lives and health in the dream of finding “the big one.” Most of the people working in these mines have no idea what the diamonds are really worth, as they sell to middle men and therefore gain little more than a temporary monetary benefit for their families. All of them are ex-combatants of some sort—rebels, government soldiers and paramilitary fighters who once fought each other. They are now united in the diamond fields in the hopes of getting rich.
The RUF is finished now, having lost their economic base in the diamond-mining areas. Charles Taylor is gone, Foday Sankoh is dead, and the government of Sierra Leone is just as corrupt now as when the war started.
The people of Sierra Leone are a hundred times more impoverished than before the war, and the atrocities Foday Sankoh and the RUF committed will haunt this land forever.
August 13, 2003—Eastern Sierra Leone, West Africa—Everywhere in Sierra Leone one finds evidence of their brutal civil war. It is not uncommon to see limbless grown men and children in the burned out and blown-up buildings in the capital of Freetown and throughout the countryside. Thousands of people died in Freetown alone, while up country the suffering was much worse.
Eastern Sierra Leone was totally devastated. This part of the country was the home territory of the Revolutionary United Front, the RUF. This group of armed men, women and children fought a 10-year civil war in Sierra Leone and invaded the capital of Freetown twice. It was some of the most brutal and vicious fighting seen in Africa in recent memory. Sierra Leone gained the deserved reputation as “the most dangerous country on earth.” Several foreign journalists were killed here during the war.
Though much of their agenda was certainly legitimate at the start of the rebellion, the RUF quickly gained a reputation for brutality against the very people they pledged to help. Soon stories of the amputation of limbs, drugged children killing their entire families and the destruction of entire villages began trickling out west.
Two men played important roles in the RUF. Foday Sankoh, the leader of the RUF, is said to be the man most responsible for the fanaticism of the RUF. He died while awaiting trial in August 2003. Liberian President Charles Taylor was complicit in fueling the war in Sierra Leone. He ironically went into exile in Nigeria the same month that Foday Sankoh died. Taylor, who has been charged and indicted for war crimes in Sierra Leone, is said to have gone to Nigeria with hundreds of thousands of dollars, gained from the sale of arms and ammunition to rebels in exchange for Sierra Leone diamonds.
Diamonds were discovered in Sierra Leone in the 1930s. Since then, diamonds have been a blessing and a curse for the country. On one side, diamonds have been one of the only sources of hard currency in a land of extreme poverty. On the other side, unfortunately, very little of the money made from selling diamonds in Sierra Leone is legal, and almost none of it has been used to improve the lives of ordinary people. Diamonds, gold and any other valuable natural resource that can buy guns have, in some way, fueled every war in West Africa in the last quarter century.
These diamonds, known throughout the world as “conflict diamonds” or the more descriptive “blood diamonds,” are supposedly blacklisted by the major diamond firms in capitals around the world. De Beers has recently defined conflict diamonds as “diamonds that originate from areas in Africa controlled by forces fighting the legitimate and internationally recognized government of the relevant country.” The reality is that once these diamonds are smuggled onto the market there is almost no way to know where they came from or whether they were used to buy guns to kill people.
In the diamond fields here in Sierra Leone, which are extensive and spread out over thousands of square miles of the country, tens of thousands of impoverished men and children risk their lives and health in the dream of finding “the big one.” Most of the people working in these mines have no idea what the diamonds are really worth, as they sell to middle men and therefore gain little more than a temporary monetary benefit for their families. All of them are ex-combatants of some sort—rebels, government soldiers and paramilitary fighters who once fought each other. They are now united in the diamond fields in the hopes of getting rich.
The RUF is finished now, having lost their economic base in the diamond-mining areas. Charles Taylor is gone, Foday Sankoh is dead, and the government of Sierra Leone is just as corrupt now as when the war started.
The people of Sierra Leone are a hundred times more impoverished than before the war, and the atrocities Foday Sankoh and the RUF committed will haunt this land forever.
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