Double Negatives in Spanish

Twofold Negatives in Spanish I cannot get no fulfillment. I dont know no one. You aint seen nothing yet. Since they contain twofold negatives, the above English sentences are viewed as unsatisfactory (in spite of the fact that, obviously, individuals frequently talk like that, all things considered). In any case, theres no such forbiddance in Spanish. Truth be told, as a rule, utilization of twofold negatives is required. Indeed, even triple negatives are conceivable. Twofold Negatives in Spanish Twofold and even triple negatives are not uncommon in Spanish despite the fact that they are normally viewed as ill-advised in English.Generally, negative and positive components, (for example, the reciprocals for never and consistently, individually) shouldnt be utilized in a similar Spanish sentence.Double-negative Spanish sentences can for the most part be deciphered in more than one way, for example, I dont know anyone and I know no one. Twofold Negatives Not Viewed Negatively in Spanish Grammarians may disclose to you that English doesnt utilize twofold negatives in light of the fact that the two negatives repudiate one another and make a positive. (At the end of the day, I dont realize no one is equivalent to stating I know someone.) But negatives arent thought of inâ that path in Spanish - the negatives are viewed as fortifying as opposed to repudiating one another. Albeit some of the time the subsequent negative is utilized to offer a more grounded expression similarly for what it's worth in inadequate English, as a rule it is simply part of the structure of the sentence. In Spanish, the most widely recognized negative terms notwithstanding (no, not) are apenas (scarcely, barely, scarcely), jams (never), nadie (no one), ni (not one or the other, not), ninguno (none, no), ni siquiera (not even), nunca (never), and tampoco (not even, nor, not one or the other). A large portion of these terms in Spanish have a comparing certifiable term: algo (something), alguien (someone), alguno (a few), siempre (consistently), tambiã ©n (likewise), and siquiera (in any event). The most effective method to Use Double and Triple Negatives When in doubt, a sentence can exclude both agreed and negative terms; where one component of a sentence (subject, action word, object) incorporates a negative term, different components should utilize a negative term where a term is required. Likewise, except for nunca jams (see underneath), not more than one negative term is utilized before the action word. By adhering to these guidelines, it is conceivable to have one, two, or three negatives in a sentence, as in the accompanying models: Apenas come. (She scarcely eats.)Apenas come nothing. (She scarcely eats anything.)No tengo ninguno. (I dont have any.)Nadie sabe eso. (No one knows that.)Jams fumo. (I never smoke.)Tampoco comiã ³. (She didnt eat either.)Tampoco comiã ³ nothing. (She didnt eat anything either.)No hablã ³. (He didnt speak.)No dijo nothing. (He said nothing.)No le dijo nothing a nadie. (He didnt express anything to anybody.)No compro ninguno. (Im not accepting any.)Nunca le compra nothing a nadie. (She purchases nothing for anybody.)No come ni siquiera container. (He doesnt even eat bread.)Ni siquiera come container. (He doesnt even eat bread.) Note that now and again, (for example, the last two models in the diagram) it is conceivable to state something very similar in more than one way, with it is possible that one negative or two. For the most part, that is on the grounds that in Spanish the subject can precede or after the action word; where a negative subject precedes the action word, a no isn't required with the action word. In this model, ni siquiera no come container would not be standard Spanish. There for the most part isnt much distinction in significance between utilizing one negative or two. Note likewise that different interpretations to English are conceivable. Tampoco comiã ³ could be interpreted as she didnt eat either as well as neither did she eat. At the point when an action word is utilized with a negative term, it isnt consistently important to utilize a negative term after the action word. For instance, No tengo amigos (I dont have companions) is syntactically satisfactory. What you shouldnt do, however, is utilize a positive term for accentuation. In the event that you need to state I dont have any companions, utilize a negative term after the action word: No tengo ningã ºn amigo. Different Uses of Double Negatives There are in any event two different situations where a twofold negative is utilized for included accentuation: Nothing as a verb modifier: When utilized as an intensifier in a negative sentence, nothing normally can be deciphered as by any stretch of the imagination. No ayuda nothing. (He doesnt help at all.)No usa nothing los ordenadores. (He doesnt use PCs by any stretch of the imagination.) Nunca jams: When these two negatives meaning never are utilized together, they strengthen one another. Nunca jams vuelo. (I never under any circumstance fly.)Dijo el cuervo, nunca jams. (Quoth the raven, nevermore.)

Reflection & Reaction Activity 1 Essay Example | Topics and Well Written Essays - 750 words

Reflection and Reaction Activity 1 - Essay Example It is likewise evident as indicated by part three that ladies are getting increasingly engaged. A considerable lot of them are going to professional employments other than dealing with the family and carrying out house task responsibilities as the case is at first. The most getting pattern for me has numerous ladies take up vocations and in this manner have insignificant time to go through with the family just like the case at first particularly in the 1970’s. Subsequently, these ladies are considered to be providers for their families and require support in taking care of house-errand obligations and dealing with the youngsters (YouTube, 2015). Their spouses bring to the table some assistance though others need an outside outsider to take up such obligations. The disposition is likewise moving to oblige such ladies in the general public and altogether inferring that they are additionally acceptable moms and their relationship with their youngsters is less equivalent to that delighted in by a non-vocation lady. There are different components prompting changes jobs particularly in America. In the first place, there is a great deal of strengthening for the young lady kid accordingly allowing them a chance to be in a serious position. The administration has likewise given a ton of awards as advances to help such exercises (Madichie, 2013). The accompanying has brought about numerous ladies being persuaded that they can add to the salary of their families something they have progressed nicely. For example, as at 2008, 45% of the pay the family got was from the ladies. Further, the workforce has decreased as specified in the organizations and numerous establishments requiring sexual orientation balance. When looking at 2001 and 1997, there has been a more noteworthy transformation of the workforce as per an examination that occurred the country over. Additionally, there has been a decrease in the sum earned by the man in this way as at 2008, the hole between the mates hit 10% among singular coup les. That

Health Policy and Politics Essay Example | Topics and Well Written Essays - 750 words

Wellbeing Policy and Politics - Essay Example These are striking advantages surfacing the common medicinal services change program of the legislature. In any case, in the midst of these great guarantees, there still remain gossipy tidbits and proceeding with negative inputs about this program. This leaves a spot to reevaluate this issue. The Congressional Budget Office anticipated that the shortfall under human services financial plan is said to diminish in the years to come. Truth be told, the projection is for every family to spare limit of $2,300 in 2014 with human services change (Whitehouse.gov, 2011). This sum could barely be accomplished without medicinal services change program as showed in the projection. There may be some fact to this. Nonetheless, there are other basic natural factors that should be considered. Considering for example the flightiness of the economy, the expenses of medications and other related clinical needs can't be anticipated sooner or later. This just suggests the said change needs to hold fast to the predominant monetary condition and other applicable natural components before the acknowledgment of what reasonableness truly intends to individuals. The facts demonstrate that with social insurance change program the development of inclusion is momentous contrasted with the customary medicinal services framework. Indeed, youthful grown-ups can now really remain on their parents’ medical coverage plan (Whitehouse.gov, 2011). This sounds great to hear, yet there are different contemplations with regards to the main concern. Guarantors for example don't simply work without considering how much benefit they should make. Considering the wards are expanding, there are just two striking effects on this. The first is to build part commitment and the other is set sure cap for the inclusion or even cut something on the quality. This can even now give the advantages however the issue is tied in with augmenting them. The individuals consistently have the last say on

