Book Review the Protector free essay sample

The Protector is about a firefighter named Jack OMalley, and his family of seven people orphaned as teens who basically adopted each other and who all changed there sir name to OMalley. Jack OMalley is a firefighter who has seen so many wrecks and fires he has lost count, but the arsonist who is treading on he, and his fellow firefighters lives, he knows his task at hand, to stop the arsonist in its tracks before he ends up killing one of his own. Cole, the arson investigator is worried, but wont admit that to anyone, but with the arson’s escalating, he has an uneasy feeling of what the future holds. The arsonist is leaving signs, murals painted on the walls with the words murderer, and killer, and popcorn at every scene. When Cassie, a firefighter who took a break from her job after being severely burned at a nursing home fire that had been ruled as the first arson fire, witnesses the arsonist in the act, she is put in danger and its Jack and Coles job to protect her. We will write a custom essay sample on Book Review: the Protector or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After Cassie sees the arsonist, she decides she has to go back to work, and she has to help in anyway she can to catch this arsonist, starting with trying to figure out who she had seen, knowing she had seen him before. I think that the author, Dee Henderson, wrote this book very well. Henderson has an amazing way of showing the emotion f the characters she is portraying on her writings. I feel as though Henderson has a way of writing that warms your heart, making it seem like you are in the book too, or as though you are watching the story unfold around you. The new year is eighteen minutes away. Come kiss me awake in seventeen minutes. She blinked at that lazy suggestion, gave a quick grin, and dropped Benji on his chest. He opened one eye to look up at her as he settled his hand lightly on the kitten. Thats a no? She smiled. She was looking forward to dating him, but she was smart enough to know hed value more what he had to work at. For example when reading the above excerpt from the book, she writes it so hate you can mentally visualize Cassie sitting with Benji, her cat, on her chest and Jack asking her to kiss him awake for new years. You can really feel what Cassie is saying when she says that she was looking forward to dating Jack, but is making him work for it so he will value it more. I feel as though this book is an overall good read, it shows traces of how God is working in each of the main characters lives and how he is present in there hearts, but it is not in your face about God. The book was definitely a page turner, it took me about a day to read the 333 page book, I was hooked from about the third chapter and just could not put it down until I was finished. I think that this book would be a great book for young adults to read, the book is a really interesting book, and I would recommend any christian no matter where in there walk with God, to read this inspiring book about Jack OMalley, the main character in this book, and his family of seven orphaned and abandoned teens who became a family, and changed there sir to OMalley .

Bridge to Teribithia Essays

Bridge to Teribithia Essays Bridge to Teribithia Essay Bridge to Teribithia Essay Essay Topic: Push Precious Bridge to Terabithia In most novels involving children, the endings are clear-cut happy endings with the children learning a valuable life lesson in the process of their adventures. An exception to this is Katherine Paterson’s Bridge to Terabithia. Though the valuable life lesson is still present in the story, its acquisition comes at a terrible price, effectively breaking the myth that life will always work out happily. Katherine Paterson is said to have written this novel based on something that happened in her life. She wrote the book because her and her son knew someone who died at a young age. Her name was Lisa Hill. She was walking home from school and then lightning hit her and she died. She later wrote a book not only because of Lisa, but also to make sense of a tragedy that doesnt make sense. She dealt with the fact of having a close friend die at such a young age. She changed Lisa into Leslie and her son into Jess. Jess and Leslie lived in a rural area outside of Washington. They lived in the early 70s, which was when Lisa died. Bridge to Terabithia is about two kids who battle their make-believe world and the real world. Jess and Leslie meet when Leslie moves into the house next to his. Then they meet again when they both race in the 5th grade race. When they got off the bus one day, Leslie thought that maybe they could make up their own world and keep it only for themselves. They find a rope and Leslie said that the only way they could enter their world is if they swing on the rope. This make believe land that Jess and Leslie have come to adventure in, is a reincarnation of their real lives. I feel this is similar to the reason why Ms. Paterson wrote her novel. In the make believe land of ‘Terabithia’, Jess and Leslie fight the eveils and horrors of the unknown. These horrors are very similar to the daily issues that these two children face. These issues range from bullies in school to ogres in the woods, but happen to be one in the same. Further into the story, it takes an unexpected turn. When Jess goes with the music teacher he lusts after to a museum, he leaves Leslie behind. Leslie having plans with Jess in Terabithia, goes off into their magic world on the other side of the river. However, when she swings to the other side, like every other day, the rope breaks and she falls. Leslie never made it out of the river alive. When Jess got home and his parents notified him of this life altering situation, he was in denial. In my opinion, his denial was a coping method. Throughout the rest of the story Jess battles his inner turmoil and the feelings that he was to blame. The loss of his friend Leslie sets Jess on a path of self-condemnation, blaming himself for not being there for her. This feeling is common amoung individuals who lost someone close to them. Ultimately, Leslie had become the one constant is Jess’ life that he depended on and got to be free with. Once more, Jess uses Terabithia to deal with the issues his life has dealt him. However, instead of going to this land he creates the one thing that would help the most for the circumstance. Jess caught up with Leslies dad before he had time to leave town. Bill offers him the dog that Jess and Leslie had adopted. Jess tells him that Leslie would like her dad to keep him, ultimately leaving a piece of his daughter with him. Jess asks for the leftover lumber in Mr. Burkes yard. When he has the lumber, Jess puts it to good use. He creates the most elaborate bridge his mind will allow and deems it The Bridge to Terabithia. Jess hears a noise and he sees his little sister May Belle trying to cross the river. Only she’s too scared and calls for help. His rescue of May Belle is clearly symbolic of the fact that Leslies death does not leave the world hopeless and that it does not signify the end of everything. Her rescue is a renewal. This is developed when Jess brings her across the bridge to Terabithia. Leslie was an amazingly special person, but she wasnt the only special person in the world, and if Jess is to carry on with his life in a way that she would have liked, he must take advantage of the other precious relationships in his life. In doing so, he is preserving her memory as well. The building of the bridge shows that the magic was not in the rope, as Leslie had said, and it was not all in Leslie, either. Instead, it is in the heart of any person dedicated to seeking it. After the completion of his masterpiece, Jess finally allows himself to connect with his little sister, May Belle. He calls her the princess of Terabithia. I consider this a very important aspect of this novel because of the fact that throughout the rest, Jess is constantly pushing away May Belle. The growth it takes for him to accept, love and understand his little sister is very admirable. I find certain lines in this novel to be very compelling. For example, He believed her because here in the shadowy light of the stronghold everything seemed possible. Between the two of them they owned the world and no enemy, Gary Fulcher, Wanda Kay Moore, Janice Avery, Jesss own fears and insufficiencies, nor any of the foes whom Leslie imagined attacking Terabithia, could ever really defeat them. This quote comes in Chapter 4, just after they have finished building their castle stronghold in Terabithia, the first day that they have conceived of the game. It describes the sense of belonging that Jess feels in this newfound kingdom, where he and Leslie rule supreme, idealized and undefeatable and immortal. He sees it as a perfect escape from harsh r eality. It offers a ray of hope which he sorely needs as he struggles to make the transition between childhood and adulthood. In Terabithia, he lives by his own standards and according to his own impulses and personality. There, he feels himself to be the person he is struggling to grow into. I really love this quote because of the fact that it counts both Jess and Leslie as ultimately the protectors of their own goals. It is simple and yet can be interpretted in so many ways that will hold and rivet the audience. Towards the end of the novel, I find a real turning point in the following excerpt. He screamed something without words and flung the papers and paints into the dirty brown water†¦ He watched them all disappear. Gradually his breath quieted, and his heart slowed from its wild pace. The ground was still muddy from the rains, but he sat down anyway. There was nowhere to go. Nowhere. Ever again. He put his head down on one knee. That was a damn fool thing to do. His father sat down on the dirt beside him. I dont care. I dont care. He was crying now, crying so hard he could barely breathe. His father pulled Jess over on his lap as if he were Joyce Ann. There. There, he said, patting his head. Shhh. Shhh. This is the first part in the novel where Jess and his father really connect in a anyway. Whereas the situation is very much less than desired, it has brought them together in a way. This scene comes in Chapter 12, the day after Leslie has died, when Jess is just beginning to allow himself to feel his anger and grief. In throwing away the paint set, he is not only throwing away a reminder of Leslie, he is throwing away a part of himself as well, an acknowledgment of his artistic talent and calling. Howver, his father telling him it was â€Å"a damn fool thing to do† is the first time during this novel where the evidence of his father accepting him is present. The fact that he used the river to dispose of the belongings is another part I find specific. He chose the river because of the memory of Leslie dying there. This connects the art supplies and talent as also coming to rest in the river. A sense of finality is connected to the river. On the contrary to this though, I also feel like it is connected to the place. This not only is where Leslie ended, but also where the adventure always seemed to start. In this exciting novel there are many different themes. There is friendship, perseverance, and death. Jess and Leslie go through friendship. They are really good friends and have a lot in common. Together with their imagination, they create a whole, new world. Jess goes through death when he has to deal with the loss of his newly beloved best friend Leslie. Perseverance is throughout the whole novel. Leslie, May Belle, and Jess all show serious signs of perseverance. Leslies constant struggle to show Jess the amazing things he is capable of is an example, so is May Belle trying to become a part of their world of Terabithia. Overall, this novel touches base with a lot of the serious problems that children face. It shows the way that imagination is a coping mechanism instilled in the minds of every individual; it just takes a certain few to tap into all of its potential. Leslie helped a lot of people tap into what their minds sometimes fought against. Although she died at a young age, she left behind so much. Not only in the characters in this novel, but also in the people who dare read about the story. This is similar to the way people leave behind certain aspects of themselves to be remembered. Terabithia in general can act as a type of â€Å"memory palace†. There might not actually be much there for the outside observer, but to someone who helped create and live a live there, each corner of the woods holds a memory of the life they lived. The bridge that Jess builds acts as a sort of monument to hope. Leslie hoped that her and Jess could become friends and create a world together. Jess hoped for the opportunity to escape his life for anytime possible. I feel that this strongly connects to what we happen to be learning in class, because we try to connect the things we know to the things we are unsure of.

