Food Trip Essay

Revolutionaries and activists, tried of associating the Polytechnic University of the Philippines (PUP) with these words? Well, it’s time to change your thoughts. PUP isn’t just for words like those mentioned above, please try to look at the brighter side. PUP isn’t just the way you think it is. All the speculations about our school aren’t true. Actually, if you’re inside our campus, you’ll surely have a wonderful time. The school offers delightful treats such as low tuition, high quality education and most especially, foods. I recommend you to go to PUP and I assure you a cheap and an enjoyable food trip for you and for your friends. TRUST ME! ï Å  PUP has it all, from snacks to lunch and to every kind of foods that you will surely like. I bet if you enter our campus, you won’t go out of it without being tempt to buy foods because of its cheap price. Be sure to prepare your spoon and fork as I introduce to you the best foods at the lowest price our campus can offer. 1.Value Meals (20php – 35php) One cup of rice with any ulam of your choice. These include dinuguan, chicken fillet, fried chicken, beef steak, adobo, burger steak, liempo, giniling, sausages, vegetables, etc. Imagine?!! With just 30php, you will experience tasting lutong bahay even if you’re away from home. 2.Buy 1 Take 1 Burgers (25php – 32php) Say goodbye to Jollibee, Mcdonald’s, KFC, and other burger – producing fast food chains. PUP has the cheapest burger ever. With just 32php, we can avail two burgers and that is if you are in PUP. While in fast food chains, you will just be left with dissatisfaction. 3.Clubhouse (20php) All the PUPians know this – clubhouse is a triangle – shaped sandwich with egg wrappings and ham fillings. Well, the best thing about this food is that it is served with free drinks. Yes!!! You heard it right! It’s with FREE! FREE! FREE! AS IN FREE DRINKS which comes in various flavors. As far as I know, it is one of the highest grossing and most sought food in the University. It is so SULIIIIIIIIIIIIIIIIT! 4.FEWA (33php or 37php) FEWA is also known as Footlong and Egg Wrapped Around. It is a sandwich with footlong (can be either regular in size or jumbo) wrapped in fried scrambled egg with cheese and cabbage. Another reason why you would enjoy this food is because of its vendor who has great sense of humor. Wondering who? Well, better check him or, should I say, her? At the East Wing of PUP canteen. 5.Fruit Shakes and Juices (10php-20php)

Great Expectations Paper Essay

When an individual loves someone else, it is difficult to let the person go or accept his/her return, because of the poor decision that one person made to leave his/her loved one. However, since the person already left, is it worth the pain and agony in the end to accept that person into the hurt individual’s life once again? In his Victorian Literature novel, Charles Dickens satirizes the Victorian Era multiple times within Great Expectations. For example, in the 1800’s the masculine class were the regulators of the family and weren’t aggravated by women, but in this novel the females obtain the upper position, like how Mrs. Joe overpowers Orlick. Charles Dickens named the novel Great Expectations, because its means that an individual is positive that something significant will occur with no warning if the individual wants it bad enough, but in English Victorian society, achieving expectations meant that someone was destined to collect vast sums of riches and success. Throughout Pips three stages in the novel Great Expectations, Charles Dickens utilizes the character of Joe, who out of compassion and sympathy demonstrates that suffering is a sacrifice one is willing to endure for the love of another individual, and how this idea changes what Pip’s views, personality, and values are at the end of his high expectations. During Pip’s first stage of expectations, Joe explicates that he suffers greatly because of Orlick, Mrs. Joe and Pip, but only wishes to steer Pip in the right direction and to have given enough ‘love’ to change Pip’s views and expectations. First, Orlick takes Joe by surprise when he starts to get angry and jealous of Pip and tells him â€Å"No favoring in this shop. Be a man!†(15.65), but because Joe wants no trouble he lets him have the day off which makes Mrs. Joe terribly angry. Additionally, when Orlick offends Mrs. Joe, Joe defends her even though she was mad at him, because he loves her and is willing to suffer through Orlicks harsh words. Pip’s troublesome behavior at the table is brought to attention when Joe states, â€Å"You and me is always friends, and I’d be the last to tell upon you, any time†¦But such as a most uncommon bolt as that!†(2.8) Pip’s actions got Joe in trouble while he was trying to help P ip, because the helpful advice made Joe ignore Mrs. Joe and which made him have to face consequences such as being â€Å"pounced on† and â€Å"knocked [in] his head for a little while against the wall behind him† (2.8). Also, it expresses how Joe dealt with Mrs. Joe’s and Pip’s spiteful behavior all because he cared for them and was compassionate to all people. Pip’s behavior shows readers that as a child he didn’t have any expectations but eventually set the bar higher which was not what Joe truly wanted to happen. This helps readers understand how having sympathy and a good heart doesn’t always payoff at first, but latter lets people become the best of friends in the long run, like Pip and Joe. While sitting by the warm fire at night Joe explains to Pip that â€Å"When [he] got acquainted with his sister, it were the talk how she was bringing him up by hand†¦. [And] how small and flabby and mean he was†¦Ã¢â‚¬  and how he â€Å"†¦would have formed the most contemptible opinion of himself self!† (7.38) which makes Pip start to cry because he felt ashamed by how he acted, but grateful that Mrs. Joe and Joe stayed with him. At that time Pip, a commoner, didn’t care about anyone and just wanted to do what he wanted, although it made him look bad and unkind. In the long run Pip’s disobedient attitude and Joe’s loving heart was worth it because he and Joe became best friends which was held together by a strong bond of love. Lastly, Joe was affectionate and loving towards Pip even when Pip was cruel to him which shows readers the sacrifice Joe endured with Pip. The forfeit Pip watched Joe go through changed him because it made him want to do something more and become someone higher who wont have to deal with pain and sacrifice. In conclusion, Pip starts to change into the gentleman he wants to become while Joe is still remaining at is side, longing for his ‘old chap’. During Pip’s second stage of his expectations Joe sacrificed his dignity and friendship for Pip, because he felt sympathy towards him which makes readers wonder if Joe gave Pip enough ‘love’ to not make him leave his dear friend, Joe, and change his personality. To, begin, Joes love is tested and questionable when he tells Pip, â€Å"But if you think as Money can make compensation to me for the loss of the little child†¦and ever the best of friends!†(18.116). Pip is shocked by how much he means to Joe, but still but doesn’t see how much Joe really loves him. Pip deserts Joe â€Å"whom he was so ready to leave and so unthankful to†(18.115), and thinks to himself â€Å"I’ll see you again†Ã¢â‚¬ ¦and â€Å"I’ll feel the loving tremble of your hand upon my arm, as solemnly this day as if it had been the rustle of an angel’s wing! †¦ â€Å"(18.115), which proves that Pip has not realized that this decision mak es Joe sacrifice and suffer all the more. Furthermore, Joe had to scornfully respect his decision to leave and become a gentleman and bear the loneliness while he was away, but still loved him and waited for when Pip realized he should go back to Joe. Moreover, Pip changes his view on his future when Joe explains that â€Å"Divisions among such must come, and must be met as they come†¦ You and me is not two figures to be together in London; nor anywhere else but where is private, and beknown, and understood among friends.†(27.246) Likewise, when Joe is in London with Mr. Wopsle he wants to put pity on Pip and explain to him that they are different people in separate worlds and he wants to show Pip how it hurts when people leave their loved ones. Joe thinks he has sacrificed enough and wants Pip to come back, but now Joe realizes that they are separate people with different expectations. Additionally, Pip and Joe are still great friends; however their breaking relationship hurts Pip and makes him want to restart his life and be with Joe, but he still stays a gentleman. All in all, Joe leaving Pip just as Pip did to him, once again creates Pip to think differently and regret some of his decisions in the past. Throughout Pip’s final stage of expectations, Joe’s compassionate attitude is expected to make Pip change his values and stop Joe from suffering, but makes Joe ponder if he gave Pip enough sympathy to make him come back to him. Firstly, after Pip’s benefactor, Magwitch, dies Pip starts to become ill and also gets arrested because of his debt. While sitting back at his house Pip starts to realize that he always has someone there for him, Joe, and expresses his regret by saying â€Å"O Joe, you break my heart! Look angry at me, Joe. Strike me, Joe. Tell me of my ingratitude. Don’t be so good to me!†(57.388). This statement said by Pip when Joe is by his side, expresses the point that even though Pip did wrong, Joe will always be there to comfort him and make him feel better, and that Pip thinks he should not be treated good by Joe at this point. Furthermore, Pip now understands, â€Å"There was no change whatever in Joe. Exactly what he had been in my eyes then, he was in my eyes still; just as simply faithful, and as simply right†(57.389), which proves that the compassion from other individuals do change peoples values and outlooks on all things in life and expectations. Likewise, Pip appreciates that Joe was faithful to him even though endures suffering because of his high expectations and dire choice to be a gentleman. Moreover, since Pip â€Å"†¦soon began to understand that the cause of it was in [him], and that the fault of it was all [his].†(58.395), he started to feel for his dear friend Joe, again as he once did and wanted to have never of met his benefactor that lead him to leave Joe. This connects to the main point because it finalizes how love is stronger then the pain someone causes another person and how it can shape an individual in different ways. Additionally, when the shameful Pip says, â€Å"Don’t tell him, Joe, that I was thankless; don’t tell him, Biddy, that I was ungenerous and unjust; only tell him that I honored you both, because you were both so good and true, and that†¦ I said it would be natural to him to grow up a much better man than I did.†(59.404), it shows Joe and Biddy how much Pip is truly sorry for the choice he made and, reluctantly, they responded with, â€Å"God knows as I forgive you, if I have anythink to forgive!†(59.404). All in all, Joe’s compassionate and sympathetic heart pays of and lets him forfeit no more, which proves the point that suffering is a sacrifice one is willing to endure for the love of another individual even if the other person doesn’t see the good you are doing until the end. In conclusion, all of the suffering and sacrifice Joe endures, because of much love and compassion he has for others in Great Expectations did prove to make his ‘dear old chap’ Pip reconsider his views, personality and values towards life and his own expectations. The significance in this novel is that sacrificing yourself out of sympathy is a step anyone should be willing to take to have an even stronger bond within the relationship. The idea of sacrifice and suffering for another individual is in the real word, like how a mama bear feeds her cubs before herself, because she cares for them, and just like how Joe suffers and hates being away from ‘his cub’ Pip. All in all, without sacrifice and suffering people won’t have as much compassion for each other and would not endure the pain if they didn’t truly care for them.

The Archival Turn to Carry Out Research Essay Example | Topics and Well Written Essays - 500 words

The Archival Turn to Carry Out Research - Essay Example Rather than basing his argument on the fact that there is only one model of science that is best carried out in a reflexive, he prefers an interdependence and coexistence of two models of science that is positive and reflective. Positive strives to separate the subject from the object while reflective mainly concentrates on dialogue as a defining principle, as well as inter-subjectivity between the participant and an observer in the field. In a nutshell, we can say that reflective science enjoins what positive separates; the participant and the observer. Reflective science employs a number of contexts, key among them intervention that acts as a catalyst to reveal the true state of the interviewee by subjecting him to space and time. The other context effect is that of the process. The interviewer cannot dictate the meaning for the interviewee because it relies on the respondent’s interpretation of the question. It is of paramount importance to note that reflective science dict ates that the observer should help the participants recall those situational experiences by moving them through space and time. This, in turn, brings about the situational knowledge which is the knowledge that is located in a specific time and space. The third context is the structuration that refers to the external filed within which the interview occurs. Reflective science thus insists on studying the world from the standpoint of its structuration by shaping the forces that surround it. The last context is reconstruction that advocates for social organizations as compared to individualism. Though it may seem difficult to carry out sampling in such a case whereby there are social institutions it is always prudent to look for ways to generalize it.