Essay on Writing Basics

Essay on Writing BasicsAn essay on writing will normally need to be written about a topic of some type. Typically the topic is one that are most important to the person submitting the essay, but it is not really important what that topic is. An essay on writing is simply the appropriate method to express yourself or someone else's thoughts on a particular topic.When you are writing your essay on writing, you need to consider what type of essay you will be writing. Some types of essays are more commonly found than others. Some examples are a single sentence essay, a narrative essay, and an essay on writing. A single sentence essay is most commonly referred to as an essay on writing.An analysis essay usually requires a topic but can vary from just stating what the person is actually analyzing to using the analysis in the body of the essay. This type of essay can be done in any style but is usually best done in a dialogue style. Dialogue essays are usually written in the form of a dialo g or conversation between the writer and the audience. It will be better if you can use words and sentences to make the essay flow. Not only will this be easier to read but it will be easier to critique and improve the writing in future essays.A narrative essay will usually need to be written on an interesting topic of some sort. This will be done through many different ways but the most common way is using the form of a timeline. It is best to get someone else to read this essay and then use it in your own essay as a way to tell a story. The great thing about this style of the essay is that the audience can choose which portions they would like to discuss. If the essay is not interesting enough for the audience to discuss, you will need to follow up with the audience to change things up.An essay on writing is written in the style of a dialogue essay but not strictly. It should also be clear that the essay is not meant to express an opinion. It is better to be taken a little bit fur ther by letting the reader choose what is important and then building from there.Finally, an essay on writing should be good without the use of extra punctuation. This is the easiest way to tell whether or not the essay is good or not. Check for spelling errors and good grammar usage. When writing an essay on writing, it is best to be straight with the reader.An essay on writing will be a fun and interesting topic to write about. You do not have to be a grammar ninja, but you can always use some good help. Good grammar and basic punctuation will do great for you.

Verbal Communication Vs Nonverbal Communication - 747 Words

Nonverbal communication is used in order to communicate or send cues between people. This communication is usually used in order to get the point across when we are communicating or expressing our feelings. Some gestures include waving, clapping, thumbs up/down, or even a middle finger when a car unexpectedly gets in your lane when you’re driving. Just like verbal communication, nonverbal communication is taught and learned at early stages of life. As mentioned in On Being Different; culture can be absorbed at an early age in reflection to â€Å"the unique human capacity to learn† just like being taught what stop, yes, no symbolize in hand gestures. Some cultures I am most familiar with would include; American, Mexican and European culture.†¦show more content†¦Being informed about the NAACP’s ban of the offensive â€Å"n word† is important as it creates awareness to the people. In consequence, this will not limit the times that word will used eve n though actions were taken through this prestigious group. Although, I give credit to the NAACP for wanting to solve the issue, unfortunately the word will never disappear from the dictionary or human knowledge. In addition to dealing with offensive racial slur, people will always feel offended or feel the need to offend in order to feel superior from minorities or dissimilar racial backgrounds. Racial insults happen frequently, even among their own race. Mexicans will describe themselves as â€Å"Mexas† to other Mexicans, African- Americans will call their same race the â€Å"n word† as a type of friendship, or even gay’s calling each other the â€Å"b word†, making it seem it is alright for other people to call them in those nicknames. As a result, racial or gender discrimination will not come to an end anytime soon. As mentioned in On Being Different; â€Å"today, notions of masculinity/manliness and femininity/ womanliness are more fluid than everà ¢â‚¬  making it important to teach today’s society the importance of sexism and gender neutrality in order to prevent if any, offensive influences (Gender, Chapter 9, 143). In my opinion, I always believed calling â€Å"Native Americans† toShow MoreRelatedThe Principles of Communication1557 Words   |  6 PagesCommunication is an ever-developing topic in which human beings can express their feelings and emotions on a daily basis whether they were positive or negative in the most suitable way. According to Preja (2013) the term â€Å"Communication† can be traced back to the Latin word â€Å"Communis† which stands for â€Å"to be connected to† or â€Å"to be in a relationship with†. Communication can be classified to two types, verbal and non-verbal. 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Swot Analysis Of Risk Management Plan - 1929 Words

SWOT Analysis Risk Management Plan INTRODUCTION As a parent, you are faced with a number of trials and tribulations. You have the responsibility to ensure your children’s proper care. Childcare is one of the dilemmas parents face. Childcare should be established for infants and toddlers. When children start school, after school care becomes necessary for working parents. With after-school programs being needed, parents are burdened with the problem of getting their children safe home, to an institution for child care or a home care provider. While recovering, from the tension of the falling economy leaves parents to cope with the new challenge of high schools that do not have transportation to and from school, because the school system has decided to reduce student transportation . 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Mass Media and Broadcasting Unit free essay sample

Professor and class, Yes, I think the internet hurts more than helps artist. Before the Internet, artists were selling their Cads and everything was fine. Since the Internet, many problems arrived. Ten years ago, the biggest record labels were worried about online piracy. Fearing piracy and seeing the fall in the CD sales, they decided to license their records to new online services. The idea was to use a new technology, share music while collecting small fees and discourage fans from stealing music online.But It didnt work as most f the listeners hear free music online because It Is much cheaper than purchasing music. Nevertheless, many people (like myself) are aware of the fact that these artists make a living off their album so if they really like it they will decide to buy it on tunes. I believe that some artist may have difference in opinion simply because they actually understand that not everyone will have . We will write a custom essay sample on Mass Media and Broadcasting Unit or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 99 to purchase their album. Most of the artist that I listen to have a rags to riches story and can empathic with lowerIncome Individuals. I recently purchased some of the artist J. Coles songs via Tunes and in one of his songs entitled Note to Self basically said, he did not care if only two people bought the album, he just felt proud of himself as an artist. It is not all about money to some (very few actually) of these artist. To that artist that is more after the money, I guess they would take the position that technology does in fact hinder them, however to someone like J. Cole, he would say. It has no barring.