Media Bias Research Paper Example | Topics and Well Written Essays - 1000 words

Media Bias - Research Paper Example The first step in challenging biased news coverage is documenting bias. Here are some questions to ask yourself about newspaper, TV and radio news (Thiere 50). Political coverage often focuses on how issues affect politicians or corporate executives rather than those directly affected by the issue. For example, many stories on parental notification of abortion emphasized the "tough choice" confronting male politicians while quoting no women under 18--those with the most at stake in the debate. Economics coverage usually looks at how events impact stockholders rather than workers or consumers (Thiere 50). [The bias] is not the result of a vast left-wing conspiracy [there is] an unconscious â€Å"groupthink† mentality that taints news coverage and allows only one side of a debate to receive a fair hearing. When that happens, the truth suffers. A reporter’s job is to present a balanced story. As you read, listen to and watch news stories, you probably already notice stories that you think are biased. To see if they really are biased, you need to determine if the story falls into at least one of the several forms in which bias oc curs (Fahri). There are several types of bias. To start with is bias by omission: For every news story that is selected, there are many others that are left out. Do the news stories you see show a balanced view of real life? What are the characteristics they have in common? (e.g., are they mostly about violence, famous people, and wealth?) Do some news sources include items that are ignored by others? (Fahri) The other form of bias is bias by emphasis: What stories are on the front page or â€Å"at the top of the hour?† Which stories get the largest headlines or the first and longest coverage on TV or radio? Consider how this placement influences people’s sense of what is important. Bias by use of languages when the use of labels such as â€Å"terrorist,† â€Å"revolutionary,† or â€Å"freedom fighter†

Paper 2 Essay Example | Topics and Well Written Essays - 250 words - 1

Paper 2 - Essay Example Disgruntled Kenyans felt that they could rely on the judiciary hence took matters into their hands. The Kenyan presidential system has a very strong President hence it is prone to corruption that destabilizes the democracy. The author states that the Kenyan election had very apparent, and visible irregularities since the President and his people wanted to cling to power by all means possible (Khazan, 2013). The President further has total immunity against any legal actions hence neither the legislature nor the executive can check and regulate the president’s authority. Developing countries such as Kenya have diverse ethnic groups. In the Kenyan case, the Kikuyus and the Luos are the main ethnic groups that define the electoral processes. Kenyans vote for personalities rather than ideologies hence most political parties are merely ethnic vehicles into power. The country has a high poverty due to a weak economy as well as runaway corruption (Khazan, 2013). Most ethnic groups, therefore, view a win by their presidential candidate as a means for them to secure civil service jobs, government tenders as well as other favors. The opposing side sees the loss as a blow because the ruling government awards economic incentives according to ethnicity and political alignment (Khazan, 2013). Khazan, O. (2013, Mar 5). What Causes Some Elections to Go Violent? The Atlantic. Retrieved from