Reflection ( R-Rent a car) buisness Essay Example | Topics and Well Written Essays - 500 words

Reflection ( R-Rent a car) buisness - Essay Example After which a careful scan of competitors around Dubai must be thoroughly made so that I can have a full grasp of how it is to compete in a dense market. It was difficult since as a new entry in this business, other companies have already the advantage of having loyal customers. Nevertheless, I was able to successfully gather enough data that can give me a complete view of the car rental industry. This also meant being resourceful by tapping networks of friends, even relatives who knows someone from this kind of business. On the second week, I doubled my efforts to get primary sources for my data. This entailed doing interviews among two rent-a-car owners so I can have some idea for the marketing strategy. I also interviewed a driver so I can anticipate possible problems in operating this business. I fully realized that this business is not about cars, it’s about giving service which is why I incorporated â€Å"pleasure â€Å" in my tag line. The succeeding week, it was time to put up advertisement on different media and that was not quite easy for a newcomer. There were many phone calls to make just to canvass the price of such ads. Also, I was not familiar with sizes, dimension and design of paid ads. Indeed, the design of the website occupied also another week of the project since many considerations must be made in the B2C marketing. The four principles of marketing are the same but one must view the ad as a browser on the internet with very little attention span. The ad must immediately grasp the attention of the potential customer. There were many skills that I have learned in accomplishing this project. The first set of skills I have developed are soft skills in negotiating, problem-solving, listening, interacting with others, diffusing tension in an argument and even teaching. These skills were learned during my interaction with people in the industry as well as people in the media. The rent-a-car business depends

Moral Development Essay Example | Topics and Well Written Essays - 1250 words - 1

Moral Development - Essay Example Kohlberg modified an earlier theory by psychologist Jean Piaget by expounding on it to form a theory that illustrates the development of moral reasoning. Gilligan on the other hand, advanced a theory that was an improvement in Kohlberg’s work, but her focus was on moral development in girls (Duska & Whelan 25). Kohlberg’s theory This theory was based on research and interviews that Kohlberg conducted with many groups of privileged young children. The children were presented with various dilemmas, and each child’s reasoning behind the judgment made in response to the dilemma was analyzed (Duska & Whelan 56). From responses that the children gave, Kohlberg managed to classify responses into 3 stages of reasoning. These stages are; pre-conventional morality, conventional morality and post conventional morality. The stages are further classified into sub-stages, two in each case. This forms the basis for the theory of Kohlberg on moral development. The stage of Pre-c onventional Morality is between birth and 9 years comprises of obedience and individualism. By young children being obedient to rules and ideas, it enables them to avoid punishment. The children also are individualistic by only caring about themselves. They make judgment basing their reasoning on factors that favor their individual needs (Duska & Whelan 58). The stage of Conventional Morality is between 9 and 20 years... Criticisms of Kohlberg’s Theory and the Defense Just like with other theories, Kohlberg’s theory of reasoning in moral development has been faced with criticisms from other psychologists. For one, there is the assertion that Kohlberg’s theory discusses about moral thinking ignoring the fact that moral reasoning does not necessarily lead to moral behavior. This assertion is misplaced because moral thinking always leads to moral deeds. We all perform deeds based on our thinking. It is, therefore, rare to find an individual who thinks wickedly doing well to others. Because of this, Kohlberg’s theory is accurate. Other critics have highlighted that Kohlberg’s theory overemphasizes on justice when making moral decisions and choices. They argue that this may be inaccurate because other factors like compassion and other interpersonal feelings may play a part in making moral decisions and reasoning. Therefore, this shows that justice is not the only aspect of moral reasoning that should be considered. However, this assertion is also not true. All individuals who know and understand dictates of the law make decisions based on justice. As much as other factors come into play, Justice is the greatest factor to consider when making decisions because an individual may be willing to do something but because it does not conform to justice, the individual may abandon the idea. Furthermore, many critics argue that Kohlberg’s theory overemphasizes on western philosophy. This makes the theory inaccurate because Eastern cultures may have different outlooks and perceptions on moral reasoning that Kohlberg’s theory does not discuss at all. Kohlberg is right in the use of western philosophy because, one always bases a theory on the surrounding conditions. Kohlberg studies the

ALVIMOPAN FOR TREATMENT OF ILEUS Essay Example | Topics and Well Written Essays - 750 words

ALVIMOPAN FOR TREATMENT OF ILEUS - Essay Example alvimopan is a peripherally restricted opiod antagonist, whose use is a strategy aimed at reducing the delay in the GI tract recovery and postoperative morbidity, as a result of the use of opioid analgesia. Ludwig et al, 2008 conducted a study comparing alvimopan or a placebo with the Standardized Accelerated Postoperative Care Pathway (SAPCP). The purpose of the study was to evaluate the efficacy and safety of alvimopan in dosage of 12 mg initially given orally 30 to 90 minutes prior to the surgical procedure and subsequently twice daily along with the SAPCP in the management of POI after bowel resection. This study was a randomized, multi-center, double-blind, placebo controlled phase 3b trial that was conducted across fifty-five sites in the United States of America after receiving the institutional review board approval for each of the sites. Adult patients over the age of eighteen years undergoing laparotomy for small-or large-bowel resection having primary anastomosis and scheduled for post-operative pain management employing opioid-based, patient-controlled analgesia were included for the study. The exclusion criteria consisted of pregnancy, current use of opioids or receiving acute course of opioids less than one week prior to entry into study, experience of complete bowel obstruction, or were undergoing total colectomy, colostomy, ileostomy, or ileal pouch-anal anastomosis, or had a history of total colectomy, gastrectomy, gastric bypass, short bowel syndrome, or multiple previous abdominal operations performed by laparatomy. 654 subjects were recruited and 629 selected for the trial. 325 of the subjects received placebo and SAPCP, while 329 of the subjects received alvimopan and SAPCP. The primary endpoint chosen was the time to GI-2 recovery, which would demonstrated the time taken to resolution of POI. Composite assessment was used to measure toleration of food and lower GI tract recovery. Secondary

Ethical issues of teenage abortion (social abortion) Essay

Ethical issues of teenage abortion (social abortion) - Essay Example Considering the dual goals of protecting society and the best interests of the teenager, facilitating access to safe abortion and providing support to the teenager who chooses this option appears to be the best approach. When teenage abortion is debated on the basis of biomedical ethics, it is found that the ethical applications in this context are completely different from those applied in the case of adults. Autonomy denotes the right of â€Å"a reasonable and competent person, who has been given appropriate and complete information --- to make his or her own decisions† (Klugman and Dudding, 2004). In the case of teenagers, a troubling question regarding autonomy is whether the pregnant girl is capable of understanding all the relevant medical information and weighing the risks involved in opting for an abortion. It is generally accepted that the teenager may be short-sighted and give undue importance to physical appearance, has not yet developed a permanent set of values, is more rooted in the present with no clear-cut perception of the future and lacks the cumulative experience which facilitates making correct choices (Dubler, Special Decision Making Concerns of Minors). Autonomy is linke d with respect for the confidentiality of the teenager. The U.K. Department of Health issued a revised guidance to doctors and health care professionals in July 2004, emphasizing the teenagers’ right to confidential sexual guidance and abortion. In the case of abortion, if the teenager â€Å"cannot be persuaded to involve a parent, every effort should be made to help them find another adult to provide support,† but her refusal to involve anyone else must be respected. While its’ detractors claim that teenagers are emotionally and physically ill-equipped to deal with the situation, supporters welcome the recognition of the health professionals’

Human Resources Google culture paper Essay Example | Topics and Well Written Essays - 1750 words

Human Resources Google culture paper - Essay Example developed in consultation with both internal and external stakeholders and all the latest global, economic, social and environmental challenges were taken into consideration. Maersk’s vision is to â€Å"To be the undisputed leader of liner shipping companies† Previously they had a vision to create opportunities in global commerce. Maersk makes sure to fulfill its vision by the help of following mission: Maersk shares some fundamental values with all its 108,000 employees all over the world. These values are deeply engraved in every employee and they are guided by these values regularly. Let’s have a look at each of these 5 core values: 1- â€Å"Constant Care – Take care of today, actively prepare for tomorrow.† Maersk employees believe in preparing for tomorrow beforehand. They work for today and are pro-active rather than reactive. 2- â€Å"Humbleness – Listen, learn, share, give space to others.† Maersk has a very friendly environment for its employees. The employees work closely with each other on projects and try to uplift each other. Every employee at Maersk is respectful towards others, listen to their opinions, and most importantly give them their personal space. 4- â€Å"Our Employees – The right environment for the right people.† Employees are given great importance at Maersk as they are the people behind its great success. Employees are given a challenging and exciting environment to work in. They are supported for great career opportunities all over the world at Maersk. Maersk also is one of the highest salary givers. These values have determined how they interact with employees, customers, and society for more than 100 years. The values continue to serve as an integrated part of the way Maersk carries its business. Their Group CEO embraces the values and sees them as an important part of driving a performance culture and helping the company win in its market places. Maersk faces a few problems in its business that creates big challenges

PBL3 Essay Example | Topics and Well Written Essays - 500 words

PBL3 - Essay Example There is no antibody production. There is destruction of the tissues involved and the organs fail to maintain their normal function. B. Cytopathic autoantibodies: This is the correct answer. Antibodies that are directed against one or more of the individuals own proteins are known as autoantibodies. Cytopathic autoantibodies cause degeneration of the cells they affect. In Graves disease, the autoantibodies are directed against the TSH receptor and mimics action of TSH, stimulating adenyl cyclase and increased release of thyroid hormones resulting in thyrotoxicosis. The antibody is known as long-acting thyroid stimulator or thyroid stimulating immunoglobulin. Another similar autoantibody called thyroid growth stimulating immunoglobulins cause growth of thyroid follicular epithelium. Similar T cell mediated autoantibody response causes infiltrative ophthalmopathy (Maitra, p.1172). C. Delayed type hypersensitivity: Inflammatory reactions initiated by mononuclear leukocytes are known as delayed hypersensitivity reactions. These reactions are mediated by T cells and monocytes/macrophages rather than by antibodies and are major mechanism of defense against various intracellular pathogens. They also occur in transplant rejection and tumor immunity. This reaction is not seen in Graves disease. Hence this is not the correct answer (Hinshaw, eMedicine). D. Immediate hypersensitivity: Immediate hypersensitivity is an allergic reaction provoked by re-exposure to a specific type of antigen referred to as an allergen. The plasma cells secrete IgE. The effects of this reaction are vasodilatation and smooth-muscle contraction. Hence this is not the correct answer. E. Immune complex disease: Combination of an epitope with an antibody is immune complex reaction. The effects are due to deposition of these complexes in various organs. This type of reaction is not seen in Graves disease. Hence this is not