Racism free essay sample

This paper focuses on the lives of a group of girls living in a periurban community outside of Maputo, Mozambique. Using participatory methodologies, we hear directly from the girls the influencing role gender and culture has in preventing girls from accessing a higher quality of life. Noticeably absent in girls and poverty related dialogue are the voices of girls living with poverty, as well as the fundamental role of gender inequality and culture in relation to the opportunity and capacity of girls becoming visible, having voice and agency and ultimately leaving a life of poverty. BIO Dr. Zainul Sajan Virgi’s research is based in Maputo, Mozambique where she is focusing on the lives of vulnerable pre-adolescent and adolescent girls and the possibilities for accessing a higher quality of life â€Å"as seen through their eyes†. Zainul is the first recipient of the Jackie Kirk Fellowship in Education. Zainul has worked as a community / international development expert in Canada, Mozambique,Tanzania, and India. We will write a custom essay sample on Racism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She has utilized her research skills and translated the outcomes into recommendations which have been implemented successfully by governments, non-profit organizations, as well as donor agencies. â€Å"Children, particularly girls, continue to inherit family poverty. This cycle must be broken. † UNESCO, 2003 p. 5 INTRODUCTION Childhood poverty is a reality in every part of the world. Today, one billion children globally live with poverty (HDR, 2012). Of which 30 million children live in relative poverty in 35 of the world’s richest countries (UNICEF, 2012). Eradicating poverty and in particular girlhood poverty has been an elusive goal. In 1948, governments, decisions makers, donors and NGOs first committed to eradicating poverty by adopting the Universal Declaration of Human Rights (OHCHR). A more concerted effort was made towards eliminating childhood poverty with the adoption of the Convention on the Rights of the Child (CRC) in 1989. The CRC was designed to protect the child and ensure that s/he was able to access a higher quality of life. In September 2000, the largest gathering of world leaders in history approved the UN Millennium Declaration which included as one of its key goals, the eradication of poverty and hunger by 2015 (MDG website). With focused attention on poverty that began 64 years ago, some progress has been made, however much work remains as noted by the following statistics. One billion children or 1 in every 7 individuals continue to be deprived of one or more essential services for survival. 1. 1 million children do not attend primary school (UNICEF, 2010). 640 million children are living without adequate shelter; 400 million children do not have access to safe water, 270 million children do not have access to health services. 10. 6 million children died before they reached the age of 5 in 2003; about 29,000 children per day (Shah, 2010). An estimated 60 percent of the chronically hungry are women and girls and 20 percent are children under the age of five (WFP, 2009). Why Girlhood Poverty? A wide body of diverse research in the fields of anthropology, developmental psychology, medicine, sociology, and education (Shonkoff, 2009; UNICEF, 2008) all underscore the importance of development during the early years of childhood in relation to the formation of intelligence, personality, and social behaviour (Farah et al. , 2006; Brown Pollitt, 1996; Winick Rosso, 1969). The effects of neglect during the early years of life can be cumulative and lasting (UNICEF, 2008). There has also been a call since the late 1990s for research with girls and boys that engages their voices, particularly during their early adolescent years. Cannella (1998), for example, notes that â€Å"the most critical voices that are silent in our constructions of early childhood education are the children with whom we work. Our constructions of research have not fostered methods that facilitate hearing their voices† (Cannella, 1998, p. 10). I would add that the voices specifically of young adolescent girls are notably absent in relation to poverty, gender inequality and the affects of cultural and social norms in their lives. Considering that 70% of those classified as poor in the world are women (UN WOMEN), I presumed that girls living with poverty must face different challenges than those 3 xperienced by boys in transitioning out of a life of poverty. In reviewing data pertaining to childhood poverty used by leading organizations such as UNICEF, I noted that not all data pertaining to children in general had been disaggregated by sex or age. In the absence of sex and age disaggregated data, the statistics presented seem to give the impression that girls and boys of all ages experience poverty in similar ways. However, UNICEF indicates that there is still an incomplete understanding of how poverty specifically impacts girls. There is also limited research which analyzes the relationship between childhood poverty and girlhood (Delamonica et al. , 2006). Poverty research as seen through the eyes of girls would highlight a combination of elements including gender inequality, cultural influences, lack of property and land rights; lower status; lack of decision making ability; inconsistent access to basic rights including access to clean drinking water, sanitation, heath care and quality education, upward mobility employment; limited ability to protect oneself from physical and sexual violence (UN WOMEN). Why Use Participatory Methodologies? If we begin with the premise that the end goal is to develop effective policies that will address multiple real life issues faced by girls living with abject poverty, then a critical first step is to engage girls for whom the policies would have a direct impact and for whom poverty is an intimate reality. The second step is to develop space for them to critically reflect on their past, present and future lives. Space is needed to listen to their ideas for solutions that could transform individual and community challenges into strengths. Space is also important to learn directly from the girls the teps needed that would lead to effective and meaningful improvement in their quality of life. After all, creation of knowledge is the hallmark of empowerment. Numerous research studies have acknowledged the essential role of effective participation which leads to some form of empowerment. It also results in a more equal sharing of power between those who have access to power and those who ar e traditionally barred from having power (Nelson Wright 1995). Dominant narratives in many societies throughout the world hold the view that children are not able to participate in making important decisions that affect them. Girls, especially girls living with poverty are often not consulted or even asked to participate in civil society, nor in research about their lives. Challenging that perspective is the empowerment approach which encourages us to â€Å"question these dominant narratives and to seek out alternative stories that challenge assumptions about children’s capacities† (Rappaport, 2000, p. 5). Another growing area of research—the sociology of childhood— nudges us to listen to children’s perspectives and view children as experts in their own lives. Children’s expertise can be cultivated by teaching them specific skills. Participating in research, for example, can help them gain more control of the resources that affect their lives. Children, therefore, can become advocates for themselves and others (Langhout Thomas, 2010, p. 64). 4 Participatory research has great potential for marginalized girls, who are normally silenced, to develop a sense of self by offering their unique perspective on their lives, community, challenges and strengths. And in the process of participating in participatory research, they can have the potential to become leaders within their own communities (Mathews et al. , 2010). The Case of Mozambique Mozambique is a country that has been shaped by war, struggle and multiple ideologies which has resulted in its limited transition from being the poorest to the fifth poorest country in the world (UNDP 2010). Culture plays an influencing role on decisions made by governments and the policies they choose to support (Sen, 2004). Mozambique is a hegemonic patriarchal or male-dominated culture. The Portuguese colonizers for over 400 years also reinforced male supremacy in Mozambique (Stoler, 1995). The combination of culture, differing ideologies and long periods of war has had a direct impact on two critical sectors in Mozambique – health and education. For example, during 15 years of armed conflict between FRELIMO and RENAMO, public infrastructure was deliberately targeted, with schools and teachers in particular being singled out (UNICEF, 2006) along with doctors (Finnegan, 1992). In total, damage was estimated at $20 million (Hanlon, 2010), a staggering amount for an impoverished country. The combined human and financial losses left Mozambique with little choice but to turn to the international community for increasing financial assistance. Mozambique’s increasing financial dependence led to the neo-colonization of Mozambique, this time by South Africa and the West. The multiple forms of domination also led to increasing influence by foreigners on Mozambique’s policies, including health, education and the use of foreign funds (Paraskeva, 2006; Sousa Santos, 2002). Currently, Mozambique is considered to be the eighth most donor-dependent country in the world (de Renzio Hanlon, 2007). The support is limited to financial and does not adequately address gender, culture, poverty or capacity building issues, thus leaving Mozambique in a weakened dependent state (Porter, 2005). Health and education sectors considered to be key sectors towards alleviating poverty are heavily reliant upon donor aid. Issues regarding girls living with intergenerational poverty and the role of culture and gender inequality do not even appear on the agenda. Setting The fieldwork (see Sajan Virgi, 2011) was conducted in an all-girls’ school and community situated in a peri-urban area just outside the capital city of Maputo. The school is supported by an Italian church community and provides grade six to twelve education. During the first year of the three year program, girls commencing their education receive practical life skills training along with regular academic courses. The importance of sharing and working together is emphasized with the hope of enabling the girls to move out