Only Hope comparison Essay Example | Topics and Well Written Essays - 1000 words

Only Hope comparison - Essay Example On the other hand, Condon authored a book describing his findings from an extensive study that sought to describe how the youth of the Inuit people of the Holman island of Canada Arctic coped with the rigorous changes of adolescence amidst many social, economic, and demographic transformations. Both of these books offer an anthropological description of the Inuit youth and Chinese singletons. This paper will offer a comparison of the research questions addressed, methodologies, roles of the research , the content described in the two books and the conclusions drawn. Fong’s as highlighted in the book ‘only hope’ research question centered on determining what type of attributes were exhibited by singletons. The research was probed by the fact that parents of singletons bestowed a lot of hope in these children. Moreover, the possibility that the parents accorded these children all their attention and offered them multiple material things would have had the potential of spoiling such children. On the other hand, Condon realized that the adolescence stage presented rigorous psychological, emotional, hormonal, and physical changes that define the transition from childhood to adulthood (Fong, 2006). This prompted him to analyze how the adolescents of the Inuit youth in the Holman Island in the Canadian Arctic region coped with the social, economic, and demographic factors. He reasoned that understanding how all these changes shaped the maturation process of the adolescents could offer an advanced understanding of functioning processes of humans. Fong carried a study in the Dalian region, a coastal city that was undergoing transformation from an industrial center to service-oriented town. For 27 months, in the years 1997-2002, Fong worked closely with different schools, students, and parents. Her survey was extensive and included 2273 students in different ranks of schools. She had the privilege of visiting about 107 homes in the region (Fong, 2006) . She identified 31 families as her sample after having an extensive interaction through tutorial classes offered within the home setting. The role of her research was to determine whether the one child policy had any impact on the children born. On the other hand, Condon carried out two extensive field studies of the Inuit youth on the Holman Island. Although his first study sought to address a different objective, it offered an introductory understanding of the community (Condon, 1988). He compiled his findings after seven years of an interactive field study. The role of his research was to analyze how the youth coped with the numerous changes that defined their lives. Condon selected sub-section of the Holman Island as his sample population. Fong’s research revealed that singletons faced a surging pressure to become exemplary children as her findings highlight. The different chapters in her book reveal that parents expected singletons to demonstrate a higher sense of focus in school compared to children who had siblings. This translated into different forms of pressure exerted on the children by the parents so that they would meet the defined expectations (Fong, 2006). It becomes evident from the findings described that parents had viewed singletons in terms of the future. The research