Functional Magnetic Resonance Imaging and Phrenology Essay Example for Free

Functional Magnetic Resonance Imaging and Phrenology Essay After fMRI was first introduced, it has been under criticism that it is not hard science. The most common technique, the BOLD (blood oxygen level-dependent) fMRI, measures the increase in regional cerebral blood flow in response to increased metabolism, which is to be caused from heightened activity of neuron firing (Menon Kim, 1999). Some neurologists believe that this is an indirect way of measuring brain activity, and is not sufficient to support any idea. By many scientists fMRI is often compared to phrenology, a study that once gained popularity in the 19th century. Phrenology is based on the concept that the brain is the organ of the mind, and that certain brain areas have localized, specific functions or modules (Fodor, 1983). This is similar to fMRI practitioners’ attempts to localize brain structure, matching the divided parts of the brain with certain functions. Judging whether fMRI is a new form of phrenology concerns two points: fMRI’s similarities to phrenology, and fMRI’s significance to be admitted as the ‘new form’. This will also lead to the question of whether fMRI scan is meaningful to be presented as evidence in court. The logic of fMRI is straight-forward. Brain parts that light up to a certain stimulus, is related to the function provoked by the stimulus. The fMRI machine measures increase in blood flow in brain regions. The regions with increased blood flow appear in brighter colors, in red or yellow (Dobbs, 2005). fMRI’s logic of relating higher blood flow and function is similar to that of phrenology, which relates size of lump to function. From this analogy we can say that fMRI can be considered some form of ‘phrenology. ’ Another reason that fMRI is compared to phrenology is for its limitations (Menon Kim, 1999). MRI’s problem rise from the fact that it does not show interactions between parts. It takes a univariate approach to the brain, implying that only one factor is considered as variable. The current fMRI shows voxels’ activity as one sum, meaning that it cannot collect relational or sequential information of brain parts (Dobbs, 2005). Many neurologists believe that brain parts’ interaction is an important aspect, and fMRI’s lack of capacity to do so results in criticism. Compared with the old phrenology, fMRI shares the same view that brains have localized functions. However, fMRI takes a more scientific approach than the old phrenology. Although it has its limitation in presenting spatial information, it does contribute in relating brains structure and the mind’s function. Although the ‘old’ phrenology is labeled ‘pseudoscience’ and no longer acknowledged in the field of science anymore, it has had its contributions. It sparked the idea that mind can be localized, such as language and memory. In the same context fMRI can contribute, only much more than the ‘old’ phrenology. Although fMRI’s blood flow measurement and the actual neural activity do not perfectly correspond with each other (Dobbs, 2005), significant correlation can be drawn from the fMRI scanning. As for the usage as court evidence, I see fMRI scan valuable as evidence, for fMRI does show some level of correlation of parts of brains and certain activity. fMRI should not be criticized and banned from court just because of its possibility of erroneous conclusion (Hughes, 2010). Even witnesses’ testimonies are bound to be wrong, but their testimonies are accepted as evidence. Thus fMRI should be allowed to be presented as evidence in court. However, the juries should be made aware that fMRI scan is an arbitrarily interpreted output, and contain risks of erroneous conclusions. I believe fMRI will gain stronger grounds in the court later in the future though, with the advance of technology as mentioned above. Some compare neurologists with fMRI to molecular biologists with light microscopes (Jaffe, 2004), for the reason that the capacity of fMRI is not sufficient for neurological study. It must be taken into account that later light microscopes evolved to electron microscopes, meaning that also fMRI will offer improved spatial and temporal information in the future. Its potential must be acknowledged, and in the meantime there should be efforts to find complementary analysis methods (Hubbard, 2003).

Anti-Spam and Anti-Malware Protection in Exchange 2013

Anti-Spam and Anti-Malware Protection in Exchange 2013 Siddiq Mohammed Siddiq Aburuzayzah Abstract : This article show what are anti spam and anti malware not been changed sins version   2007 ,   2010 and 2013 Introduction : The Exchange 2003 built in Open Relay Filter or Real time Black hole List capabilities and DNS Blacklist And supplemented later Microsoft Exchange smart Message Filter ( IMF ) And to provide Protection of the highest and most powerful anti-spam It used smart screen technology from Microsoft and for this reason he became in 2004 ( IMF )   part from Exchange 2003 in SP2 . With Exchange 2007 and 2010 was able to Microsoft Corp . to develop and improve the exchange of capabilities to fight spam by providing connection filtering , attachment filtering, sender ID,   content filtering , And other features like   sender reputation and IP allow / block lists from out the box , on server edge   or edge server . Also on transport hup server could enabled All these features , With the exceptions of attachment filtering and connection Which means that most start-ups and small organizations do not have the capacity and the means or sufficient volume of e-mail To justify the cost of installation and maintenance of complete network with edge transport hup , and can almost take advantage of the full capabilities of the anti-spam Although it has been providing good protection level and for some reason was never in built anti malware protection . Usually supplemented Features by using third-party software or appliance , or Microsofts own software and anti malware also anti pam . Anti-Spam in Exchange 2013 : Exchange 2013 offers classes ways to curb Anti spam , And also provides filtering   anti spam Through the use of transport agents With built-in transport agents to anti   spam , Without adding any changes in the exchange in 2013 . Anti-Spam Mailbox Agents : When it is not the organization some kind of third party anti-spam or server transport agents Anti spam agents usually enabled on mailbox servers filtering appliance . Enabling Anti-Spam : The following factors anti spam in exchange 2013 It is not installed by default, but are available in the transport service on the Mailbox server , According to Anti-Spam and Anti-Malware (2013) : Content Filter agent Sender ID agent Sender Filter agent Recipient Filter agent Protocol Analysis agent for sender reputation Some organizations have usually proven anti-spam agents in the transport service on the mailbox When all mail accepted without spam filtering , Until that there is exchange of works on messages before they reach your inbox , such as ( the exchange of 2010 ) , Inbox recognize the agents anti-spam X-headers   And which added from   exchange   , Some messages that contain the X-headers Pass without examination . Example : Exchange Online Protection Anti-Spam VS   Exchange 2013 : It is typically used in the exchange of three ways Although he is capable of providing excellent features or capabilities to anti spam and ease of administration Where organizations can buy EOP from Microsoft where they help to protect the mail from intrusion and malicious software : Provide protection for the exchange in the work environment .   Ã‚   Since the Microsoft Exchange portion of the Internet with EOP Cloud hosted online exchange . With the deployment of the hybrid with EOP Messages protect the environment and governed and mail routing There is a mix of cloud and cans workplace . The benefits of using EOP versus Exchange 2013 : Easy configuration Excellent connection filtering Excellent content filtering Conclusion: In conclusion, the fight against spam in the exchange in 2013 did not solve   any real practical changes sins Exchange   2007 and Exchange 2010 until this day   .

The Ape-Like Mr. Hyde in Robert Louis Stevenson Dr. Jekyll and Mr. Hyde

The Ape-Like Mr. Hyde in Dr. Jekyll and Mr. Hyde   Ã‚   Throughout The Strange Case of Dr. Jekyll and Mr. Hyde, Dr. Henry Jekyll underwent periods of transformation, transcendence and transgression. During these periods where Dr. Jekyll was Mr. Hyde, Hyde had an impact on several of the characters' lives inhabiting Stevenson's tale. In imagining Hyde, readers are struck by a great sense of who Hyde is with surprisingly little in the way of physical description. We are reminded of the dwarf-like stature and the impression of deformity Hyde leaves upon his onlookers. We are given few other clues, but one trait of Hyde's is almost a certainty-- Hyde possesses simian characteristics.    After Utterson hears Enfeild's story of Mr. Hyde running over a child like a "Juggernaut," Utterson decides to stalk Mr. Hyde (Stevenson 3). After running into Mr. Hyde, Utterson is struck that "the man seems hardly human!/Something troglodytic" (Stevenson 10). According to the American Heritage Dictionary, troglodytic can be interpreted as "a member of a fabulous or prehistoric race of people ...

Personal Goals :: essays research papers

I am a teacher in the Detroit Public School system. Being a teacher did not start out being the profession of choice. However, I do enjoy teaching. Pedagogy is in fact an art and a science. Being a pedagogue is most rewarding. Thus, pedagogy has its own unique complications. Technology has revolutionized the art of teaching. This revolution has presented a strange dichotomy in the field of education. Whatever teaching may have evolved into; it is and will remain a dichotomous field. The dichotomous or two sided existence in teaching is due to human factor. We are social beings. There are ways in which we receive and process information. In our reading it talks about learning styles in pathways of learning. We do have different learning styles. Within this complexity is the basis of the dichotomy. On one side we have the ascent of technology. On the other side there is the way we learn. My personal goal is to be a teacher able to identify, understand, and without prejudice respect the various learning styles. Prejudice is also talked about in "Ethical Reasoning". I believe it is not possible to be successful at teaching without understanding various learning styles. Our learning styles are affected or influenced by social and economic conditions. I believe that University Of Phoenix has the program to equip me with much of what is needed to become a better educator. The conditions in which to apply pedagogy is extreme. Lets briefly examine some of the conditions in which teachers must prevail. In my conclusion I hope to have demonstrated what my personal goals are. As a teacher in the Detroit Public School System; there is a great deal of planning that must take place. Planning to utilize building space, room capacity, teacher assignments, curriculum, security, and parent involvement must all be planned. This planning occurs in the beginning of each year. The planning stage is a critical part of the school programs. Planning establish the academic and social direction, and tenor of the school for the entire year. The Detroit Public Schools are dramatically affected by social trends, economic changes, demographic changes, cultural and political changes. In the upcoming paragraphs I will briefly discuss the impact of these external factors. Thus, we will address some of the many internal factors. After describing many of the external factors, I will briefly introduce the plans to address these factors.

UN Peacekeeping Essay -- International Politics, Conflicts

Even though, the UN charter does not mention the creation of a peacekeeping force, it has become a major instrument to deter violence and conflict since WWII. Particularly, after Cold War, international peacekeeping has climbed to the top of the agenda of the United Nations (UN) and many national governments (Druckman, et.al, 1997). As result, the UN peacekeeping currently operates in more than 60 disputed areas. Are these peacekeeping are effective in sustaining peace and stability? Or they are not? What are the scholars’ perspective on success and failure of peacekeeping? Did they agree or have divergent perspective? Peacekeeping operations can help to resolve conflict without bloodshed. But, scholars have competing perspective on the role of peacekeeping in resolve conflict. Scholars have also main differences in perspective of peacekeeping effectiveness. On the one hand, they see the contribution of peacekeeping to larger values such as world peace, justice, and the reduction of human suffering. On the other hand, they see limited or absence of contribution peacekeeping (Druckman, et.al 1997). Most observers see how peacekeeping has proven its value in stopping hostilities, maintaining cease-fires, restoring some degree of trust, and involvement of peacekeeping in sustaining peace significantly and substantially (Fisher, 1993; Doyle and Sambanis, 2000; Hartzell, Hoddie, and Rothchild,2001). The U.S. office of General Accounting (1999) also describes the success of the UN peacekeeping for the last fifty years. On the other hand opponents of peacekeeping point the dramatic failures of peacekeeping. Scholars such as (Fortan, 2005; Greig& Diehil, 2005) described little effect of the UN peacekeeping. Therefore, there is no ... ... of post Cold War. However, peacekeeping missions have become an increasingly well-used tool of international diplomacy and conflict resolution. ‘Globally, the deployment of military personnel in PKOs â€Å"surpassed record highs† in 2009, rising by about 9% over the year, with a total of more than 200,000 military, police and civilians in the field’ (CIC 2008, p.2). Again, the increasing choice to peacekeeping continued, with little understanding of its appropriate application and effectiveness. Scholars, however, disagree on the context of peacekeeping operation and how its impact should be evaluated (Druckman, et.al, 1997). In fact, it can be argued that the absence of what peacekeeping â€Å"missions can accomplish and determining the extent to which they have, in fact, achieved goals† (p.150) also created disparity among scholars about effectiveness of peacekeeping.