of the survival mode that has been their existence to date. The community members live a poor quality of life as 5 they confront the multiple challenges of poverty. i Many of the homes are headed by grandmothers. The girls move into the community to live with their grandmothers or other relatives, after having lost one or both parents, often to AIDS. Sometimes, they also move from other provinces in order to find better job prospects without having any family or relatives in the community. These girls often experience life challenging circumstances including death of their loved ones, loneliness and the bearing of responsibilities that are age-inappropriate. Participants Ten girls between ten and fourteen years of age were selected from Year 2 and Year 3 of the program by the Head and Class Teacher to participate in the study. The majority of the girls entering Year 1 of the program predominately speak Chagani and very little Portuguese. From a class of one hundred in Year 1, upwards of 10 different dialects were spoken. Since the girls from Year 1 were just in the process of learning the Portuguese language, the Head Teacher felt that their ability to be engaged and contribute in Portuguese would be limited. Design and Procedure The study was conducted over a six-month period. In all, the girls participated in sixteen sessions, some of which took place during school hours and others after school. I realized that if I wished to hear the voices of girls who had been silenced for generations, multiple data collection methods would be required to ensure that each girl found comfort and ease with at least one data collection method. Keeping this in mind, I used a variety of participatory tools including drawings, photovoice, focus groups, semi-structured qualitative interviews, informal conversations and reflection pieces to engage the girls and learn from them the complexity of barriers that are present in their lives as they attempt to access a higher quality of life. Photovoice is a term coined by Caroline Wang and Mary Ann Burris in 1992 which places a camera in the hands of the people and asks them to record their lives, experiences, strengths and challenges (Wang Burris, 1997). One of the most powerful outcomes of photovoice is the space it provides participants to create new knowledge and draw meaning from it. In total, the girls produced 30 drawings and 130 photographs on the issue of intergenerational poverty and their ideas regarding possible solutions. Analysis of Visual Data As Gillian Rose (2001) and others highlight, there are several different ways of working with visual data such as photographs, based on such questions as, ‘Who took the photograph? ’ and ‘What does the photographer say about the image? ’ and even ‘Where is the photograph stored or displayed? ’ In other works, two additional questions have been posed, ‘How can photos be used within a participant-analysis approach? ’(De Lange et al. , 2006) and, ‘How do we work with a single photograph? (Moletsane et al. , 2007). My main approach was to rely on what the girls themselves chose to photograph (in terms of categories), and their own passion and enthusiasm when choosing from the images and 6 photos on which to focus. They also provided the framework and context to the photos, thus enabling their readers to understand, following Freire (1970) the meaning they were making of their own lives. The photos permitted me to see the world through their eyes. Since photographs were used as an entry point for dialogue and debate, it was the follow-up discussions that provided even richer data with respect to the barriers the girls face in trying to acquire a higher quality of life. For example, I asked the girls to draw their perception of poverty, a higher quality of life as well as the elements needed to bridge the gap. The girls, while presenting their drawings, discussed the material aspects of poverty, as well as the emotional and social side of poverty. I also used photovoice to understand from the girls their perception of strengths, challenges and ideas for solutions in relation to poverty. The photographs produced by the girls visually depicted the life of a girl living with poverty. Discussions generated from the photographs taken by girls resulted in lively discussions and debates on topics ranging from gender inequality, inaccessibility to quality health, nutrition, education, and sanitation to gender violence and much more. During the focus group, I noticed that some girls remained silent. I introduced the idea of reflection pieces to enable these girls in particular to express their thoughts on issues raised. I also encouraged the girls in general to include in their reflection pieces unanswered questions pertaining to focus group discussions and/or to share their topic suggestions for the next focus group. The girls also conducted interviews with one older female relative. The interviews were organized around such issues as identifying female roles and responsibilities, discovering what older female relatives would have changed in their lives and why, as well as understanding from these female relatives what they thought could trigger the process of change in the quality of life of the younger generation of women in their community. Given that the families lived with abject generational poverty, I was interested in seeing how the girls themselves would discover similarities or differences between the lives of their grandmothers, mothers and aunts and their own lives and what steps they would take, if any, to address these issues. I also set aside time for unstructured qualitative interviews which evolved into dialogues. The girls directed the focus of the conversation according to the issues they raised. The use of multiple types of data resulted in richer information and diverse opportunities for the girls to express their thoughts and ideas. On a personal note, what I found remarkable was witnessing how photovoice (see Wang Burris, 1997; Sajan Virgi, 2011; Sajan Virgi Mitchell, 2011) enabled participants to switch from being participants in their lives to becoming observers of their lives. This change in perspective is the trigger needed, I believe, for critical reflection, analysis and for the development of appropriate solutions. As one girl said so eloquently, â€Å"I saw myself for the first time. † ii It was with this kind of realization that the girls, again following Freire (1970) saw themselves no longer as passive recipients of knowledge, but as active contributors to new and relevant knowledge, ideas and solutions. It was at this moment that they became visible to themselves and to each other. 7 HEARING AND SEEING THE PERSPECTIVES OF GIRLS In this section, through the girls’ stories and photos, they become visible, gain agency and voice. Their stories and photos enable us to understand the multiple challenges of poverty and the critical role gender inequality and cultural norms and values plays in erecting obstacles preventing them from leaving a life of poverty. Gender Inequality The term gender inequality can be problematic as it gives the impression that inequality experienced by girls and women will be the same. This is not the case. The inequality experienced by girls during their formative years, a unique period dedicated to intellectual and physical growth results in the under-development or limited development of girls’ physical and intellectual capacity. If girls do not achieve intellectual and physical growth during this critical period, the impact is permanent and difficult to alter at a later stage in life. This is because at the age of 10, a girl’s capacity for basic learning has been determined (Temin et al. , 2009). By the time she is 15, her body size, â€Å"reproductive potential and general health have been profoundly influenced by what has happened in their lives until then† (UNDP, 2004 p. 3). For the girls in the study, gender inequality, a fundamental barrier to accessing a higher uality of life appeared in many forms including lack of voice, agency, predetermined roles and responsibilities, disengagement from decision-making, power imbalance, vulnerability and inadequate quality of health as noted by their examples below. Girls Remain Invisible In The Home and Amongst Society Girls living with poverty face numerous forms of power which challenge their ability to contribute towards knowledge and meaning maki ng. The following are excerpts from the girls’ reflections pieces. Beatriceiiiexplains her invisibility: â€Å"In my class, I am the poorest girl. I know this because all the other girls can bring food to school, they have slippers that are not broken, and they have a school bag, notebooks, pens and pencils. I do not have these things. I usually wear the same clothes during my holidays. The girls at school all have different clothes to wear. I am often left out of the group. During recess, when everyone plays together, no one asks me to play with them. In class, the teacher pays more attention to girls that have a little bit of money. Often, my hand is raised because I know the answer, but the teacher rarely asks me to answer. Nine out of ten times, my answer would have been correct. But, no one will know that. No one will treat me differently. † Rita in her reflection piece notes the challenges of lack of agency: â€Å"At home, I am the last person that is heard, if at all. No one asks me for my ideas, even if it is regarding my school. My brothers and uncles always speak on my behalf. My mother I know she wants to know what I think, but she never asks me. I think it is because she does not want to make my brothers 8 and uncles unhappy because we are dependent on them for money. So many times I wish she would stand up for me and for herself. If we have less things or less food, that would be okay. But, to always be silent, that makes me unhappy. † In one of their collective reflection pieces written after girls had presented their drawings depicting poverty and their ideas for a better quality of life, the girls highlighted the necessity of Government support in their lives. They note: â€Å"without Government support, it will not be possible to change our lives, because we do not have money and need money from the Government. † During the first focus group session, the discussion turned to policies. The girls were asked to consider â€Å"what type of policies would you develop for women in your family and community? Fatima’s proposed policy addressed the long hours of work undertaken by their mothers and grandmothers for little pay: â€Å"I would ask the Government to pass a policy which ensured that