Conceptual Framework For Research Sociology Essay

Conceptual Framework For Research Sociology Essay ABSTRACT This study focuses on the empowerment of women through various programmes and schemes in the region, country and across the world sponsored and supported by Government or non Government Organizations. This article consists of review of literature on womens empowerment through various programmes. Womens empowerment is an age old concept spotlighting improving the economic status of women and thorough participation for the development of economy. Existing historical data and status of various programmes provides better scenario for stepping in upward direction. Here the study emphasizes from the concept of women empowerment to the empirical evidences taken from various analysis, past surveys, Government Reports and literature available on it. Main aim of reviewing womens empowerment practices bring together the aspect of viewed and neglected parts of empowering women which fulfils the need of implementation of schemes, reach at them in a proper manner after covering the lacking parts. Keywords: Empowerment, Women, Programmes, Conceptual, Empirical INTRODUCTION Empowerment of women is not only limited till the term empowerment applies to the women or special group of women in particular area but also it means to develop them in all dimensions. Here the main concern towards development of women. Study starts not only from that there is strong need for womens empowerment today but why they need empowerment first. Answer of this could be sometime conflicting if there is one suppressed group, really need empowerment whether this could be men or women. A framework for the study based on the ideas and concepts gleaned from existing literature helps a researcher to plan and manage research in a comprehensive manner. Existing literature also helps to know the previous research work done in particular expanse and it acts like a torch as well as backbone for new studies for new researchers. All the researches are exploratory in nature as these carried out in ever-changing environment. Here an attempt is made to put some of the closely related literature review under two major heads. Conceptual framework for Research Empirical framework for Research Conceptual framework for Research In Conceptual framework for research, problem statement can be casted within the context of conceptual or theoretical framework. A conceptual framework is described as a set of broad ideas and principles taken from relevant fields of enquiry and used to structure a subsequent presentation (Reichel Ramey, 1987). As with all investigation in the social world, the framework itself forms part of the agenda for negotiation to be scrutinized and tested, reviewed and reformed as a result of investigation (Guba Lincoln, 1989)1. Although many of the researcher view the Conceptual and Theoritical framework as a synonymous and some cast it into research with slight difference. Most researches report the problem statement within the context of a conceptual or theoretical framework. A description of this framework contributes to a research report in at least two ways because it (1) identifies research variables, and (2) clarifies relationships among the variables. Linked to the problem statement, the conceptual framework sets the stage for presentation of the specific research question that drives the investigation being reported. For example, the conceptual framework and research question would be different for a formative evaluation study than for a summative study, even though their variables might be similar.2 In this way literature survey is found in different dimensions as: Power, Empowerment and Womens Empowerment Participation of Women embodied in the Process of Empowerment Womens empowerment programmes and Economic Empowerment Power, Empowerment and Womens Empowerment At the core of the concept of empowerment is the idea of power. The possibility of empowerment depends on two things viz., power can change and power can expand. If power cannot change, if it is inherent in positions or people, then empowerment is not possible. Shrilatha Batliwala (1995) defined Power as control over resources, ideology and self, exersized in socio Political and Economic Context among individuals and groups. The extent of power depends on how much and how many kind of resources they have, excess to and control over. This leads to power of decision making. Jo Rowland (1997) has identified four different forms of power viz., (1) Power over Control and influence over others, instrumentation of domination, (2) Power to- generative or productive power which creates new possibilities and actions without domination. (3) Power with- a sense of whole being greater than the sum of the individuals especially when group tackles problem together. (4) Power from within- The spiri tual strength and uniqueness that resides in each one of us and makes us truly human. The concept of empowerment is a product of early eighties; it has its grounding in the changes in development thinking of the mid-1970s. The dictionary meaning of the word empowerment is-to give power to (person/group) to give them capacity to perform physical or mental activity, to delegate authority, to give legal rights.3 Rapport (1987) describes the term empowerment as both individual determination over ones own life and democratic participation in the life of ones community often through mediating structures such as neighborhoods, voluntary organizations etc. Staples (1990) defined the term empowerment as means (a) to gain power (b) to develop power; to take or seize power; (c) to facilitate or enable power and (d) to give or grant or permit power. One of the most detailed attempts at defining empowerment is found in Kabeer (1999). Defining empowerment as the ability to make choices, Kabeer contends that the definition entails change, in that only previously disempowered members of society can be empowered. He suggested that empowerment consists of three dimensions viz., resources, agency and achievements. Sunita Roy (1999) reported that empowerment of women should focus on aspects like (a) direct involvement of women in programming and management, (b) effective collaboration with community organizations, (c) organizing and strengthening of womens self-help groups, (d) sensitization and advocacy for gender justice in society, (e) identifying womens need and priorities while generating employment, (f) organizing women in different groups to undertake certain productive activities to earn their livelihood and (g) elimination of violence and discrimination against women at physical, mental, domestic or societal level. Many researchers have stressed the importance of considering the empowerment in multiple domains (Isvan 1991; Kishor 1995; 2000; Hashemi et al. 1996; Mason 1998; Malhotra and Mather 1997; Jejeebhoy 2000; Beegle, Frankenberg, and Thomas (2001); M alhotra et al. 2002). For instance, Malhotra and Mather (1997) argue that: power is multilocational and exists in multiple domainsà ¢Ã¢â€š ¬Ã‚ ¦it is important that any discussion regarding [empowerment] specify whether this is within the family, social or political spheres, and whether the locus of control is within the household or the community4 (p. 604). Malhotra et al. (2002) suggested: womens empowerment needs to occur along the following dimensions: economic, socio-cultural, familial/interpersonal, legal, political, and psychological. However, these dimensions are very broad in scope, and within each dimension, there is a range of sub-domains within which women may be empowered.5 Empowerment is viewed broadly as increasing poor peoples freedom of choice and action to shape their own lives (Narayan 2005, p.4). Participation of Women embodied in the Process of Empowerment Women have played an important part in our social life and in our history in every branch of national activity from high learning to velour on the battlefield. Today, we pass rapidly through various phases of transition, which requires the rapid changes in our old foundations. The Indian woman, the majority that is, lives in her own time, in the rhythm, of her own history, which does not quite keep time with the clocks of the 21 century. Womens participation in the revolutionary movement (Mehta, 2004) was significant even when they were deprived of basic human rights in mens world. The list of women in India who contributed to the movement for equality is enormous. To name just a few, Sarojini Naidu, Kamaladevi Chattopadhyay, Vijaylaxmi Pundit, Aruna Asaf Ali, and Rajkumari Amrit Kaur took up the fight on several fronts. (Jha and poojary, 1998)6 In general, Empowerment is a multi-dimensional social process that helps people gain control over their own lives. It is a process that fosters power (that is, the capacity to implement) in people, for use in their own lives, their communities, and in their society, by acting on issues that they define as important. Keller and Mbwewe (1991, as cited in Rowlands 1995) describe it as a process whereby women become able to organize themselves to increase their own self-reliance, to assert their independent right to make choices and to control resources which will assist in challenging and eliminating their own subordination. Batliwala (1993) defines power as having two central aspects control over resources (physical, human, intellectual, financial, and the self), and control over ideology (beliefs, values and attitudes). If power means control, then empowerment therefore is the process of gaining control. Kabeer(1999; 437)., in an influential paper, suggests that empowermentà ¢Ã¢â€š ¬Ã‚ ¦refers to the process by which those who have been denied the ability to make strategic life choices acquire such an ability. Women should be able to define self-interest and choice, and consider themselves as not only able but also entitled to make choices (A. Sen 1999; G. Sen 1993; Kabeer 2001; Rowlands 1995; Nussbaum 2000; Chen 1992). Kabeer (2001) goes a step further and describes this process in terms of thinking outside the system and challenging the status quo. Sudharani et al. (2000) defined empowerment as the process of challenging existing power relations and gaining greater control over the sources of power. Empowerment is a process of awareness and capacity building, enhancing an individuals or group capacity to make effective choices, that is, to make choices and then to transform those choices into desired actions and outcomes (Alsop, Bertelsen and Holland, 2006, p.10). Shirin M. Rai et.al (2007) argued, while the local is important as a focus for debates on empowerment, we think the local must be embedded in the global and the national and vice versa. They argued that: (1) empowerment may be sequential, (2) gender balance alone cannot be the process or outcome in a world ridden with poverty and class inequality, (3) we should use the empowerment language, but contest the way it has been neutralized and even abused. Womens empowerment programmes and Economic Empowerment Even though outside work for women often means a double burden, the empirical evidence supports the notion that access to work increases a womans economic independence and with it a greater level of general independence is created.7 According to Hall(1992) economic subordination must be neutralized for women to be empowered. The economic component of empowerment requires that women be able to engage in a productive activity that will allow them some degree of financial autonomy, no matter how small and hard to obtain at the beginning.8 The World Banks Action Plan to achieve economic empowerment through Smart Economics, for example, targets four key markets: land, labor, product, and financial and measures this through policy initiatives to make markets work for women as well as agency initiatives to empowerment women to compete in markets. A prerequisite to empowerment, therefore, necessitates stepping outside the home and participating in some form of collective undertaking that can be successful, thus developing a sense of independence and competence among the women.9 Priority should be given to women in the allocation of work in such a way that at least one-third of the beneficiaries shall be women. [Schedule II, Para 6, NREGA]. The National Commission for Women (NCW), set up in 1992, has a mandate to safeguard the rights and interests of women. Universalisation of ICDS was contemplated by the end of 1995-96 through expanding its services all over the country. Sanjukta Chaudhuri (2010), in her paper Womens Empowerment in South Asia and South East Asia: A Comparative Analysis contributed to the literature on womens empowerment by exploring the time and birth cohort trends of womens empowerment in eight countries of South Asia and South East Asia. The countries included are Bangladesh, India, Nepal, and Pakistan of South Asia; Cambodia, Indonesia, Philippines, and Vietnam of South East Asia. Initially, she estimated the relationship between economic developmen t and female labor force participation rate FLFPR (the U curve)10 using data on 172 countries from 1990 2007. She further examined the influence of time on womens empowerment and performed a series of multiple regressions on six measures of womens empowerment variables separately for the eight countries, using individual level survey data for each country. The indicators of womens empowerment were: economic participation, educational attainment, wage work, fertility, female to male sex ratio of living children, and the ratio of ideal number of daughters to sons. In Rajasthan, Jan Chetna Sansthan have promoted Ekal Naari Shakti Sangathan in Abu Road block, Sirohi in order to help widows and single and separated women It works to ensure a rightful living for single women and addressing their problems. It also works towards getting them widow pension and other benefits under any government schemes. Deepshikha Mahila Bal Utthan Samiti came in to being in the year 1980, with the idea of promoting Welfare Policing Activities. 