Educational Change

Topic: Analyse a story about an educational reform happened in a secondary school and comment its effectiveness based on the organizational theories. ————————————————- 1. Introduction The Education Commission Report No. 7 released in September of 1997 suggested to build a quality culture in schools(EDB, 1997) . Since that, schools and education institutions of all levels experienced changes and reforms in various scale and kinds. Schools are no longer stable and predictable places.Schools and school systems had gradually turned into a mode of modern organization: departmentalized and bureaucratized in last century. However, in last two decades, the reform in education has been launched in all over the world. It is clearly because of the needs of new millennium – we are moving or even already in the postmodern age now. The postmodern age world is fast, compressed, com plex and uncertain(Hargreaves, 1994). Schools are places for preparing the generations of the future, therefore, changes are essential to all educational organizations.In this paper, the story about the culture reform happened in a one-through school will be told to provide a case-study of how an evolution occurred in an educational system. The dimensions, type and effectiveness of reform will be discussed. 2. Literature Review We know change is essential to postmodern education system. But change for change is not help and not what we want. An educational change, is assumed to help schools to achieve their goals more effectively, theoretically. It is important to bear in mind that change is a process, not an event(Fullan & Stiegelbauer, 1991)Literature provides the category for the change. Superficial changes , like changes in content, structure or policy, which induces improvement on something currently doing, are classified as first order change. Those changes occur on those fund amental, for example, goals and roles, are classified as second order change. (Cuban, 1988) â€Å"Educational change depends on what teachers do and think-it's as simple and complex as that†(Fullan, 1991, P. 117). While what the teachers do and think is a reflection of their basic assumption and belief or the change is just superficial.It is vital to understand the culture of the organization and how it affects the norms and behaviors. (Stoll & Fink, 1996). There are fundamental relationship between culture and effectiveness(Rossman et al. , 1988). Though school culture is powerful, schools are more comfortable to first order change than second order change (Cuban, 1988; Fullan & Stiegelbauer, 1991). But first order change would not be internalized without second order change(Leithwood, Aitken, & Jantzi, 2001). 3. A Story about Changing the School School X was a band three secondary school in a very new developed district in Hong Kong.Included School X, there were two seconda ry schools in the district, which with population of around 60,000. In the fifth year of school X being set up, a vice-principal of another school (for convenience, we called him/her W) of the same sponsoring body was sent to this school. At this time, school X was obviously in adverse position compared with another school in the district. Almost all higher banding students chose another school, over 80% of students of School X is in band 3 while over half of these students were in territorial bottom 10%.Most of the middle managers were not functioned. Teachers with negative attitude were majority. Some teachers had passion and willing to pay effort for students, but because of the norm and culture, what their effect was confined. Students lacked of interest and motivation in their learning, not mentioned to have any confidence and expectation on their own academic performance. The impression of School X was terrible in the community. â€Å"Fortunately†, the number of classes and teaching group of school X were small and still expanding with he increase of population size of the district. W already knew she would be vice-principal of school X for only one year and then would be promoted to be principal in the next year. W took the year of being vice-principal of school X to familiarize with the setting, the norm, the culture and social relationships in this school. The story of change began in the next year, W became principal of School X†¦Ã¢â‚¬ ¦ 4. Analysis of the changes Changes is a process, most researchers stated there are three broad phases involved: Initiation, Implementation and Continuation.Fullan (1991) added the idea of outcome to the process to give a come complete picture. Since the progress of educational reform occurred in School X involved numerous innovations each affected different domains of the school (Surely, this is common to all educational changes), the followed analysis will be written according to the framework shown in F igure 4. 1 . This framework is modified from the simplified overview of Fullan(1991), the titles of the points I will highlight for each phase are added to the box below each phase.Figure 4. 1 A simiplified overview for the process of change in School X No doubt, the new principal took a critical role in the initiation of change. But any educational change in school should involve all parties in school, therefore, the innovations are always not only from the principal but should be from all a stakeholders, especially from teachers and students. A group of teachers with similar belief with W were selected to act as a workforce to improve the performance and effectiveness of the school.Three teachers from this group became the new leaders for the academic, discipline and guidance department. The replacement was a quite severe step in school system. But it was also an effective way to remove the potential resistance to the change. The concept of workforce group was a successful startup . It involved teachers, the staff that would execute the change, as McGregor (1957) argued about the Theory Y of management, innovations and motivation are present in people, the manager only needed to make it possible for eople to recognize and develop. On the other hand, only small group of teachers were included in the workforce. Huberman and Miles (1984) argued that large-scale participation at the initiation phase is not productive and too much energy would be exhausted for pre-action discussion. The new department leaders, with W, leaded the group of workforce to review the rules and regulations, and drew up some new practice, then discussed these practice with the whole teaching team.Actually, the changes in rules and regulation were small, the focus was on the execution of these rules and regulations should be uniform and coherent. Though at this time the scale and degree of change on school was small, but it just like a pilot step for the consequence wave of reforming. Befo re these practices were introduced, W shared the bad news about the terrible intake of S1 in that year, over 70% of new comers are from the group of territory bottom 10%, with all teaching staff in the meeting. She also showed the data about the trend of population and development of the district in the meeting.What she pointed out was : more and more secondary schools were setting up in the district, all of them would be competitors of their school; the worst thing was, though the student population was going up that time, but it was not a long story, the population would decline after several year; they would finally face the crisis of shrink in number of classes, even being forced to close. W had capitalized on propitious moments for the change. The circumstances that call for change was dramatized to win the support and cooperation of teachers (Trice & Beyer, 1993). The results of pilot trial were satisfied.Though everything still had great room for improvement, but all of them seemed to be in progress. W celebrated the success with all staff (both of teaching and non-teaching). In the next year, some changes induced ‘externally† happened: Regional/national level: The ECR no. 7 recommended the idea of using performance indicators to assess the quality of school. This aroused the concern about effectiveness and quality of schooling in society. Local level: * School X moved to a brand-new campus equipped with extra facilities. * School X was changed from a traditional secondary school to a one-through school.School X now had its first class of primary one. These â€Å"external factors† provided good ground to fertilize the consequence changes,. Among various of innovations, the setting up of first quality circle took a critical role in the reform of School X. The quality circle was formed by a group of ten young and passionate teachers. Teachers in the circle were assigned to be the class teachers of S2 classes (the form with terrible S1 i ntake). They were empowered to design and execute the setting and rules (academic and discipline aspects) work on the whole form.Recalled the organization Y described by McGregor (1957), this was another example about â€Å"using† the motivation and potential for development already in people to direct behavior toward the organizational goal. The outcome of implementation of quality circle was inspiring. The success of the quality circle was originated from it decentralized the power to and enlarged the job of some staff in relative low position of the school hierarchy (by experience, status and responsibility), and caused a sense of satisfaction in their social and egoistic needs. The success of quality circle created a dramatic change in the belief of teachers.After that, quality circles were set up for each form. It was institutionalized as a school policy and long term practice. After years of implementation, the behavior and academic performance of students had obvious i mprovement. The job satisfaction of teachers was greatly improved. Most items in the APASO and KPM, especially those related with the teacher and students relationship, have index better than the territory norm. Now, School X is categorized in band 2. Fullan(1991) listed 9 critical factors organized into 3 main categories affecting implementation. Figure 4. shows the interactive relationship of them: In the case of School X, for the characteristic of change: the need of change was obvious, the goal of change was clearly explained to all staff, the individual complexity on most staff was not too high to create resistance. In addition, as most rules and regulations remained the same, the practicality was acceptable. For the local characteristics, though the district and community factors could not be examined, but the principal and teachers showed positive attitude to the implementation, especially after the success of trial done in the first year.By cultural perspective, Rossman et a l. (1988) identified the culture change processes to three types: Evolutionary, Additive and Transformative, depended on the degree of explicit, conscious focus on cultural change. The change in School X involved explicitly implementation of policies and practices, it should belonged to additive or transformative. While as the cultural norm was changed in a quite big scale with some severe means (replaced the heads, restructured the school system, etc. ), the reform of School X was classified as transformative.The developmental age of School X affected the cultural change in it as well. Stoll and Fink (1996) described the mechanisms likely to bring about change in three developmental age of school: Birth and early growth, Midlife, Maturity and /or stagnation and decline. School X should belong to Midlife stage, and the description about change through explosion of myths, quality circle was an exact example of this. The idea about creating new myth also echoed by(Trice & Beyer, 1993) , the effectiveness of myth to change cultures was affirmed in his article. 5. Comment on its effectiveness 5. Classical theory vs. Human resources theory The definitions of effectiveness of the change/reform were varied. The implementation of change in School X relied on application of human resources theory mostly. Compared with the classical theory, human resources theory took much more time and sometimes the outcome may be misled to be deflected from the organizational goal as it emphasized on the managing by objective instead of control with assumption about people had motivation already inside(McGregor, 1957). However, for the setting of school, human resources theory is much more appropriate.Though in earlier of this paper, the characteristic of schools in postmodern age was subjected to change; on the other hand, schools should be stable enough to let the teachers and students feel safe and secure. The scientific management emphasizes on selecting themost qualified employees to perform the job, this may not fit for the situation of school. Furthermore, the classical theory also included sense of bureaucracy. Bureaucracy was a common practiced in modern school for many years. However, this perspective may not suitable for the postmodern age school nowadays.Bureaucratic schools are close-ended, static and balkanized, in contrast, what we need now are open-ended, evolving and collaborative learning organizations. 5. 2 Cultural perspective Rossman(1988) argued culture defines effectiveness. In this part, I will comment on the effectiveness of the change in School X by cultural perspective. 5. 2. 1The classification of change by levels of culture The culture can be distinguished to three levels , on the base of basic assumptions, values and behaviours are observable manifestations (Schein, 1985). In Table 5. 1, the change of School X in each level of culture was described.Table 5. 1. Description on the change of School X by levels of culture. Level| Descrip tion| Artifacts and creations| The appearance of students was improved. The behavior of students inside and outside the classroom was improved. The academic performance of students improved. The intake of the school improved. | Values| The senses of belonging of students increase. The self-esteem and confidence of students improved. The satisfaction of teachers about the job improved. | Basic assumptions| The impression of community on School X changed to be more positive. The mission and goal of the school became clear and evolving.Senses of collaboration and cooperation were developed among teachers and students. Teachers’ belief migrated from â€Å"students cannot be changed† to â€Å"students can be changed through education, it just needs time and effort†. | 5. 2. 2Assessing Amounts of Change To understand the amount of change, the process can be described along four dimensions: Pervasiveness, Magnitude, Innovativeness, and Duration (Trice & Beyer, 1993). T he pervasiveness in change of culture was high. All the main business within the school was affected. The behavior of majority of teachers and students were changed.Surely, some of them tried to ignore the change, but the proportion was small. The magnitude of the change was high. The old negative values and belief evolved to much more positive ones. The innovativeness was not very varied in this case. Actually, the change in rules, rites and regulation were limited. The practices implemented were also common in other schools. But the idea of decentralization of power with quality circle was innovative among Hong Kong schools. Finally, the duration, it was high and actually, School X is still evolving even now, as a culture of evolving was developed. 5. 2. 3Definitions of effectivenessAccording to the research work of Rossman et al. (1988), from the cultural perspective, the definitions of effectiveness changes refer to the norms, beliefs and values of organizations. Took Rossman â €˜s suggestion, I tried to analysed the effectiveness of reform in School X by five criteria. Firstly, the definition should be multisided; Both of the academic and the non-academic achievement should be considered. The academic performance of School X was improved and the band of it was promoted. On the other hand , the sports teams and volunteer team had outstanding performance in region. Second,  the  concern  for  order  is  essential to  all  schools.Ordered environment facilitate learning and teaching, it also brought about the sense of respect. The behavior of students was improved. The lesson time spent on dealing with the problem of classroom management was greatly reduced. It brings about the achievement of the third criterion – the quality of teaching; as teachers had more time for preparing teaching activities with higher quality. The focuses of professional training activities included the new teachers training programs and school-based trainin g activities were migrated from classroom management to some more academic purpose.The fourth one is to establish appropriate expectations for intellectual outcomes. Except the first two years of implementation, the main concerns of School X in the followed six years all about enhancing the learning and teaching effectiveness. The performances of students in public examination also have been evaluated and discussed both in the meeting at subject levels and school level. Finally, value the diversity. School X developed teams for students with different education needs, for example, special education needs, non-native Chinese speakers, gifted, etc. 6. 2. Three perspective of culture The culture strength can be described by three perspectives: Integration, Differentiation and Fragmentation(Martin, 1992). Before the implementation of change, School X should be described as differentiation, teachers , those willing to pay effort and those not, worked on their own style, belief and goal. Conflicts between colleagues happened frequently. The reform caused the culture of School X evolved much more coherent, but the characteristics of sub-groups were still kept, so it is much more likely to be fragmentation rather than integration. . 2. 5Limitations of the cultural perspective on evaluating the effectiveness of change Culture is powerful, it affects the whole setting and every members of the organization. But the cultural perspective is only a way to give better insight of the organizational culture and also about the change. It never gives any fast and promising way for change. One can have a better planning and more precise expectation on the response of the members of organization to the implementation of change. 6. End of story? Never ended†¦.As we said in the start of this paper, schools nowadays are providing training to people who will deal with the fast, complex and mercurial life in the postmodern age. Schools that keep static and satisfy with their past achievement are no longer good schools. The senses of changes should be rooted within every stakeholder of the schools and education system. The cycle of planning, implementation and evaluation now was very familiarized by each educators in every levels of institutions, it is not just for documentary purpose and dealing with school external review, it is also a key for the keeping the schools change to right way.References Cuban, L. (1988). A Fundamental Puzzle of School-Reform. Phi Delta Kappan, 69(5), 341-344. EDB. (1997). Education Commission Report No. 7. Fullan, Michael, & Stiegelbauer, Suzanne M. (1991). The new meaning of educational change (2nd ed. ). Toronto? New York, NY: Ontario Institute for Studies in Education : Teachers College Press, Teachers College, Columbia University. Hargreaves, Andy. (1994). Changing teachers, changing times : teachers' work and culture in the postmodern age. London: Cassell. Huberman, A. M. , & Miles, Matthew B. 1984). Innovation up close : ho w school improvement works. New York: Plenum Press. Leithwood, Kenneth A. , Aitken, Robert, & Jantzi, Doris. (2001). Making schools smarter : a system for monitoring school and district progress (2nd ed. ). Thousand Oaks, Calif. : Corwin Press. Martin, Joanne. (1992). Cultures in organizations : three perspectives. New York: Oxford University Press. McGregor, Douglas Murray. (1957). The Human Side of Enterprise (4th ed. ). Fort Worth: Harcourt Brace College Publishers. Rossman, Gretchen B. , Corbett, H.Dickson, & Firestone, William A. (1988). Change and effectiveness in schools : a cultural perspective. Albany: State University of New York Press. Schein, Edgar H. (1985). Defining Organizational Culture (4th ed. ). Belmont: Wadsworth Pub. Co. Stoll, Louise, & Fink, Dean. (1996). Changing our schools : linking school effectiveness and school improvement. Buckingham England ; Philadelphia: Open University Press. Trice, Harrison m. , & Beyer, Janice M. (1993). Changing Organizational Cu lture (4th ed. ). Fort Worth: Harcourt Brace College Publishers.