our mothers did not begin work until 8:00am. Our mothers leave for work very early in the morning, sometimes before we even rise. They come home very late at night. They are too tired and often just go to sleep. We need our mothers at home with us. We miss them very much. We wish our mothers had different work opportunities like that of men in our community. The men work shorter hours and always seem to have money, unlike our mothers and grandmothers. † Beatrice made the observation that: â€Å"Isn’t the Government supposed to take care of poor people? Shouldn’t everyone have something to eat every day? My grandmother does her very best to take care of us, but, the only thing she can do is either work as a housemaid or work in the shamba (field). She is too old to do either. So often, we do not have any food to eat. † Power is the connecting thread in these excerpts. We learn that the power to engage, to participate in decision-making, to be heard as experienced by girls living with poverty is always in the hands of others: other girls living in poverty, but slightly better off; teachers; uncles; brothers; older women; aunties and mothers. Power in these girls’ lives is being shaped by culture, gender, tradition and policy. Role of Culture – No One Takes Us Seriously UNESCO during the World Conference on Education for Sustainable Development, Bonn, Germany organized a special side event entitled The forgotten priority: Promoting gender equality in education for sustainable development on April 2, 2009. The girls at this special side event spoke at length about the role of culture or social values as a tool to legitimize gender discrimination. In working with and learning from girls engaged in this study, culture also emerged as a root cause for the girls’ lower status and the limited opportunities and choices available to them to exit from a life of poverty. Patricia often commented, â€Å"no one takes us seriously when we talk about becoming a teacher, nurse, journalist or doctor. † At the same time, Fatima elaborated: 9 â€Å"So many of my friends’ mothers are sick. We have all experienced death. There is always someone who is sad. I want to become a doctor so that I can take care of them. But no one expects me to do this. They only expect me to get married and have children. When I talk about becoming a doctor, they do not encourage me. I know my mom wishes I could be a doctor, but she cannot give me any money to help me. So she just remains quiet. My dad, I think he thinks I am just being a child. But he doesn’t treat my brother like that. He encourages and expects my brother to make money. I want more, but I do not think I will have what I dream of†. A strongly patriarchal society like that found in Mozambique elevates the status of a son above that of a daughter, with respect to status, roles and expectations. Pre-Determined Lower Status of Girls and Women â€Å"The low status of girls and women is a formidable obstacle to poverty reduction† (UNICEF, 2001 p. 21). This powerful statement succinctly underscores the impact of the lower status of girls and her inability to independently exit a life of abject poverty. Patricia during a Focus Group shares her inability to challenge her brother: â€Å"I cannot challenge what my brother says. My mother will not challenge what my brother says. I am not allowed to make any decisions. I wanted to go to another school, but my brother decided this school was better for me. He did not even visit the school. He didn’t even have to give a reason for his decision. It was like he said it, so it had to be correct. My mom accepted his decision. I had to follow it†. Beatrice in her reflection piece writes: â€Å"My sister did not want to marry this man. He was much older. No one listened to her. She cried for days. She even stopped eating food. But, no one listened to her. She has been married for two years. She looks so thin and unhappy. She does not attend school. I cannot see her. I am not allowed. Her husband does not want me to see her. She is scared to disobey him. Last year, I saw her by chance. We exchanged looks, but could not speak to each other. He was with her. I am afraid that I will have to marry soon too† Yolanda shares her inability and that of her mother to engage in decision-making in her home: â€Å"Even though my brother is younger than me, he is able to make decisions for me. My uncles who live far away from me make decisions for me. My mother who works hard to take care of us, she cannot make any decisions for me or my brothers†. Lack of voice and agency is amplified in child marriages. Notably, it is young girls who are married to much older men, rarely the reverse. Rosa had been married for 1 year. She did not share her marriage status even with her closest friends for 11 months: 10 â€Å"I am so embarrassed. He is an older man. I wish my life was free like my friends. By marrying him, I am helping my family, so it’s okay, but I still feel sad, very sad and alone. My life will be forever different from my friends. I did not have a choice. I just had to accept it†. Culture And Its Influence On Girls’ Pre-Determined Roles And Responsibilities The Chronic Poverty Research Center (2005) has confirmed that poor families are heavily dependent on the labour of girls in particular. The cost of this increasing dependence is that school is seen as a less likely option (CPRC, 2005). Pre-determined roles and responsibilities assigned to girls leaves them tied to their homes and fields. The gender division of roles typically attributes collection of water, obtaining food and wood, as well as caring for the sick and elderly to girls and women. Paula in her reflection piece highlights her love for learning, but she also underscores how her chores interfere with her learning: â€Å"I enjoy coming to school. I like learning. But, often I cannot come to school. Sometimes it is because I am so hungry I just do not have the energy to walk to school. I try to sleep so that the time will pass by quickly. Other times, I am busy with my chores. When I miss a lot of school, I get left behind. It is difficult for me to understand what is going on in class. I cannot stay behind to ask my teacher to help me because she will ask me for money. I also need to go home and complete my chores, so I cannot stay behind†. Fatima shares her thoughts regarding the difference of opportunity between her brother’s ability to attend school and her lack of opportunity to attend school in her reflection piece: â€Å"My family makes sure that my brother is able to attend school. But for me, they feel it’s okay if I do not go to school. They feel it’s much more important for me to learn how to keep the house clean, cook and take care of younger siblings as this will be my responsibility when I grow up. When I say that I like going to school, I like to learn, they tell me that is my brother’s job not mine† The amount of time and energy expended by these girls’ daily chores including fetching water hampers their ability to attend school regularly. As Paula shared during a Focus Group: â€Å"We need water every day. If I wake up late and start collecting water later, then I have to miss school. Often, when I am sitting inside the classroom, I find it hard to concentrate. I have a headache. I am tired from collecting water. I just want to sleep. Carla highlights how boys are treated better than girls: â€Å"Boys are treated differently than girls. At home, I am expected to do all the chores which takes my time away from homework. Boys can walk down the street confidently, while we walk cautiously and in groups. I wouldn’t want to be a boy, because boys steal and don’t look after their families. I prefer to 11 take care of my family. But, I still wish I had the freedom and choices that boys have which are not available to me. Why do girls have such difficult lives in comparison to boys? No one even asked me what I wanted to do with my life. The main reason identified in literature for this imbalance between sons and daughters is the ‘mother substitute’ role that girls often play. The unequal gendered distribution of labour within the household is evident when women take on paid employment outside the home, in the absence of alternative affordable child care optionsor in times of illness of a family member, the girls bear the additional labour burden, usually at the expense of their education (Jones et al. , 2010). Adequate Nutrition – Basic Human Right Adequate and appropriate nutrition is a fundamental requirement for development. Important to note is that â€Å"the quality of care and feeding offered to children †¦ is critically dependent on womens education, social status, and workload (UN Sub-Committee on Nutrition, 1997). Appropriate nutrition is mandatory for a strong and healthy immune system leading to a significant decrease in illness and overall poor health. Children who are healthy are able to focus on their education and learn better than those that are hungry (WHO, 2010). â€Å"Better nutrition is a prime entry point to ending poverty and a milestone to achieving better quality of life† (WHO, 2011b). Food always played a role in every conversation with the girls. Even if the topic being discussed was unrelated to food, somehow food always became an integral part of the conversation. Notably more than 60% of chronically hungry people in the world are women (WFP, 2009). The girls during their reflection pieces, semi-structured interviews and Focus Groupsshared the scarcity of food in their homes. Their comments were similar to Patricia: â€Å"Food is not always available. We often have black tea and bread for breakfast. Our next meal is usually at night. † The girls’ lives are physically demanding which includes walking for long hours under the hot sun in search of water and firewood. With poor nutritional intake, it further taxes their already weakened bodies. The girls’ bodies are also still growing and therefore adequate nutrition plays a fundamental role for current and future health, as well as capacity to learn and retain new knowledge. Hunger and malnutrition are the worst outcomes of abject poverty (ECOSOC, 1999). The girls demonstrated the impact of hunger clearly in the following statements they prepared together during a Focus Group session: â€Å"It is hard to concentrate at school when we are hungry. Sometimes we just stay home if we haven’t had enough to eat. We try to sleep so that the time passes by faster and hope that our mothers and grandmothers will find food so that the pain in our stomachs would disappear. † 12 Figure 1: Feeling Strong â€Å"I like this picture very much. I remember clearly that in this picture I had eaten food that day†. â€Å"We are strong because we are happy and we are happy because we have eaten. † Photo Credit: Rita  © Sajan Virgi, 2011 The words spoken by these girls in relation to the photograph they took in response to the Feeling Strong prompt (Mitchell et al. , 2006) speaks volumes and underscores the importance of food in the lives of girls living in abject poverty. And it highlights the importance and value of engaging participants first if we wish to gain a deeper and more holistic understanding of the challenges they face, and then developing relevant and dependable policies and strategies. Critical information like the role of food can be missed without direct engagement of the girls as they cope with the harsh realities of their daily existence. Access To Clean Water – Basic Human Right Lack of access to clean water and basic sanitation is a silent crisis affecting more than 33 percent of the global population (Bartram et al. 2005). Approximately 443 million school days are lost each year due to water-related illness (Barry Hughes, 2008). Despite research endorsing â€Å"150 years of acceptance of the healthful effects of clean water, an estimated 1. 