1.3.1 Gender equity, equality and inequality Gender equality is considered an important issue for the United Nations Development Program (UNDP) because gender inequality is an obstacle to progress, a roadblock on the path of human development (UNDP, 2002, pp.6). Pradhan (2003) discusses the need to bring gender equality where men and women are considered equal in every sphere of life because .if you empower a woman, you empower her children, her community and her country (Pradhan, 2003, pp.51-57). Gender inequality can result in disadvantages and differentials for females in terms of life expectancy and children.s nutrition, denial of choice, lack of political representation, and lack of empowerment (Kabeer, 1999). Sen (2001) notes: à ¢Ã¢â€š ¬Ã‚ ¦inequality between women and men can take very many different forms. Indeed, gender inequality is not one homogeneous phenomenon, but a collection of disparate and interlinked problems. Sen enumerates seven types of gender inequality, including mortality, basic facility, special oppor tunity, professional, ownership, and household inequality. In order to develop economy and increased participation of women, Government addressed the problem related to women and initiate to remove inefficiency through implementing various programmes like, Awareness Generation Projects for Rural and Poor Women, CSWB Scheme, Develpoment of Women and Children in Rural Areas (DWCRA), Family Benefits Scheme, Kishori Shakti Yojana, NORAD Scheme, Scheme for working Women Hostels, Swa Shakti Project, Swayamsidha Scheme, Support to Training and Employment Programme for Women (STEP), Science and Technology for Women and so on. Empirical Framework for Research Relevant research studies conducted in the past has great relevance for new research work and is a helpful tool to conduct research more precisely. Empirical framework for research underlines the derived results from experiment and observations rather than theory. This is categorized into following subheads: Impact of Participation of women in Womens Empowerment Programmes Evaluation and analysis of Womens Empowerment Programmes Constraints experienced by rural women in Empowerment process Impact of Participation of women in Womens Empowerment Programmes Hashemi et al (1996) undertook ethnographic research in six villages for four years to measure the effects of programmes on the empowerment of women. Two villages were Grameen Bank villages, two were BRAC villages, and the other two had no credit programmes. They used a model based on eight indicators of empowerment which were: mobility; economic security; ability to make small purchases; ability to make larger purchases; involvement in major household decisions; relative freedom from domination within the family; political and legal awareness; and involvement in political campaigning and protests Srilatha et al. (1997) observed that a major gain of making the programme of SHGs women centred was that the transition of power from the bureaucracy to the people. Sen (1997) based on a case study in India, stressed the importance of empowerment of an individual in order to gain control over assets. Haimanti Mukhopadhyay (2008) studied the role of education in Women Empowerment in the district of Malda, West Bengal, India. Her Exhaustive survey comprising forty two villages, tried to unearth the status of women, attitude towards girls education in society, problems hindering the education of women, the importance of marriage in womens life affecting education as well as the empowerment of women. During the survey, she felt that there was a very positive change at least among women in Malda district who are much more concerned about their daughters education, as compared to their previous generation. The WHOs (2008) Tackling Social and Economic Determinants of Health through Womens E mpowerment: The SEWA case study experienced the SEWA as a social movement and a programme that aims to empower the poor must be prepared to listen to the poor. Swedish International Development Cooperation Agency (Sida) noted that in implementing gender policies in development, it was time to move from treating the symptoms of gender inequality to address the structural factors that cause it. Women empowerment programmes made it possible to increase empowerment with increased participation of women. Clark et al. (1991) explored the impact of culture on female labor force participation in 135 countries for 1980. They use a combination of religion, political ideology, and world region variables to find evidence supporting the importance of culture in explaining womens labor force participation. Throughout the developing countries, innovative lending programs have emerged and In many of these programs it is common to find that a large percentage of borrowers are women. Based on a 1996 survey of microfinance institution around the world, the World Bank estimated that 61% of all clients were women (World Bank, 1997). 2.1.1 SHG and Microfinance Self Help Group (SHG) is a voluntary association formed for the purpose of engaging small enterprise. To form this organization, it requires a minimum of twelve individuals. K.C. Sharma (2001) maintained that through SHGs women empowerment is taking place. Rekha R. Baonkar [2001] studied the impact of SHGs on women in Goa and observed that individual loans were mostly for productive purposes with cent percent recovery. P.K.Awasthi, Deepak Rathi and Vimla Sahu [2001] in their study in Madhya Pradesh on the impact of SHGs on economic status of women observed that the SHG women were engaged in Mahua, mushroom cultivation, amachur papad making, pisciculture, nursery etc. An interesting study made by M.C. Athavale, K.G Sharma and A.M. Mishra [2001] in Madhya Pradesh under the leadership of Anganwardi worker, on the working of a particular SHG called Yoshoda Mahila Samithi(YMS) has helped the members to do saving and get loan. The repayment was 100%. Rajasekar D [2003] analyzed the impact of the economic programmes of SHARE, a NGO in Tamil Nadu on poverty reduction with the help of data collected from the households of 84 women members. Kabeer(2005) examined the empirical evidence on the impact of microfinance with respect to poverty reduction and the empowerment of poor women in South Asia. Prem Chander Vanguri (2007) highlighted the impact of microfinance programmes on womens empowerment in India. They compared Swashakti, Swayamsiddha, Swaran Jayanti Gramin Rojgar Yojana (SJGRY) and Rashtriya Mahila Kosh (RMK) micro finance programmes for facilitating rural poor women in their access to micro credit. Evaluation and analysis of Womens Empowerment Programmes Pandey conducted a study to assess the impact of Rashtriya Mahila Kosh (RMK). This study is based in the state of Maharashtra and was conducted to examine whether the RMK has been able to achieve its main objectives of reaching credit to poor women, enabling women to achieve economic independence and becoming aware about credit facilities and management. M.S. Jairath [2001] analyzed the growth and development of SHGs in Rajasthan taking two categories: (1) resource poor tribal; and (2) resource better of non-tribal. It was arrived that the average membership, rate of interest, size of borrowings were higher in the former, but the average amount of saving was higher with the latter. Deshmukh Ranadive (2002), in his study on Womens Access to Credit and Rural Micro-Finance in India has addressed issues related to data in the context of micro-finance interventions in rural areas. The vertical approach has shown how the data that has been collected, throws light on the different dimension s of the programme and the participants. NPC (2005) analyzed gender development in India in the context of interstate analysis with the help of state rankings on the basis of calculating the average of the standard values of the 52 criteria indicators. Dwarakanath H.D [2002] analyzed the characteristics and growth of self help groups in Andhra Pradesh and found that the SHGs using the loan facilities from the cooperative credit banks, commercial banks, mahila bank and Maheswaran banks, have produced more than 50 varieties of products. Abdul Hayes, Ruhul Amin and Stan Becker [1998] analyzed the relationship between poor womens participation in micro credit programmes and their empowerment by taking both SHG and non-SHG members in rural Bangladesh. Rajasthan Microfinance Report-2010 revealed that Good quality Self Help Groups create mutual trust and a sense of solidarity among members. This raises their confidence to deal with socio-economic problems of their family and their village, all by themselves. Women empowerment can further be boosted by promoting four ideologies, which can be taken as indicators of success a) Zero tolerance of domestic violence in families of all SHG members in Rajasthan; b) 100% girl child enrolment in educational institutions in families of all SHG members; c) 100% institutional infant delivery; d) 50% participation of women SHG members at village development committees . Milestones should be set for every year in order to achieve the stated objectives while progress should be tracked by measuring the indicators. In Rajasthan Womens Development Programme (WDP), conceived in 1984 when the idea of rural illiterate women mobilizing collectively was unthinkable. And yet, the programme enabled the evolution of womens collectives under the leadership of the Sathin, the grass root worker at village level, working tirelessly on a meagre monthly honorarium of Rs 350. The strength of the Sathins and these collectives was derived from the support structures provided by the partnership between the government and the voluntary agency arm of the programme IDARA (Information and Development and Resource Agency), with its primary role of training and providing creative and critical inputs. Constraints experienced by rural women in Empowerment process During the eighteenth century women suffered from several handicaps like female infanticide, sati (Sharma,1988), purdah (Mathur 2004), child marriage, illiteracy and subsequently forced child widowhood in the19th century. Women were treated no better than domestic animals. Moved by this extreme plight, great social reformers like Raja Rammohan Roy, Iswarchandra Vidyasagar, Sri Ramakrishna Paramhansa, Swami Vivekananda, Swami Dayananda Saraswati, M.G. Ranade, D.K.Karve and Mahatma Gandhi were in the forefront, fighting against social atrocities toward women (Jha and Pujari, 1998).11 Sing K.P (2004) says that among women who were working out of utter economic necessity, the majority were dissatisfied with the time they spend with their children and the time they allocate to their home 57 percent of working women have alternate arrangements for their children either a mother or a mother-in law or a maid to look after their children. Beckers (2005) model of effort allocation implies that an hour of a mans time produces more of value to an employer than an hour of equally skilled and experienced women who has greater responsibilities. This in true influences both employers treatment of equally capable male and female employees and workers subsequent decisions about investing time and energy in household versus market-work. The model implies that small initial disadvantages faced by women in the work-place can lead to extreme results in the division of labour in the household, occupational segregation and earning difference. Footnotes Smyth, R. (2004). Exploring the usefulness of a conceptual framework as a research tool: A researchers reflections. Issues In Educational Research, 14(2), 167-180. McGaghie, William C.; Bordage, Georges; Shea, Judy A., Problem Statement, Conceptual Framework, and Research Question September 2001 Volume 76 Issue 9 p 923. Banerjee NK, Grassroot empowerment (1975-1990) : A discussion paper, Occasional paper No.2, CWDS, New Delhi, 1995, p.2. Malhotra, A. and M. Mather. 1997. Do Schooling and Work Empower Women in Developing Countries? Gender and Domestic Decisions in Sri Lanka. Sociological Forum 12(4), p. 604. Malhotra, A., Schuler, S. R. and Boender, C. (2002) Measuring Womenà ¢Ã¢â€š ¬Ã… ¸s Empowerment as a Variable in International Development (Washington, DC, The World Bank), p. 13; Haimanti Mukhopadhyay, The Role of Education in the Empowerment of Women in a District of West Bengal, India: Reflections on a Survey of Women , Journal of International Womenà ¢Ã¢â€š ¬Ã… ¸s Studies Vol. 10 #2 November 2008, P. 218. Women, Education and Empowerment: Pathways towards Autonomy, Report of the International Seminar held at UIE, Hamburg, 27 January 2 February 1993, edited by Carolyn Medel-Anonuevo,UIE(UNESCO Institute for Education) Studies 5 à ¢Ã¢â€š ¬Ã‚ ¢ 1995, Robert Seemann u Neumann p.15 Ibid., p.15 Women, Education and Empowerment: Pathways towards Autonomy, Report of the International Seminar held at UIE, Hamburg, 27 January 2 February 1993, edited by Carolyn Medel-Anonuevo,UIE(UNESCO Institute for Education) Studies 5 à ¢Ã¢â€š ¬Ã‚ ¢ 1995, Robert Seemann u Neumann p.16. Results confirm the existence and upward shifting position of the U curve. Hence, the U curve estimates suggests that there is a time element involved in womens empowerment. Dr. Sanjukta Chaudhuri, December, 2009, Economic Development and Womens Empowerment, from http://people.uwec.edu/chaudhs/PDFS/Chaudhuri%20Economic%20Development%20and%20Womens%20Empowerment.pdf Haimanti Mukhopadhyay, The Role of Education in the Empowerment of Women in a District of West Bengal, India: Reflections on a Survey of Women , Journal of International Womenà ¢Ã¢â€š ¬Ã… ¸s Studies Vol. 10 #2 November 2008, P. 217.