The Impact on Americanization Process

The impact on Americanization process involves enormous movements of people across oceans and continents bringing different cultures into contact and sometimes into conflict (DuBois & Dumenil, 2009 p. 391). They all searched for better lives and more freedom. Native Americans and poor immigrants were pushed aside by continuing the westward expansion (DuBois & Dumenil, 2009 p. 391). Parents and tribal leaders protested the brutality of this coercive Americanization but they were no way to stop it (DuBois & Dumenil, 2009 p. 394). Some Native American women earned English and other skills in the boarding school programs they had. Some got jobs and worked for reservation agencies and became teachers. For example, Susan la Flesche became the first white trained Native woman physician. She was also the first person to receive federal aid for education. Sussette la Flesche was a writer and speaker on behalf of Indian causes (DuBoise & Dumenil, 2009 p. 395). Americanization program became harsher especially during WWI. I believe this is why some women resisted and other supported. Immigrant mothers and daughters confronted America very differently (DuBois & Dumenil, 2009 p. 408). Young immigrant women did domestic labor and factory work. Mexicans, Germans, Polish met the demand for servants. Most of these young workers lived with parents or relatives and had to give the earnings to them. Immigrant mothers had responsibility to preserve the way to become Americanize themselves and their families. They cooked traditional foods and followed religious beliefs while the husbands made a family living (DuBois & Dumenil, 2009 p. 410). The immigrant’s journey women had many obstacles during their journey. It took ten to twenty days to cross and it was in unhealthy conditions as well. I could imagine women that were pregnant or with little ones and how hard it was. I am Hispanic I have seen many immigrants’ women trying to cross and some don’t even survive now days. It is hard and some get abused on the way in crossing. I guess many things haven’t changed but it is better than before. In conclusion Native American women had it hard. I believe African American women had it the worse. Boarding schools helped many along the way.

Political and economic development Essay

The wish of every political authority is to ensure that the state under its jurisdiction is economically and politically developed to an extent that its people are not exposed to vulnerable conditions. As such, every sitting government has the responsibility of ascertaining the wellbeing of its subjects. However, this is not an easy task to achieve. Many governments have failed to develop their states economically owing to various factors, much of which remain structural and organizational. For instance, the countries being referred to as third world suffer from major political and economic crisis which make them totally dependent upon other economically stable nations. However, the question that one is bound to ask is why some nations seem to be stable politically while other nations consider this an illusion, something which needs the mediation of higher powers. This paper looks at the factors that promote and undermine political and economic development of nation states. Economic development cannot be dissociated from political stability. Political stability on the other hand comes as a result of superior organizational and structural set up of the state. Higher political participation of citizens at all levels, manifested in organized political system results in a higher socio-economic development. Higher socio-economic development on the other hand stimulates more political participation. Political participation of subjects within a given state or nation is dependent upon the political attitude of those particular subjects since it is this political attitude which finally determines whether a given clique in office if furthering their own interest or the interest of the subjects. As such, the economic and political development of any nation is dependent upon those individuals responsible for the running of the state. Political participation of subjects is the major factor which determines how a nation or state develop politically and socio-economically. However, for subjects to be active politically, they must be of a higher social status. As a state expands economically, individuals achieve higher status roles as income increase. As such, wealth is created which comes with an element of tension. As old groups become displaced, new groups emerge which will naturally compete for domination within the state. The tensions which exist within these groups resulting into conflicts will heighten political awareness among groups and individuals. This will ultimately lead to an increased political participation among the subjects. The expanding economy will also be accompanied with the creation of multifarious organizations that will root for a greater integration resulting in the desire to control the state. The complexities which characterize an expanding economy will necessitate the expansion of the apparatus of the government making its role be seen by the different social groups as relevant to their interests. As this perception increases, they are likely to take actions aimed at influencing government policies. Ever since the birth of nation states in Europe, the process of modernization has emerged and flourished within them. National development has often been realized through the notion of citizenship as part of the political culture. It is an accepted fact that all citizens have equal rights before the law. The political participation of the subjects is legitimized by national political culture to a large extent. However, as much as economic development brings about increased status and wealth, many individuals use political participation as a means to achieving other goals. As such, they withhold political participation once they recognize that they can achieve these goals through other ways. For instance, an individual may use a political office for personal economic gain while ignoring the importance of that office in protecting or furthering the wellbeing of other individuals in the nation or state (Isbister, 1998). This is however dependent on the ideals of the nation. For a nation to achieve a holistic political and economic development, political participation becomes an integral factor for it is through political participation that subjects become aware of the role of government in protecting and furthering their interest. As such, in a nation state where individuals are politically active, politicians are likely to further the nation’s agenda which is primarily political and economic stability. Many politicians gain office by deceiving the majority and while ion office, lead the state to a state of collapse. It also follows that political and economic development can be tied with leadership skills and visions of such political leaders. Many economically stable nations have collapsed due to poor leadership which has in turn led to serious crises. Honest and focussed leaders who truly understand the problems of their people are the key to economic and political stability. However, this also requires the support of the population whose participation may guarantee the nation’s stability. The organization of individuals and groups into a workable political system which represents the interest of the majority is also a key to economic and political development. According to Lijphart, the best political system is the consensus democracy where even the interests of the minority groups are taken into account when it comes to policy (Lijphart, 1999: 31-33). With this regard, economic and political development is dependent upon political participation described by political organization and governance structure.