1 billion people still lack access to it, and 2. 6 billion people lack access to adequate sanitation† (Barry et al. , 2008 p. 785). 13 In Mozambique, most women, particularly in rural areas spend on average 15-17 hours per week collecting water. Using these hours of water collection per week as a basis of calculation, it translates into ~40 billion hours a year – a staggering number equivalent to France’s entire working force (UNDP, 2006). The time used to collect water takes away from completing homework, attending school, alternate training opportunities for girls and young women, as well as time to secure upward mobility employment for women. The girls during a Focus Group spoke at length about time it takes to gather water. In their collective reflection piece, they stated: â€Å"We start collecting water between 4am and 5am every day, including weekends. It is difficult carrying water while dodging cars and trucks as we try to cross busy streets. The truck/car drivers don’t stop; they keep driving fast and make us run across the road with our water. We wonder why they don’t slow down and consider how difficult our job is carrying water under the hot sun. When we come back from collecting water, we are always very tired. † From this brief reflection, the girls have raised issues related to gender, power, status and pre-determined expected roles and responsibilities. The girls all agreed that the collection of water was mainly the responsibility of children, predominately girls. Rita shares how tired she becomes after collecting water: â€Å"Some of us have to make 20 trips to the well, others have to make 10. The water sources can be far away, some as far as 60 minutes. It is very tiring. The water feels very heavy on our heads and our arms hurt from holding 20 liters of water. Some of us weigh 25kg others weigh 35kg. Carrying 20 liters of water, several times a day is very hard – particularly when we haven’t eaten anything from the night before†. Collecting water consumes ~30% of the girl’s day light hours in the winter, and ~25% of their day light hours in the summer from the data. The majority of girls living in economic challenging circumstances do not have access to electricity; consequently day light hours are critical for studying. Furthermore, given the amount of energy required to collect 20 liters of water several times in a day under the hot sun and only being rewarded with a cup of black tea is certainly taxing on the girls’ overall health. Their noticeable low levels of energy and their inability to concentrate on new materials being taught at school can be attributed to several factors, including physical stress on their body from collecting water compounded by limited nutritional and water intake. The photograph below captures Paula’s expression effectively as it communicates the burden she bears having to carry water every day. 14 Figure 2: ‘Collecting Water’ Every morning, I wake up at 5am to fetch water. I carry at least 20 large containers of water as shown in the photo. When, I’m finished, I am very tired, very tired. Photo Credit: Paula  © Sajan Virgi, 2011 Access To Proper Sanitation – Basic Human Right Sanitation plays a significant role in developing capacity for girls and women. Poor sanitation facilities severely disadvantage girls and women by increasing their probability of contracting illnesses. Girls and women have the greatest physical contact with contaminated water and human waste. They are expected to dispose of the family’s wastewater and feces; as a result they are vulnerable to biological pathogens and chemical hazards. Unsecure and unavailable toiletsoften prevent girls and women from relieving themselves the entire day. Accessing toilets at night also poses increased safety risks for girls given the distance of toilets from their home. Girls miss out on school once they begin menstruating due to unavailability of adequate washroom facilities at school (UNDP, 2004). This further debilitates girls’ attendance at school. Their ability to catch up on concepts that increase in complexity with each passing grade is difficult if not impossible. The girls in this study discussed issues related to poor sanitation and the impact on their lives. Yolanda writes in her reflection piece the problems of rain mixing with sewage water: 15 â€Å"When it rains, the water causes a lot of problems. It attracts flies that can cause cholera. The smells are unbearable. The washrooms become muddy and dirty with the water leaking both inside and outside the washroom. As a result, the waste and dirty water leak out into the yard. Children often play close to the washrooms because of limited space for play. They also play with the contaminated mud building different things and soon after fall sick†. In the picture below, Carla talks about issues related to poor sanitation, lack of playground space leading to children becoming sick. Figure 3: ‘Contaminated Water’ This picture shows the washroom. The water leaks from the washroom. As a result, the area is very smelly. Children play in this area as there no places for children to play. It is not healthy for the children to play in areas that are not clean. Photo Credit: Carla  © Sajan Virgi, 2011 DISCUSSION In analyzing the girls’ photos and dialogue, the data underscores gender inequality and cultural norms and values as root causes giving rise to feminization of poverty. Three important conclusions become apparent which should be addressed simultaneously in order to afford girls the maximum opportunity to secure a higher quality of l ife. These are: unavailability of age and gender disaggregated data; critical role of engaging girls in policy decision making; and, the role of culture in relation to pre-determined roles and responsibilities. Importance of Age and Sex Disaggregated Data Data informs policies. Decision makers develop policies based on data available to them. But it is important to keep in mind that â€Å"crucial in all policy practice is framing, specifically who and what is actually included, and who and what is ignored and excluded† (Gaspar Apthorpe, 1996 p. 6 emphasis mine). Harold Lasswell emphasises further the inequality that exists in policy development by indicating, ‘who gets what, when and how’ directly impacts the types of policies developed, who benefits and whose needs are not considered 16 Lasswell, 1950). Therefore it is important to ensure that decision makers have access to a holistic set of age and sex disaggregated data in relation to girls and poverty. However, the Center for Global Development indicates that governments and international agencies for the most part first focus on girls between 0 to 5 and then again at 15 years of age. Girls between the ages of 6 and 14 are neglected (Temin Levine, 2009). With limited esearch focusing on girls and poverty between the ages of 6 to 14 years, notably critical years reserved for intellectual and physical development, policies are being developed for girls that are void of comprehensive data related to the same. Also, current data does not identify the root causes giving rise to the feminization of poverty in relation to girls and poverty. Policy makers instead have access to more general conclusions like in order â€Å"to break the cycle, children must be provided with the appropriate food security, shelter, healthcare, education, public services (i. e. ater and sanitation), and with a voice in the community† (UNDP, 2004 in UNICEF, 2005 p 6). Such a conclusion makes the assumption that boys and girls do not experience unique obstacles whilst living with poverty even though UNICEF and UN WOMEN acknowledges that poverty has a female face. Therefore, a holistic set of age and sex disaggregated data is required to uncover the root causes that prevent girls from exiting poverty over and above boys. Only when policy makers are armed with appropriate data can they in turn develop high-impact and meaningful policies specifically for girls living with poverty. Hearing and Including the Girls Voices in Decision-Making Is Essential For Success Developing relevant and effective policies can only be possible if beneficiaries are being consulted in identifying their strengths, challenges and ideas for solutions that essentially results in the creation of new knowledge. Amartya Sen highlights the importance of engaging individuals who live in the multi-faceted world of poverty daily. Speaking at the Network of Policymakers for Poverty Reduction, an Inter-American Development Bank initiative, Sen underscored that â€Å"human beings are thoroughly diverse. â€Å"You cannot draw a poverty line and then apply it across the board to everyone the same way, without taking into account personal characteristics and circumstances† (Sen, 2003). What Sen highlighted is that poverty is not a homogenous experience and therefore requires the engagement of girls and women in order to understand how poverty specifically and intimately impacts their lives . UNDP argues that in order â€Å"to break the cycle, children must be provided with †¦ a voice in the community (UNDP, 2004). And in order to understand the role and impact of social institutions, policies and culture, girls who have intimate knowledge regarding the role of such institutions, policies and culture in their lives must be heard, particularly when girls’ experiences with poverty are multi-dimensional and intersect with other forms of social exclusion