Reaction Rates of Sodium Thiosulphate and Hydrochloric Acid Essays

Reaction Rates of Sodium Thiosulphate and Hydrochloric Acid at Various Concentrations Introduction/ plan ------------------ I am experimenting into the reaction rates of Sodium Thiosulphate and Hydrochloric acid when under different concentrations. Both Sodium Thiosulphate and Hydrochloric acid are clear solutions but when they react together they produce a cloudy solution, the solution become so cloudy you cannot see through it. To measure the rate of reaction I am going to print off a cross from the computer onto a piece of paper, place it under the beaker with the solution in it and record the time taken for the cross not to be visible. The Symbol equation for my experiment is: Na S O (aq) + 2HCl (aq) 2NaCl (aq) + H O (l) + S (s) + SO (g) The Word equation for my experiment is: Sodium Thiosulphate + Hydrochloric Acid Sodium Chloride + Water + Sulphur + Sulphur Dioxide Equipment --------- Below is a list of the equipment I will be using throughout my experiments: * Computer draw crosses * 400ml Beakers to put solution in * 20ml beakers to place hydrochloric acid, sulphuric thiosulphate and water in * Measuring Cylinders * Pipettes to measure liquids accurately * Thermometers to check temperature is constant * Stop Clocks to record rate of reaction * Paper towels to dry equipment To make all of my experiments fair I will keep some factors the same: * The volume of solution - 40cm * The volume of hydro...