Women Empowerment in India

http://papers. ssrn. com/sol3/papers. cfm? abstract_id=1320071 WOMEN EMPOWERMENT IN INDIA Purusottam Nayak and Bidisha Mahanta Email: [email  protected] co. in Web Address: www. pnayak. webs. com/ Abstract The present paper is an attempt to analyze the status of women empowerment in India using various indicators like women’s household decision making power, financial autonomy, freedom of movement, political participation, acceptance of unequal gender role, exposure to media, access to education, experience of domestic violence etc based on data from different sources.The study reveals that women of India are relatively disempowered and they enjoy somewhat lower status than that of men in spite of many efforts undertaken by government. Gender gap exists regarding access to education and employment. Household decision making power and freedom of movement of women vary considerably with their age, education and employment status. It is found that acceptance of unequal gender n orms by women are still prevailing in the society. More than half of the women believe wife beating to be justified for one reason or the other.Fewer women have final say on how to spend their earnings. Control over cash earnings increases with age, education and with place of residence. Women’s exposure to media is also less relative to men. Rural women are more prone to domestic violence than that of urban women. A large gender gap exists in political participation too. The study concludes by an observation that access to education and employment are only the enabling factors to empowerment, achievement towards the goal, however, depends largely on the attitude of the people towards gender equality.Introduction In the last five decades, the concept of women empowerment has undergone a sea change from welfare oriented approach to equity approach. It has been understood as the process by which the powerless gain greater control over the circumstances of their lives. Empowerme nt particularly includes control over resources and ideology. According to Sen and Batliwala (2000) it leads to a growing intrinsic capabilitygreater self confidence, and an inner transformation of one’s consciousness that enables one to overcome external barrier. This view mainly emphasizes on two important aspects.Firstly, it is a power to achieve desired goals but not a power over others. Secondly, idea of empowerment is more applicable to those who are powerless- whether they are male or female, or group of individuals, class or caste. 1 Though concept of empowerment is not specific to women, yet it is unique in that and it cuts across all types of class and caste and also within families and households (Malhotra et al, 2002). Women empowerment is also defined as a change in the context of a women’s life, which enables her increased capacity for leading a fulfilling human life.It gets reflected both in external qualities (viz. health, mobility, education and awaren ess, status in the family, participation in decision making, and also at the level of material security) and internal qualities (viz. self awareness and self confidence) [Human Development in South Asia (2000) as quoted by Mathew (2003)]. UNDP (1990) for the first time introduced the concept of Human Development Index (HDI) that evolved initially as a broader measure of socio-economic progress of a nation but it became popular as a measure of average achievements in human development for both the sexes.Contrary to the general belief that development is gender neutral, statistics show that women lag behind men all over the world including India in almost all aspects of life. It is for this reason that the focus on human development has been to highlight the gender dimension and continuing inequalities confronting women since 1995 (UNDP 1995). The Report noted that without empowering women overall development of human beings is not possible. It further stressed that if development is not engendered, is endangered.To bring out the facts and figures relating to deprivation of women two indices, namely, Gender related Development Index (GDI) and Gender Empowerment Measure (GEM) were introduced. While GDI measures the achievements in the same dimensions and variables as the HDI, it also takes into account inequality in achievement between women and men (Anand and Sen, 1995). The greater the gender disparity in human development, the lower is country’s GDI compared to its HDI. The GDI is the HDI adjusted downwards for gender inequality.On the other hand, GEM indicates whether women are able to actively participate in economic and political life. Theoretically, the index can take values between zero and infinity, with a value of unity reflecting an absolute equality in the respective attainments of males and females. A value higher than unity would imply that females have better attainments than males. 2 Construction of GDI As we know HDI is a composite index o f three basic components of human development such as knowledge (Education Index), longevity (Health Index), and standard of living (Income Index) where: I1 ?Education Index ? , I 2 ? Health Index ? are constructed by (1) & I 3 ? Income Index ? by (2) : (1)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. I j ? X ij ? Min( X ) Max( X i ) ? Min( X i ) Log ( X ij ) ? Log ? Min? X i Log ? Max? X i ? Log ? Min? X i (2)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ I 3 ? To construct GDI the following three steps are involved: Step-I: For each dimension of education and health, indices are constructed for males and females separately using the formula (1) and for income index by formula (2); Step-II: For each dimension, Equally Distributed Index (EDI) is constructed using the formula (3) as follows: ?Male population Share Female Population Share ? (3)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ EDI ? ? ? Dimension Index for Male ? Dimension Index for Female ? ? ? ? ? 1 Step-III: GDI is calculate d by combining the three equally distributed indices in an un-weighted average using the formula (4): 1 (4)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. GDI j ? ( EDI1 ? EDI 2 ? EDI 3 ) 3 Construction of GEM Gender Empowerment Measure as we know focuses on women’s opportunity rather than their capabilities.It captures gender inequality in three key areas such as (a) Political participation and decision making power as measured by women’s and men’s percentage shares of parliamentary seats; (b) Economic participation and decision making power as measured by two indicators: (1) Women and men’s percentage shares of position as legislators, senior officials and managers; and (2) Women and men’s percentage shares of professional and technical positions; and (c) 3 Power over economic resources as measured by women’s and men’s estimated earned income.For each of these three dimensions, an Equally Distributed Equivalent Percentage (EDEP) is calculated as a population weighted average according to the general formula (5): ? Female Popn. Share Male Popn. Share ? (5)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ EDEP ? ? ? ? Male Index ? ? Female Index ?1 The EDEP for political participation and economic participation are each divided by 50 to construct the corresponding indexed EDEP whereas for economic resources simple EDEP is taken into consideration. All these three indices are averaged to construct the GEM.Planning Commission (G. O. I. , 2002) used a third index, namely, Gender Equality Index (GEI) in the National Human Development Report. The methodology for construction of GEI is the same as that of HDI. The point of departure involves expressing the index as a proportion of attainment level for females to that of males. Secondly, in estimating the index, the economic attainments for males and females have been captured by taking the respective worker-population ratio, unlike the use of per-capita monthly expenditure as in the H DI.This has been done, primarily, to avoid taking recourse to apportioning consumption or income, between males and females at the household or at an individual level, using criteria that could always be debated. Educational and health attainments have been captured using the same set of indicators as in the case of HDI. Besides these three indices, a number of other socioeconomic and political indicators are being widely used to measure women empowerment (G. O. I. , 2005-06). Review of Literature A number of studies have been undertaken on women empowerment at the global level and in India.Some studies dealt on methodological issues and some on empirical analysis. Moser (1993) focused on the interrelationship between gender and development, the formulation of gender policy and the implementation of gender planning and practices. The work of Shields (1995) provided an exploratory 4 framework to understand and develop the concept of empowerment both from a theoretical and practical p erspective with a particular focus on women’s perception of the meaning of empowerment in their lives. Anand and Sen (1995) tried to develop a measure of gender inequality.Pillarisetti and Gillivray (1998) mainly emphasized on the methodology of construction, composition and determinant of GEM. Bardhan and Klasen (1999) criticized GEM as an inadequate index of measuring women empowerment at the aggregate level. Malhotra et al (2002) in their paper prepared for the World Bank highlighted methodological issues of measurement and analysis of women empowerment. Chattopadhyay and Duflo (2001) in their paper used a policy of political reservation for women adopted in India to study the impact of women’s leadership on policy decision.They found that women were more likely to participate in policy making process if the leader of the village community was happened to be women. Mahanta (2002) sought to explain the question of women’s access to or deprivation of basic huma n rights as the right to health, education and work, legal rights, rights of working women’s, besides issues like domestic violence, all the while keeping the peculiar socio-cultural situation of the North East in mind.A workshop organized in 2003 by the Institute of Social Sciences and South Asia Partnership, Canada addressed the issues like â€Å"Proxy Women† who after being elected to Panchayat bodies were merely puppets in the hands of their husbands, relatives and other male Panchayat members; and emphasized on training programme for their capacity building. Assam Human Development Report (Govt. of Assam, 2003) threw some light on inequality in the achievement between men and women of Assam in different spheres of life.The report viewed that poverty, violence and lack of political participation were the main issues of concern for South Asian Women, and Assam was no exception. The study of Kishor and Gupta (2004) revealed that average women in India were disempower ed relative to men, and there had been little change in her empowerment over time. Parashar (2004) examined how mother’s empowerment in India is linked with child nutrition and immunization and suggested women to be empowered simultaneously along several different dimensions if they and their children were to benefit across the whole spectrum of their health and survival needs.Sridevi (2005) in her paper 5 provided a scientific method to measure empowerment. Study of Cote de Ivoire revealed that increased female share in household income leads to increased spending on human development enhancing items (as quoted by Ranis and Stewart, 2005). Blumberg (2005) viewed that economic empowerment of women was the key to gender equality and well being of a nation. This would not only enhance women’s capacity of decision making but also lead to reduction in corruption, armed conflict and violence against females in the long run.Karat (2005) in her works discussed the issues of v iolence against women, their survival, political participation and emancipation. Panda and Agarwal (2005) focused on the factor like women’s property status in the context of her risk of marital violence and opined that if development means expansion of human capabilities, then freedom from domestic violence should be an integral part of any exercise for evaluating developmental progress. Desai and Thakkar (2007) in their work discussed women’s political participation, legal rights and education as tools for their empowerment.Deepa Narayan (2007) made an attempt to measure women empowerment for different countries and regions by using self assessed points on a ten steps ladder of power and rights, where at the bottom of the ladder stood people who were completely powerless and without rights and on the top stood those who had a lot of power and rights. Figueras (2008) in her work studied the effect of female political representation in State legislature on public goods , policy and expenditure in the context of India and opined that politician’s gender and social position matters for policy. Barkat (www. goodgovernance. rg) while discussing the present status of women in Bangladesh opined that although women as mothers are held in high respect at the individual level, there was an unclear understanding of empowerment of women as a process of awareness and capacity building leading to greater participation in decision making and control over her own life. Thus, from the above review of literature it is evident that quite a number of studies have already been undertaken on women empowerment and related issues. Entire gamut of literature has centered mainly around conceptual and measurement issues and the constraints to women empowerment.The present study in this respect is 6 an attempt to highlight the status and trend of women empowerment in India by taking into consideration various dimensions of it. The Case of India As far as India is con cerned, the principle of gender equality is enshrined in the Constitution and finds a place in the Preamble, Fundamental Rights, Fundamental Duties and Directive Principles. The Constitution not only grants equality to women but also empowers the States to adopt measures of positive discrimination in favour of women. Historically the status of Indian women has been influenced by their past.There is evidence to show that women in the Vedic age got most honored positions in the society (Seth, 2004). They had the right to education. They were free to remain unmarried and devote their whole life to the pursuit of knowledge and self realization. The married women performed all the works and sacrifices equally with their husbands. They were educated in various disciplines of knowledge such as astrology, geography, veterinary sciences and even in martial arts. There were instances of women taking part in wars and fights. They were highly respected within and outside home.Gradually due to s everal socio-political changes, especially during the middle age, the glorious status of women declined. The urge for equality on the part of Indian women started getting momentum during the colonial times. Noted social reformers and national leaders like Raja Ram Mohan Roy, Annie Besant, Sorojini Naidu and Ishwar Chandra Vidyasagar made selfless efforts to create awareness among women about their status and were quite successful in removing various social evils such as sati pratha, child marriage, and polygamy. They also encouraged widow remarriage and women education.The reformers were successful in creating a base for development of women and theirs strive for equality. In course of time Indian society got transformed from traditional to a modern one. Consequently women became more liberal and aware of various ways of life. Since they are quite capable of breaking the traditional barriers imposed by the society are now challenging the patriarchal system though in a limited scale. Since independence, the Government of India has been making various efforts to empower women. In various plan periods, the issues regarding women empowerment has been given priority.From fifth five year plan onwards there has 7 been a remarkable shift from welfare oriented approach of women empowerment to development approach. The National Commission for women was set up by an Act of Parliament in 1990 to safeguard the rights’ of women. The 73rd and 74th Amendments to the Constitution of India provided opportunity to women to take part in active politics. The year 2001 was declared as the year of women’s empowerment for enhancing their status. To achieve the goal, the government introduced different programmes, identified strategies, established different institutions and made various legal provisions.In spite of all these efforts and actions, women in India still lag behind the men. According to 2001 Census, female literacy rate in the country was 54. 