including ethnicity, disability, sexuality or spatial disadvantage (Jones et al. , 2010). In order to highlight the multi-dimensional reality of poverty experienced by girls, quality of life indicators could be designed to highlight the obstacles that are present in girls’ 17 ives at specific junctures that prevent girls from furthering their goal of exiting a life of poverty. Quality of life indicators would be ideally drafted in conjunction with girls living with abject poverty. These indicators would continue to provide decision makers and researches increased insight towards the root causes of poverty for girls. The girls’ participation through the use of visual methodologies to raise issues and seek solutions in their own community cannot be overlooked. It should be encouraged. For empowerment to become a part of these girls lives, there are a number of conditions that should be part of their lives. The girls must have consistent voice and space to reflect on their lives, challenges, strengths and ideas for solutions. There must be opportunities for contributions made by girls coming out of their own authentic experiences and presented to decision makers in order to develop dependable and relevant policies. As such, girls should be engaged in the entire process from identifying issues to prioritizing them to proposing solutions. The girls should not have token representation or be solely seen as providers of information. Otherwise, we will risk losing valuable information that comes as a result of their intimate experience with complex and multiple challenges related to abject intergenerational poverty that is notably part of their daily reality and not ours. It cannot be overstated that girls’ voices need to be heard and included in decision making to ensure that policies being developed are relevant to their lives and lead to dependable development and a higher quality of life for the girls and their succeeding generations. Acknowledging The Role Of Culture In Girlhood Poverty As highlighted by the girls, cultural norms, values and expectations are also a root cause that ensures that girls will remain the face of inter-generational poverty. Without incorporating culture as a distinct and critical category in relation to addressing gender inequality and disempowerment that currently exists and has existed for females for centuries, it will be challenging if not impossible for countries to achieve the goal of gender equality, empowerment and poverty alleviation for girls. At the local level, it would be important to identify internal gatekeepers noted by girls and their role in preventing girls from exiting a life of poverty. It would also be of value to include civil society and community leaders when designing gender equality and empowerment strategies and policies particularly in relation to cultural norms and values. Girl Development Rank In order to capture the unique obstacles faced by girls living with poverty, a tool should be developed to capture the girls’ diverse needs, strengths and ideas for solution. I am proposing a tool I have termed Girl Development Rank for the purposes of dialogue. The Girl Development Rank (Sajan Virgi, 2011) would be tool designed to increase our understanding of barriers that are present for girls living with poverty during their unique development years as they attempt to negotiate a higher quality of life. The development years as noted earlier are years in which girls have the opportunity to achieve maximum 18 intellectual, physical, social and emotional development. Since there is an absence of age and sex disaggregated data that holistically captures the diverse obstacles related to feminization of poverty, the Girl Development Rank would be designed to capture obstacles giving rise to gender inequality and the affects of cultural norms and values. Since the Girl Development Rank would identify the barriers experienced by girls living with poverty, it would also be used to develop high-impact solutions related to alleviating girlhood poverty. The Girl Development Rank could have age categories as follows: 0 2; 3 – 6; 7 – 10 and 11 – 15. The rank would be designed to measure quality of life including access to basic necessities including sanitation, water, nutrition, health and education. The Girl Development Rank would be a live tool evolving to meet the needs being identified by girls living with poverty. With respect to education for example, using the stories shared by the girls, it would seek to capture access, retention and completion. In addition, literacy would be included both in the primary and secondary language used for education and business. Time in relation to responsibilities in the home and field would be measured. Creative ways of measuring status, voice, agency would also need to be explored. Measuring a change in cultural, societal norms and traditions may be challenging. However, indicators outlining how political and legal reforms are responding to issues related to identity cards, inheritance, violence and child marriages could be used as key success indicators. An educational curriculum that demonstrates gender equality would also be an important indicator for a change in societal and cultural norms. Laws that are enforced which prohibit child marriages and violence perpetuated against girls will be strong indicators to demonstrate a change in cultural and societal values. Finally, the employment opportunities afforded to young women would be a strong indicator of gender equality. To better understand how pervasive the problem is from an age perspective, it would be important to include age-disaggregated data for all relevant indicators. CONCLUSION What is needed from researchers, decisions makers, donors, NGOs and governments in order to achieve a higher quality of life for girls is a ‘shift in our paradigm’ (Greene et al. 2009) from working for girls to working with them in partnership. It starts by listening to girls, identifying root causes, gaining deeper insight into their unique life experiences, understanding their needs, dreams and then enabling them to realize their potential. By engaging girls, enabling them to become part of the solution process, they wil l learn skills that are essential for moving their lives from abject poverty to a higher quality of life. It will only be through engagement that their voices will become stronger and more confident. In turn policies inclusive of girls’ input will have a great chance for optimum success enabling abject poverty to eventually become a distant memory (Greene et al. , 2009). The challenge before researchers, decisions makers, donors, NGOs and governments alike is to achieve this ‘shift in paradigm’, by identifying and addressing the root causes of poverty and ultimately achieve the elusive goal of releasing girls from a life of abject generational poverty permanently. 19 Notes Although I was not able to gather specific data on the community, discussions with school personnel and the girls indicate high levels of unemployment, female-led households which tend to have lower incomes, and illness. The girls throughout the research spoke in Portuguese. The comments made by the girls were translated into English and verified by the participants. iii ii i The girls’ names have been changed in order to protect their identity. Racism free essay sample Racism has been around for a long time. Dating back to the 17th century and continuing on through the 1960’s, and even into today. It has been a major issue since the colonial and slave era has existed. There were many rules regarding whom could be citizens, who could vote, and who could do what and where. Slavery may have been one of racisms biggest forms but that does not stop it from continuing on today. Far too often people are stereotyped by their skin color, or how they dress and choose to act. Trayvon Martin is the epitome of these stereotypes at its best; the 17-year-old Florida boy was fatally shot in February because of his clothing†¦ a hooded sweatshirt. Stage One: Racism has been alive in America since it was founded. African-Americans have been the targets of it for most of America’s history. In the 1860’s the Jim Crow laws were passed that required separate facilities for blacks and white in all public institutions. We will write a custom essay sample on Racism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Both sides of the party observed this the blacks and the whites. African-Americans asserted the existence and offensiveness of the condition. Millions, even those who are not from our area of the world, have observed Travyon’s case. Everyone has taken offense to this specific case no matter what the skin color. Stage Two: In the past the government claimed that the laws were justified because the blacks were â€Å"separate but equal†. Today the law is involved in all sorts of hate crimes and victims of racism. When Travyon was shot many agencies responded, and it is still an on going matter. They are investigating and looking at both sides while trying to figure out what really went down. Stage Three: The African-American community asserted there claims and demands again, expressing their dissatisfaction with the public facilities the government provided which were always inferior to those provided to whites. Today the African Americans still rebuke the claims that are not fair. Victims of racism do not always get the outcome they are hoping for. Today, Travyon’s shooter remains free because no one â€Å"knows† what happened nd there is still no proof of anything. In the eyes of many, and all races, this is unjust and unfair because an innocent man was killed and no justice has been served. Stage Four: In response to the injustice of blacks, organizations known for anti-racist and civil rights activism emerge, such as the NAACP (National Association of the Advancement of Colored People). Travyon’s death will be another example in the fight against ra cism. It has sparked a new passion in the hearts of many which will lead to a bigger movement for justice and equality. It will only help to catalyze the movement of people who want to act against it and defeat it all together. The future is in are hands. Racism has come a long ways in the last few centuries and at times we thought we had conquered it. Racism is something that has been around for hundreds of years and sadly probably isn’t leaving any time soon unless we do something about it. It may take new faces and change its form but may never totally disappear. It is something that is wrong and unfair and we need to do our best to make it a better place to live.