The Success of the Elite White South

During the 12 year period after the Civil War (1865-1877) four main groups of people, Southern Whites, Recently Freed Blacks, Northern Democrats, and Northern Republicans, were all competing to rebuild the war ravaged South to their advantage or ideals, but it was the Southern Whites whose needs were most closely met. Because the freedmen were never given social equality, education, means of economic success, or full participation in government operations the plantation owners of the south were able to bring about conditions after the civil war which were not far from those of the prewar, with the whites controlling the laws and the money and the blacks performing all of the labor needed to fuel an agrarian economy. After the Civil War many Negroes though they would soon be entitled to nearly full, if not complete, social equality because of congressional action such as the formation of the freedman's bureau and the passing of the civil rights act. However, they soon learned that the Southern whites were not about to let this happen, and that blacks would be kept in the inferior position they had known for the hundreds of years that preceded the war. Soon after the war most Southern states wrote into the books news laws pertaining to Negroes called the â€Å"Black Codes. † These laws, which were often identical to prewar laws save the word â€Å"slave† was replaced with the word â€Å"freedman†, limited almost every conceivable right of the black man. They were denied the ability to congregate in groups, stay at certain motels or inns, and eat at many restaurants. They were required to carry special passes and given a curfew. Because the white South was so opposed to black equality, any law passed to grant Negroes rights were either or ignored, or were bypassed using certain loopholes. Congress could do almost nothing to stop these maltreatments from happening. In 1875 they did pass the Civil Rights Act, but poor enforcement and a Supreme Court ruling 8 years later led the bill practically useless to the blacks. All in all white resistance and government control led to almost no integration of blacks into white society. Lack of good education for blacks was another important factor that prevented them from achieving any status higher than servant after the war. Although blacks schools were set up from primary to college, they were sparsely funded and almost completely segregated, leaving the blacks with either no education or a very poor one. Congress did make attempts at, and succeed in, creating state funded schools in the South, they allowed them to be segregated, which permitted the whites to control which race got what kind of education. Their prejudices of course pointed them in the direction of inferior education for blacks. Black schools were almost always poorly funded and inadequately staffed. The teachers at these schools, usually Northern whites, were often given such a horrible social stigma that they were forced to leave the South, and teaching there, completely. They were ostracized by the whites, and often beaten or tarred and feathered by the Ku Klux Klan. Some states attempted to integrate state colleges, or create all black colleges, but these ventures met with little success. In Arkansas, for example, the state college was declared open to all races, but only one black person registered and he was taught privately off campus. Not only did the prospect of segregation allow for poor black education, but it also caused their demoralization. Almost a hundred years later when the Supreme Court finally ruled segregation unconstitutional, one of the strongest arguments was that separating the blacks from the whites caused a great feeling of self hatred and inferiority among the blacks. Had the blacks not faced these practical and psychological barriers, they would have been far more likely to contend with white southerners in the job market. One of the most important things denied blacks during reconstruction was the means to make a living either of subsistence farming or in jobs requiring skilled labor. Early on in the civil war there were rumors of a post-war land redistribution which would gives blacks the means to start farms of their own, but these rumors predicted a much greater turn over of land than was actually seen. At first it seemed as if they might be true however. Upon capturing the sea islands south of Charleston, General Sherman gave the 485,000 acres to 40,000 black families to run. These blacks believed they had been given legal ownership of the land, and worked it profitably for over 4 years until the original white owners stepped in and demanded, and were granted, their old deeds back. Other plans were initiated to give poor blacks more land, but few of them me with success. In some states thousands of acres were acquired through either purchase, taxation (States taxed land highly if one person owned more than a certain amount. This required many large land owners to give up some, but not all of their land. ), or confiscation, but when attempts were made to sell this land off at low prices, it was picked up mostly by speculators or people with close ties to the government looking for a summer home. Fewer than 40,000 acres were ever actually given to poor blacks. Not only were blacks kept out of subsistence farming, but they were also removed from almost all forms of skilled labor. The black codes imposed strict restrictions on what jobs blacks could do, so that even if they did pick up a trade, either through schooling or from previous experience on the plantation, they could not use it. The whites did allow them to enter the skilled workforce, but only through apprenticeships under white masters which were almost no better than slavery. Apprentices were not allowed to leave their maters, and could be whipped if the masters deemed it necessary. With the end of efforts to get the black man his own land and the inability for him to enter the skilled work force the black man was destined to a life of subservience to the whites. After reconstruction the only option left to most of the blacks was a system of sharecropping which was practically identical to slavery. And just as demoralizing. All of these restrictions could easily have been lifted if the freedmen had been given the right to vote early on, as the 15th amendment seemed to promise, but this never happened. Although the 15th amendment guaranteed the right to vote to everyone regardless of race or creed, it's vague wording allowed whites to find other ways to deny the freedmen suffrage. Southern states adopted poll taxes, education requirements, land requirements, grandfather clauses, or a mixture of any of those in order to successfully keep the blacks from the polls without actually stating that blacks could not vote. This allowed the whites to stay ahead politically as well as economically. Although in some states this did not happen, and blacks were even elected to political office, they never achieved high ranks in either state or federal governments, and their numbers in the house were well below what percentage of the population they represented. Without the right to vote or any representatives in the government, the blacks found themselves powerless to change the laws that held them down. They could not get equal rights, decent education, or job opportunities because these were all the responsibility of the government, a government which they played almost no part in. Without a voice in legislation the black man was powerless to direct his destiny, and the white man was able to guide him down a path of further servitude. This fact alone proves that slavery did not die with the end of slavery. With a large portion of the population writing laws keeping a smaller portion in a lesser state, slavery still exists. All of these factors contributed to keep the whites on top of the blacks for many years after reconstruction. It wasn't until the civil rights movement of the 1960's that true change was brought about. The black man was kept out of white social circles, was not given education, was kept out of the job market, and was not allowed to participate in the government. All of these factors added up to a man who was supposedly free, but had few options to choose from. Everywhere the black man turned paths were off limits to him, and the only one that seemed to be open was one of lower class citizen whose life was still basically determined by the white man. The outcome of the reconstruction truly favored the whites in that all power was given to them. They were able to control the destiny of not only themselves, but of the blacks as well.

Seneca Falls Declaration of Sentiments 1848

Seneca Falls Declaration of Sentiments 1848 Elizabeth Cady Stanton and Lucretia Mott wrote the Declaration of Sentiments for the Seneca Falls Womens Rights Convention (1848) in upstate New York, deliberately modeling it on the 1776 Declaration of Independence. The Declaration of Sentiments was read by Elizabeth Cady Stanton, then each paragraph was read, discussed, and sometimes slightly modified during the first day of the Convention when only women had been invited and the few men present anyway were asked to be silent. The women decided to put off the vote for the following day, and permit men to vote on the final Declaration on that day. It was adopted unanimously in the morning session of day 2, July 20. The Convention also discussed a series of resolutions on day 1 and voted on them on day 2. Whats in the Declaration of Sentiments? The following summarizes the points of the full text. 1. The first paragraphs begin with quotes that resonate with the Declaration of Independence. When, in the course of human events, it becomes necessary for one portion of the family of man to assume among the people of the earth a position different from that which they have hitherto occupied ... a decent respect to the opinions of mankind requires that they should declare the causes that impel them to such a course. 2. The second paragraph also resonates with the 1776 document, adding women to men.  The text begins: We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers from the consent of the governed.  Just as the Declaration of Independence asserted the right to change or throw off unjust government, so does the Declaration of Sentiments. 3. Mens history of repeated injuries and usurpations in order to an absolute tyranny over women is asserted, and the intention to lay out the evidence is also included. 4. Men have not permitted women to vote. 5. Women are subject to laws they have no voice in making. 6. Women are denied rights given to the most ignorant and degraded men. 7. Beyond denying women a voice in legislation, men have oppressed women further. 8. A woman, when married, has no legal existence, in the eye of the law, civilly dead. 9. A man may take from a woman any property or wages. 10.  A woman can be compelled by a husband to obey, and thus made to commit crimes. 11.  Marriage laws deprive women of guardianship of children upon divorce. 12. A single woman is taxed if she owns property. 13. Women are not able to enter most of the more profitable employments and also avenues to wealth and distinction such as in theology, medicine, and law. 14. She cannot obtain a thorough education because no colleges admit women. 15. The Church alleges Apostolic authority for her exclusion from the ministry and also with some exceptions, from any public participation in the affairs of the Church. 16.  Men and women are held to different moral standards. 17. Men claim the authority over women as if they are God, instead of honoring womens consciences. 18. Men destroy womens self-confidence and self-respect. 19. Because of all this social and religious degradation and disfranchisement of one-half the people of this country, the women signing demand immediate admission to all the rights and privileges which belong to them as citizens of the United States. 20. Those signing the Declaration declare their intention to work towards that equality and inclusion, and call for further conventions. The section on voting was the most contentious, but it did pass, especially after Frederick Douglass, who was in attendance, supported it. Criticism The whole document and event was met at the time with widespread disgust and mocking in the press, for even calling for womens equality and rights.  The mention of women voting and the criticism of the Church were especially targets of derision. The Declaration has been criticized for its lack of mention of those who were enslaved (male and female), for omitting mention of Native women (and men), and for the elitist sentiment expressed in point 6.