2 per cent as a gainst 75. 9 per cent in case of males (G. O. I. , 2001). The situation was much worse in the rural and remote areas of the country. In spite of women going for higher education they face exclusion from their male counterparts and are alienated in various positions in governance. The incidence like early marriage, female feticides and infanticide, dowry, bride burning, rape, molestation, kidnapping etc are very frequent.In recent times, the record of crime against women indicates an increasing trend. The position of women in the country in the social, economic and political fields is by no means equal to that of their male counterparts. Besides low female literacy, there are many other factors that have contributed to gender biasness. Girl child is still given less priority in certain parts of India. Past studies indicate that it is the people’s perception in general that the birth of a girl child is less desirable and evokes less happiness than that of a boy child (Seth, 200 5). It is ingrained in the Indian psyche, cutting across religion, caste and region.Since her birth she is victimized in all spheres including education, employment, nutrition and social status. The World Economic Forum (2005), in its first gender gap study placed India at 53rd position among 58 nations, which shows a significant gap in male and female achievements. In the same study, the rank of India in terms of political empowerment was 24th at both primary and grassroots level. The National Population Policy 2000 specifically identified the low status of women in India as an important barrier to the achievement of goals towards maternal and child welfare (G. O. I. 2000). 8 Indicators F Life Expectancy Adult Literacy Gross Enrolment Seats Share in Parliament Share of Professional & Technical Persons Gender related Development Index Gender Empowerment Measure 1990 M NA 57 NA NA NA F 1995 M F 2000 M F 2005 M 2007-08 F M NA 29 NA NA NA 60. 4 60. 3 63. 3 62. 5 65. 0 61. 8 65. 3 62. 3 35. 2 63. 7 43. 5 67. 1 47. 8 73. 4 47. 8 73. 4 45. 8 63. 8 46. 0 61. 0 56. 0 64. 0 60. 0 68. 0 7. 3 92. 7 8. 9 91. 1 9. 3 NA 90. 7 NA 9. 8 NA 90. 2 NA 20. 5 79. 5 20. 5 79. 5 NA NA 0. 401 (R-99) 0. 226 (R- 101) Source: UNDP 0. 545 (R-108) NA 0. 586 (R-98) NA 0. 600 (R-113) NAUNDP in its various Human Development Reports since 1990 till 2007-08 have placed India at a very low level of development regarding the position of women in terms of various indicators such as adult literacy, gross enrolment, share of seats in parliament and the professional and technical positions held by them (as shown in the box above). Though data are not provided for GEM indicator after 1995, GDI values reveals that women are consistently lagging behind. India has been placed in the 113th rank with a GDI value of 0. 600 as against a rank of 89 with GDI value of 0. 753 in case of Sri Lanka (UNDP, 2007-08).The rank of India has also gone down from 99 in 1995 to 113 in 2007-08 and has been fluctuating from year to year National Human Development Report (G. O. I, 2002) brought out information on indices on GDI and GEM. GDI showed marginal improvement during the eighties. GEI increased from 62 per cent in the early eighties to 67. 6 per cent in the early nineties. This implies that on an average the attainments of women on human development indicators were only two-thirds of those of men. At the State level, gender equality was the highest for Kerala followed by Manipur, Meghalaya, 9 Himachal Pradesh and Nagaland in the eighties.Goa and the Union Territories, except for Delhi, had gender equality higher than the national level. In the nineties, Himachal Pradesh had the highest equality, whereas Bihar was at the bottom and witnessed a decline in absolute terms over the earlier period. In general, women were better off in the Southern India than in the Indo-Gangetic plains comprising mainly the States of Bihar and Uttar Pradesh. States like Tamil Nadu and Andhra Pradesh in the south and H aryana and Jammu & Kashmir in the north made considerable progress in improving the status of women vis-a-vis men on the human development indicators.States that did well in improving their female literacy levels are also the ones that substantially improved their gender equality. On the whole, gender disparities across the States declined over the period. NFHS-III (G. O. I. , 2005-06) collected information on large number of indicators of women empowerment such as relative earnings of wives over their husbands’, control over the use of these earnings, participation in household decision making, freedom of movement, gender role attitude, freedom from domestic violence, etc.Data on some of these indicators of women empowerment are examined and findings are presented in the following paragraphs. Decision Making Power Decision making power of women in households is one of the important indicators of women empowerment. It is found that only 37 per cent of currently married women participate in making decisions either alone or jointly with their husband on their health care, large household purchases, purchases for daily household needs and on visiting their family members and relatives (Table 1).Forty three per cent participate in some but not all decisions and 21 per cent do not participate in any of the decision. As high as in 32. 4 per cent cases the decision regarding the purchase of daily household needs is taken mainly by the respondents whereas the decisions like visit to her relatives are in most cases taken alone by husbands or jointly. Decision like major household purchases is taken jointly in most of the cases. A very less number of women alone take this type of decision. About 27 per cent of total respondents take their own health care decision alone. 10Women’s participation rate on household decision making not only varies from rural to urban areas but also gets affected by their background characteristics like age, educational status, husband’s education, employment status etc (Table 2). Urban married women are observed to be more empowered than that of the rural women. Empowerment of women increases with the increase in their age. Women who are more educated and employed are relatively more empowered. About 46 per cent of total women in the age group 40-49 years participate in all the four decisions compared to 15 per cent belonging to the age group 15-19 years.With higher spousal educational status women’s participation in decision making increases. About 21 per cent of women with no spousal education do not take part in any decision making at all as compared to 17 per cent of women with spousal education of 12 years or more. Employment also provides an advantage to women regarding their ability to decision making power. Employed women are more likely to participate in all decision makings. In urban setting and in nuclear type of family, women have more autonomy in household decision making. Freed om of Movement Free mobility of women is another indicator of women empowerment.The data reveals that about half of women are allowed to go to the market or to the health facility alone (Table 3). Only 38 per cent are allowed to travel alone to places outside the village or community. While not all women are allowed to go to these places alone, only a minority are not allowed to go at all. Compared to urban women, rural women have less mobility. Women’s mobility is also affected by their background characteristics like age, education, marital status, type of family etc. Table 4 reveals that freedom of movement increases with age though it does not vary linearly with education.Seventy per cent of the women of the highest education group are allowed to go alone to the market as against 49 per cent of women with no education. Employment is associated with greater freedom of movement. Only one in five never married women go to all of the three places compared with about one in th ree currently married women and two in three formerly married women. Nuclear residence and urban setting are also associated with greater freedom of movement. 11 Women of urban areas are freer than that of the rural women. Similarly as high as 37 per cent of women of nucleus families are freer regarding their movement as compared to 29. per cent in case of the non-nucleus families. Acceptance of Unequal Gender Role Women’s protest against unequal gender role in terms of their attitude towards preferences for son, wife beating etc. is another indicator of women empowerment. The data presented in Table 5 reveal that 54 per cent of women in India believe wife beating to be justified for any of the specific reasons. Similarly 35 per cent women believe it to be justified if they neglect their house or children. However, agreement with wife beating does not vary much by women’s age and household structure, but decline sharply with education.It is to be noted that even among the most educated women, at least one in three agrees with one or more justifications for wife beating. In rural areas women are generally more agreeable to wife beating than in urban areas. Agreement is lower among never married women as compared to ever married women. Access to Education Women’s access to education which is one of the important sources of empowerment can be measured by gender gap in literacy rates and enrolment in different stages of school education. The literacy gap between men and women was as high as 21. 7 per cent in 2001 (Table 6).Though the gap was fluctuating from 18. 3 per cent in 1951 to 23. 9 per cent in 1971, it has been showing a marginal declining trend since 1981. Table 7 shows enrolment by stages from 1951 to 2001-02. It is clear that participation of girls at all stages of education has been steadily increasing over time. However, the overall performance of participation has not been satisfactory as it had been below 50 per cent at all stag es of education Access to Employment Table 8 shows the employment and cash earnings of currently married men and women. Data reveal that only 43 per cent of women in the age group of 15-49 2 years are employed as against 99 per cent of men in the same age group. It also reveals that gender inequality exist in the arena of employment. As compared to 51% women employed for cash only, the corresponding figure for that of the males is as high as 72. 5%. Similarly a very few males are employed for kind only (3. 4%) as compared to females engaged for kind (11. 6%). Twenty four per cent women are not paid at all for their work whereas this proportion is as low as 5% for men. For women earning cash is not likely to be a sufficient condition for financial empowerment.Employment and cash earnings are more likely to empower women if women make decisions about their own earnings alone or jointly with their husband rather than their husband alone and if these earnings are perceived by both wives and husbands to be significant relative to those of the husbands. Table 9 in this connection shows the extent of women’s control over earnings on the basis of background characteristics like age, education, place of residence, household structure etc. It is seen that women’s control over cash earnings increases with age. In the age group 15 19 years only 17. per cent women alone take decision about the use of their cash earnings as compared to 28. 3 per cent in the age group 40-49 years. Similarly husband mainly takes such decision in case of 20 per cent women in the age group 15-19 years in comparison to 12. 7 per cent in the age group 40-49 years. Influence of other person in making such decision decreases with the increase in age of respondents. It varies from 18. 6 per cent in the age group 15-19 years to as low as 0. 4 per cent in 40-49 age groups. Place of residence also affects women’s control over their cash earnings.Generally women in urban areas have more control over their earnings than that in rural areas. About thirty three per cent take decision alone about the use of their own earnings in urban areas as compared to 21 per cent in rural areas Education is one of the important factors that affects greatly in women’s control over earnings. About 23 per cent women with no education have more control over their earnings whereas it is 28. 6 per cent in case of women completed 12 or more years of education. Other persons’ influence on the decision about the use of earnings reduces significantly with education. It is as high as 8. 3 percent in the case of 3 respondent with no education as compared to 4. 9 per cent respondent with secondary level education. Household structure has an important role to play in affecting women’s financial empowerment. In non nuclear family structure, influence of others is more in making such decision. In case of 6. 4 per cent women in non nuclear family, the decision about the us e of their own cash earnings are taken by others as compared to 0. 6 per cent women in nuclear family. Exposure to Media Table 10 which presents data on women’s exposure to media reveals that percentage of women not exposed to media is more than double that of men.About 71 per cent of women are exposed to media as compared to 88 per cent in case of men. Twenty nine per cent of women do not have access to media regularly. Since it is an important source of empowerment, greater proportion of women without having access to media reflects the relatively disadvantageous position of women in relation to men with regards to empowerment. Domestic Violence Table 11 shows percentage of women who have experienced different forms and combinations of physical and sexual violence according to selected background characteristics.It is observed that extent of violence is not lessened by age. In the age group of 15-19 years, 22. 5 per cent women experienced physical or sexual violence in Indi a as compared to 39 per cent in the age group 40-49 years. Both types of violence are higher for ever married women than for never married women. Almost 40 per cent ever married women experienced physical or sexual violence as against 16. 9 per cent never married women. Extent of domestic violence is higher in rural areas as compared to urban areas.About thirty eight per cent women in rural area faced either physical or sexual violence as compared to about 29 percent women in urban areas. Political Participation Women’s political participation is one of the important issues in the context of empowerment. In conventional analysis it means activities related to electoral politics 14 like voting, campaigning, holding party office and contesting election. But in broader sense it encompasses all voluntary actions intended to influence the making of public policies, the administration of public affairs and the choice of political leaders at all levels of government.Political interv entions by women of India today range from movement for peace and good governance to protest against dowry, rape, domestic violence, food adulteration, price rise etc. [Desai et at, 2007]. However in this section we discuss participation of women in formal politics by analyzing the indicators like women voters and women elected members in the first twelve general elections in India. The following Table 2. 