Learn How to Say Goodbye in French

Learn How to Say Goodbye in French Once you know all there is to know about saying bonjour, you can work on saying goodbye in French. Here again, you have some options. The Standard French Way of Saying Goodbye Au revoir is pronounced or voar in modern French. Its not a mistake per se to pronounce the e, but most people would glide over it nowadays. Au revoir always works, no matter what the situation is, so if there is one word to remember, its this one. When you can, add monsieur, madame or mademoiselle or the persons name if you know it after au revoir, its much more polite to do so in French. Be Careful With Salut Salut is a very informal French greeting. It can be used when you arrive, kind of like hey in English. And it can also be used as you leave, with friends, in a very relaxed setting or if you are younger. Bonne Soirà ©e Is Different From Bonne Nuit Now, when you leave, you may also say something beginning with have a good... Bonne journà ©e: have a good day.Bon(ne) aprà ¨s-midi: have a good afternoon (un/une aprà ¨s-midi is both masculine and feminine... Its weird, I know. In any case, no matter the spelling of bon/bonne here, the pronunciation will be the same because of the liaison.) Now, when it comes to saying have a good night, as in a good night out, with your friends, you need to say: bonne soirà ©e. Its a mistake I hear a lot; students of French do a literal translation and say: bonne nuit. But a French person would only use bonne nuit before someone goes to bed, as in have a good night sleep. So you need to be particularly careful about that. Bonsoir Is Hello in the Evening and Goodbye Bonsoir is mostly used to say hello when you arrive somewhere in the evening, we use it from time to time to say goodbye. In that case, it means the same as bonne soirà ©e have a good evening. Saying Bye, Tchao, Adios in French Why are other idioms appropriate here? Well, its very trendy among French people to use other languages to say goodbye. Actually bye, or bye-bye is extremely common! French speakers will pronounce it the English way (well, as much as the French accent permits it...) Formal and Outdated Farewells Adieu literally means to God. It used to be the way we said goodbye, farewell in French, so youll find it in literature and other classic mediums. But it has changed, and today, its really outdated, and carries the notion of forever goodbye.   Gestures Associated With Au revoir Just as with bonjour, the French will shake hands, wave, or kiss goodbye. The French dont bow. And there is no true French equivalent to an American hug. You should also practice your French greetings and kissing vocabulary  and you may also want to learn  how to say see you soon in French.

LAND GRABBING KEEPS ME AWAKE Essay Example | Topics and Well Written Essays - 1000 words

LAND GRABBING KEEPS ME AWAKE - Essay Example With global reports confirming the world’s peaking oil, among other greater risks such as persistent hunger partly contributed by anthropogenic climate change, the putative existence of ‘reserve agricultural land’ in the global south, particularly in Africa and the Latin America, has been labeled the lifeline, thus the dramatic revaluation and the subsequent haste to acquire and control large swathes of land for agro-industrial, large-scale resource extraction initiatives and food security (McMichael, 2012). Buoyed by the idea that long-term landholdings are the only avenue to assuage continuous supply of their needs, ‘finance-rich, resource-poor’ countries are aggressively funding the acquisitions in government to government deals that leaves the poor even more worse off than ever. While the surge in the transnational commercial land deals ringing in massive ‘private and non-private’ lands to the dispossession of the global poor are guid ed by the neoliberal policies under the supervision of WTO, the trade-offs seem far off a just order, for the rules only but favors the big Brother, thus the accelerated land grabbing, more so in Africa where unutilized land is considered plentiful and labor are relatively cheap. In spite of the title deeds issued by most African, Latin American and Asian countries indicating ownership, land remains the property of the state. Accordingly, the state possesses all the rights to do whatever it desires, including utilizing as a bait to attract foreign investments (Houtart 2010). Ironically disturbing is the very fact that Africa, a continent that faces hunger the most, takes the lion’s share of the dubious land deals that exacerbates their local food insecurity further, for arable lands leased in large scale to foreigners only produce food and other products for export purposes. Small scale farmers hitherto

Designing a new project Essay Example | Topics and Well Written Essays - 2250 words

Designing a new project - Essay Example commercial properties for construction and development, as well as identifying the operations steps required to ensure adequate staffing levels as related to payroll. Further, as part of this expansion initiative, ABC will conduct a strategic assessment of the competitive environment to determine a series of potential best practices for cost reduction and efficiency in this project. There will, of course, be fixed expenditures and variable costs which the new manufacturing facility will incur during its first operational year, however initial budget assessment can determine future methodology in relation to specific areas of cost which might require adjusting. However, the scope of this project is to get the new ABC manufacturing facility up-and-running to full manufacturing capacity, from the ground up, in the period of two years. This proposal highlights the expected operational activities and costs during this project and will provide a review of how progress will be measured and adjusted based on corporate expectations. Identifying a suitable property for development, as Phase One of the project, involves assessing opportunities to seize valuable assets for ABC. The new facility must be within the established budget guidelines and also be sustainable so as not to incur losses in the first series of operating years. However, current trends in the commercial real estate industry have driven prices to, in some instances, record lows (Jones, 28), allowing the company to capitalize on low cost retail property that is market driven. Phase One will also consist of utilizing human capital for the project, which is identified as the labor available at the company’s disposal to ensure productive and efficient operations (Mathis & Jackson, 117). Tangible construction efforts will be handled by external suppliers and professional builders based on a bidding process. As previously mentioned, all supply and purchasing costs can be delivered to the appropriate spending