12 shows the voting percentage of men and women in the first twelve elections of independent India. In the very first election the percentage of women voter was significantly low (37%).Many women were left out as their names were not properly registered. The gender gap in voting though has been narrowing gradually significant gap between male and female voters still exists. Elected Women Members Many factors are responsible and decisive in the election of women candidates such as literacy, financial position, liberal family background, support of other members of the family, strong personality etc. Since most of the women lack access to these, few women get tickets and even fewer get elected from this handful of women candidates. Table 2. 13 shows the elected women Members in Lok Sabha.From the table it is clear that percentage of women members to the total members has been consistently less than 10 per cent in each Lok Sabha starting from 1st to 12th one. This shows poor participation of women in political field. Thus it can be concluded with information provided by NFHS – III and others that women of India are disempowered relative to men in respect of decision making power, freedom of movement, education, employment, exposure to media, political participation etc and face domestic violence to a considerable degree and occupy the subordinate status both at home and in the society even in the 21 st century. 5 Constraints to Women Empowerment There are several constraints that check the process of women empowerment in India. Social norms and family str uctures in developing countries like India, manifests and perpetuate the subordinate status of women. One of such norms is the continuing preference for a son over the birth of a girl child, which is present in almost all societies and communities. The hold of this preference has strengthened rather than weakened and its most glaring evidence is in the falling sex ratio (Seth, 2004).The society is more biased in favor of male child in respect of education, nutrition and other opportunities. The root cause of this type of attitude lies in the belief that male child inherits the clan in India with an exception in Meghalaya. Women often internalize the traditional concept of their role as natural, thus inflicting an injustice upon them. Poverty is the reality of life for the vast majority of women in India. It is another factor that poses challenge in realizing women’s empowerment.In a poor family, girls are the main victims; they are malnourished and are denied the opportunity of better education and other facilities. But if they are financially independent or they have greater control over the resources then they exhibit greater autonomy both in the household and in public sphere and are no longer victims of poverty. Lack of awareness about legal and constitutional provisions and failure in realizing it, is another factor that hinders the process of empowerment. Most of the women are not aware of their legal rights. Even women who are aware lack the courage to take the legal step.The legislation which affects women most is their situation in marriage and inheritance. As far as the rights of inheritance are concerned, women generally do not try to inherit land left by their parents if brothers are alive (Seth, 2005). The traditional belief that land should not go outside the patriarchal family operates. The provision of Act like (1) Child Marriage Resistance Act, 1930, (2) The Suppression of Immoral Trafficking of Women Act, 1987 and (3) The Indecent Expo sure of Women Act, have not led to the suppression of practice indicated in them.Of these three, the first one is by and large successful in restraining child marriage. The legislation almost failed in case of immoral trafficking and indecent exposure to 16 women. There are numerous incidence of indecent exposure of women in all forms of media with hardly any prosecution. Although the legal rights are in place to create an enabling atmosphere these have not been very successful in realizing women’s empowerment. Summery and Findings Various indicators of women empowerment are analyzed using the data from various sources while discussing women’s present status in India.The main emphasis is given to the indicators like women’s household decision making power, financial autonomy, freedom of movement, women’s acceptance of unequal gender roles, exposure to media, access to education, women’s experience of domestic violence etc. Women’s political participation is also analyzed by using indicators like percentage of women voters and women MPs. After analyzing the data it is found that household decision making power and freedom of movement of women vary considerably with age, education and employment. Freedom of movement of widow or divorcee is more than ever married or never married women.Similarly it is found that in the society the acceptance of unequal gender norms by women themselves are still prevailing. More than half of the women believe that wife beating is justified for any of the specific reasons like not cooking properly, not taking proper care of household and children, refuge to have sex with husband, showing disrespect to in-laws etc. However, this attitude is not varying much with age or household structure but decline sharply with education and places of residence. While studying women’s access to education and employment it is found that gender gap exist in both the situations.A large gender gap in li teracy exists and participation of girls at all stages of education is below 50%. Similarly less than 50% of women are employed and a significant portion of them are not paid for their work. However, having access to employment does not mean that women have full control over their earnings. Fewer women have final say on how to spend their earnings. Control over cash earnings increases with age and with place of residence in urban areas and education, but not vary significantly with household structure. Women’s exposure to media is also less relative to men.Women’s experience of domestic violence shows that violence is not lessened by age. Rural women are more prone to domestic violence than urban women. Regarding women’s 17 political participation it is found that large gender gap exists in voting and less than ten per cent of total member in Lok Sabha are Women. This is because most of the women lack desired level of financial autonomy, literacy, strong persona lity, own decision making capacity, family support etc. Thus we see that these mutually interdependent factors reinforce each other and put women in a disadvantageous position relative to men.Various constraints in achieving the desired level of empowerment are also identified. Important among them are poverty, social norms and family structure, lack of awareness about legal and constitutional provision etc. Generally speaking the women of India are relatively disempowered and they enjoy somewhat lower status than that of men. In spite of so many efforts undertaken by government and NGOs the picture at present is not satisfactory. Mere access to education and employment can only help in the process of empowerment.These are the tools or the enabling factors through which the process gets speeded up. However, achievement towards this goal depends more on attitude. Unless the attitude towards the acceptance of unequal gender role by the society and even the women themselves changed wom en can not grab the opportunity provided to them through constitutional provision, law etc. Till then we can not say that women are empowered in India in its real sense. 18 References ? Anand, S. and A. Sen (1995): â€Å"Gender inequality in Human Development: Theories and Measurement†, in Fukuda Parr and A. K.Shiv Kumar (eds. ) Readings in Human Development, OUP, New Delhi. Bardhan, K. and K. Stephan (1999): â€Å"UNDP’s Gender Related Indices: A Critical Review†, World Development, Vol. 27, No. 6. Barkat, A. (2008): â€Å"Women empowerment: A key to Human Development. , http://www. goodgovernance. org visited on 20th April 2008 at 4. 30p. m. Blumberg, R. L. (2005): â€Å"Women’s Economic Empowerment as the Magic Potion of Development? † Paper presented at the 100th annual meeting of the American Sociological Association, Philadelphia Census of India (2001): Govt. of India, New Delhi. Chattopadhyay, R. nd E. Duflo (2001): â€Å"Women's Leadershi p and Policy Decisions: Evidence from a Nationwide Randomized Experiment in India†, Indian Institute of Management, Calcutta and Department of Economics ,MIT, and NBER Desai, N. and U. Thakkar (2007): â€Å"Women and Political Participation in India†; Women in Indian Society, New Delhi, National Book Trust. Figueras, I. C. (2008): â€Å"Women in Politics: Evidence from the Indian States†, Department of Economics, Universidad Carlos III de Madrid. G. O. I. (2000): National Population Policy, Ministry of Health & Family Welfare, New Delhi. G. O. I. 2001): Census Report, Office of the Registrar General and Census Commissioner, New Delhi. G. O. I. (2002): National Human Development Report, 2001, Planning Commission. G. O. I. (2005-06): National Family Health Survey – III, Ministry of Health and Family Welfare, New Delhi. Govt. of Assam (2003): â€Å"Women: Striving in an Unequal World† in Assam Human Development Report, 2003. http://planassam. org/repor t/hdr2003/ HDR. html. Visited on 20th February, 2008, at 5pm. IFUW (2001): â€Å"Empowering Women†, http://www. ifuw. org/saap2001/ empowerment. htm. Visited on 10th February 2008 at 10 a. m. Karat, B. 2005): Survival and Emancipation: Notes from Indian Women’s Struggles, Three Essays Collective, Haryana Kishor, S. and K. Gupta (2004): â€Å"Women’s Empowerment in India and Its States: Evidence from the NFHS†, Economic and Political Weekly, Vol. XXXIX, No. 7. Mahbub ul Haq Human Development Centre (2000): Human Development in South Asia 2000: The Gender Question, Oxford University Press, Oxford. Mahanta, A. (ed. ) (2002): Human Rights and Women of North East India, Centre for Women’s Studies, Dibrugarh University, Dibrugarh. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 19 ? Malhotra, A. , S. R. Schuler and C.Boender (2002): â€Å"Measuring Women’s Empowerment as a Variable in International Development† Unpublished Paper for the World Bank. www. unicef. org/pubsgen/humanrights-children/index. html. Visited on 11th January, 2008, at 5 p. m. Mathew, G. (2003): Keynote address in the workshop on â€Å"A Decade of Women’s Empowerment through Local Governance† organized jointly by Institute of Social Sciences and South Asia Partnership, Canada sponsored by International Development Research Centre. Moser, Caroline O. (1993): Gender Planning and Development: Theory Practice and Training, available from Women, Ink. ? ? Narayan, D. (2007): Empowerment: A Missing Dimension of Human Development, Oxford Poverty & Human Development Initiative (OPHI) Conference, Queen Elizabeth House, Oxford. Panda, P. and B. Agarwal (2005): â€Å"Marital Violence, Human Development and Women’s Property Status in India†, World Development, Vol. 33, No. 5. Parasar, S. (2004): â€Å"A Multidimensional Approach to Women’s Empowerment and its Links to the Nutritional Status and Immunization of Children in India†. ht tp://www. allacademic. com/meta/p109193index. html. Visited on 15th February, 2008 at 1 p. m.Pillarisetti and Gillivray (1998): â€Å"Human Development and Gender Empowerment: Methodological and Measurement Issue† Development Policy Review, Vol. 16. Ranis, G. and F. Stewart (2005): â€Å"Dynamic Links between the Economy and Human Development†, DESA Working Paper No. 8. http://www. un. org/esa/desa/papers. Visited on 25th December, 2007 at 5 p. m. Sen and Batliwala (2000): â€Å"Empowering Women for Reproductive Rights†, in H. B. Presser and G. Sen (eds. ) Women's Empowerment and Demographic Processes: Moving beyond Cairo, Oxford University Press, Oxford, pp. 15-36.Seth, Meera (2004): â€Å"Women and Development- The Indian Experience†, Sage Publication, New Delhi. Shields, Lourene E. (1995): â€Å"Women’s Experiences of the Meaning of Empowerment† Qualitative Health Research, Vol. 5, No. 1. Sridevi, T. O. (2005): â€Å"Empowerment of Women -A Systematic Analysis† IDF Discussion Paper. U. N. D. P. (1990, 1995, 2000, 2002, 2005 and 2007-08): Human Development Report. World Economic Forum (2005): Women’s Empowerment: Measuring the Global Gender Gap. http:/in. rediff. com/money/2005/may/17wef. htm. Visited on 20th January, 2008 at 9. 30 a. m. ? ? ? ? ? ? ? ? ? ? 20Table – 1 Married Women’s Participation in Decision making, 2005-06 (Figures in per cent) Decision on/Decision by Mainly Wife Mainly Husband Urban Own Health Care Major household purchases Purchases of daily household needs Visits to her family &Relatives Own Health Care Major household purchases Purchases of daily household needs Visits to her family &Relatives Own Health Care Major household purchases Purchases of daily household needs Visits to her family &Relatives 29. 7 10. 4 39. 9 12. 2 26. 0 7. 6 29. 1 10. 0 27. 1 8. 5 32. 4 10. 7 39. 1 51. 5 28. 9 57. 3 Rural 33. 4 41. 2 27. 1 46. Total 35. 1 44. 4 27. 7 49. 8 30. 1 32. 2 24. 7 26. 8 6. 3 12. 0 12. 3 10. 4 1. 3 2. 8 2. 8 2. 2 0. 1 0. 1 0. 1 0. 1 31. 7 34. 6 26. 9 28. 9 7. 6 13. 5 13. 9 12. 1 1. 3 2. 9 2. 9 2. 9 0. 1 0. 1 0. 1 0. 1 26. 5 26. 8 19. 8 22. 0 3. 5 8. 7 8. 8 6. 6 1. 1 2. 5 2. 5 1. 8 0. 1 0. 1 0. 1 0. 1 Husband and Wife jointly Some one Else Other Missing Source: NFHS-3 21 Table – 2 Factors Affecting Women’s Participation in Decision making, 2005-06 (Figures in per cent) Background characteristics Own health care Making major househol d Purchase s 25. 1 39. 2 50. 7 60. 7 63. 6 61. 9 48. 9 51. 5 51. 4 50. 6 52. 56. 3 62. 6 53. 0 52. 3 52. 2 50. 1 51. 3 57. 3 55. 3 61. 0 45. 1 51. 1 62. 2 43. 0 Making purchase s for daily househol d needs 29. 1 44. 6 58. 7 6. 8 71. 2 68. 8 56. 2 59. 5 60. 1 58. 4 58. 3 61. 6 66. 3 61. 5 60. 5 60. 3 56. 8 58. 0 60. 2 63. 7 69. 5 53. 2 57. 4 70. 4 49. 2 Visits to her family or relative per cent who participat e in all four decisions 15. 1 25. 2 34. 3 42. 8 46. 3 45. 0 33. 0 34. 9 35. 2 35. 7 36. 2 40. 5 46. 1 36. 6 35. 7 36. 5 33. 7 36. 1 40. 6 38. 8 44. 3 29. 0 35. 1 44. 3 28. 7 per cent who particip ate in none 46. 1 31. 1 20. 4 14. 1 12. 8 13. 9 23. 4 22. 7 20. 21. 7 19. 7 16. 8 12. 1 21. 3 20. 3 20. 8 21. 8 21. 3 17. 3 19. 0 15. 0 26. 1 21. 6 13. 6 27. 7 Numbe r of women Age 15-19 20-24 25-29 30-39 40-49 Urban 40. 4 52. 5 62. 2 67. 7 69. 3 68. 8 59. 3 59. 4 61. 2 61. 0 63. 6 67. 2 73. 1 61. 6 61. 1 62. 0 59. 5 62. 5 66. 2 63. 0 67. 7 54. 6 61. 7 67. 7 56. 4 33. 5 47. 5 58. 9 67. 1 71. 6 69. 5 56. 5 57. 5 60. 4 59. 8 60. 7 65. 9 71. 6 59. 1 60. 9 59. 7 58. 3 60. 2 65. 2 69. 2 68. 0 53. 7 58. 7 68. 7 68. 7 6726 16782 18540 30952 20089 28604 64485 43931 7776 14018 10735 7704 8921 24918 8366 14793 14615 13144 17100 39835 25601 14234 53225 47851 45238Residence Rural No education Less than 5 yrs 5-7 yrs 8-9 yrs 10-11yrs 12 or more yrs Education Husband ’s education No education Less than 5 yrs 5-7 yrs 8-9 yrs 10-11yrs 12 or more yrs Employed Employed for cash Employed not fo r cash Not employed Employment Household structure Nuclear Non nuclear Source: NFHS – 3 22 Table – 3 Freedom of Movement of Married Women in India, 2005-06 (Figures in per cent) Places Alone Urban 66. 2 60. 3 45. 5 Rural 44. 3 41. 5 34. 0 Total 51. 4 47. 7 37. 7 With somebody else 26. 8 36. 2 48. 0 40. 4 53. 0 56. 6 35. 9 47. 5 53. Not at all Total To the market To health facilities To outside the village/community To the market To health facilities To outside the village/community To the market To health facilities To outside the village/community 7. 0 3. 5 6. 6 15. 3 5. 5 9. 4 12. 6 4. 8 8. 5 100. 00 100. 00 100. 00 100. 00 100. 00 100. 00 100. 00 100. 00 100. 00 Source- NFHS- 3 Table – 4 Factors Affecting Freedom of Movement of Married Women, 2005-06 Percentage allowed to go alone to Market Background Characteristics 15-19 20-24 25-29 30-39 40-49 Urban Rural No education