Free Essays on Affirmative Action Term Paper

Affirmative Action Term Paper â€Å"Progress was all right; only it went on too long.† -James Thurber When the Civil Rights Act of 1964 was passed Affirmative Action was a necessary measure to promote equality in society. In those trying times minorities and women were legitimately discriminated against. A lot has changed since 1964. Women and minorities now hold positions of power in colleges and large corporations, have a voice at all levels of government, and are presented with every opportunity offered to â€Å"the majority†. Other states should follow in the footsteps of California, and remove affirmative action legislation in order to create a society that truly does not discriminate on the basis of sex, creed, color, or national origin. I firmly believe that skin color and sex should not be a factor in school admissions practices or hiring of employees. Unfortunately, minorities are still given preferential treatment on school admissions, employment, and scholarship opportunities. John Rawls and the Sophists philosophical ideas help shed light onto the issue of a ffirmative action. Their philosophies give much insight on an individuals claim to equality and liberty. Title Seven of the Civil Rights Act of 1964 as amended by the Executive Order of 1967 provided the initial basis for affirmative action in the United States. Title seven prohibits discrimination in the workplace on the basis of race, color, religion, sex, or national origin. The Equal Employment Opportunities Commission (EEOC) was created to enforce Title Seven. Title Seven was given even greater strength by the Equal Opportunity Act of 1972, which increased the coverage of the Civil Rights Act of 1964 and increased the enforcement powers of the EEOC. The Civil Service Commission was established from The Equal Opportunity Act of 1972 to review and approve equal opportunity plans and to monitor the progress of federal agencies in achieving equal opp... Free Essays on Affirmative Action Term Paper Free Essays on Affirmative Action Term Paper Affirmative Action Term Paper â€Å"Progress was all right; only it went on too long.† -James Thurber When the Civil Rights Act of 1964 was passed Affirmative Action was a necessary measure to promote equality in society. In those trying times minorities and women were legitimately discriminated against. A lot has changed since 1964. Women and minorities now hold positions of power in colleges and large corporations, have a voice at all levels of government, and are presented with every opportunity offered to â€Å"the majority†. Other states should follow in the footsteps of California, and remove affirmative action legislation in order to create a society that truly does not discriminate on the basis of sex, creed, color, or national origin. I firmly believe that skin color and sex should not be a factor in school admissions practices or hiring of employees. Unfortunately, minorities are still given preferential treatment on school admissions, employment, and scholarship opportunities. John Rawls and the Sophists philosophical ideas help shed light onto the issue of affirmative action. Their philosophies give much insight on an individuals claim to equality and liberty. Title Seven of the Civil Rights Act of 1964 as amended by the Executive Order of 1967 provided the initial basis for affirmative action in the United States. Title seven prohibits discrimination in the workplace on the basis of race, color, religion, sex, or national origin. The Equal Employment Opportunities Commission (EEOC) was created to enforce Title Seven. Title Seven was given even greater strength by the Equal Opportunity Act of 1972, which increased the coverage of the Civil Rights Act of 1964 and increased the enforcement powers of the EEOC. The Civil Service Commission was established from The Equal Opportunity Act of 1972 to review and approve equal opportunity plans and to monitor the progress of federal agencies in achieving equal opp...

Perspectives on Special Education Needs and Disabilities Essay

Perspectives on Special Education Needs and Disabilities - Essay Example ith students with learning disabilities has also indicated that a recognition of and capitalization on their specific strengths of mind fosters their development, whereas a focus on their specific weaknesses compromises their development. This would be a good guiding principle when dealing with children with all kinds of disabilities. In doing so, their self-esteem is built up and they are empowered to push themselves towards their optimal potentials. Studies such as Levine’s among others have encouraged the provision of education of children with disabilities in order to optimize their potentials. The Salamanca Statement has been influential in that all children have the right to receive an education regardless of their culture and social background (UNESCO, 2005). Concern for children with disabilities has already spread in the UK from the 1970’s thanks to some advocates such as Mary Warnock who raised the issues on helping children with SEN. The Warnock Report in the year 1978 was developed to appraise the provision for children with psychological as well as physical disabilities. The report had sponsored various ranges of abilities, from low-functioning to high functioning, of special needs for children. The report laid the foundations for the issuance of statements of special education need in the UK. Warnock’s committee found that 20% of children in schools have SEN but 2% of this group may need more elaborate services that are not offered by the mainstream school system. Hence, they need to be diagnosed, issued a statement that they are entitled to special needs provision (Douglas Silas Solicitors, 2010). The Warnock Report paved the way for the â€Å"Education Act† which was imposed in the year 1983. This act presented different methods to the description... This paper stresses that in terms of gaining academic skills, one intervention is class-wide peer tutoring. Students are paired, provided the curriculum materials and take turns tutoring each other. To further reinforce the effectiveness of peer tutoring, points may be earned for correct answers, successful error correction and correct procedures. Another strategy is instructional modification wherein the student’s tasks are modified into shorter ones so he can easily complete them because they are more manageable and not overwhelming for his challenged attention span. Finally, computer-assisted instruction, a popular intervention among students today, makes use of computer-based software programs designed to supplement the teacher’s instruction while providing additional academic material. All these interventions have been found to decrease inattentiveness of students with ADHD as well as help them complete their tasks with more accuracy. It has also been found to decr ease hyperactivity, disruptive behavior and increase their compliance to directions. This report makes a conclusion that children with special education needs and disabilities are fortunate to live in an age where their conditions are better understood so there is more likelihood that they will be helped. It is heartening that people from various disciplines as well as the government are concerned enough to reach out to children like them so he can still maximize his potentials, no matter how limited they may be.

Critically assess the changing relationships between TNCs and nation Essay - 1

Critically assess the changing relationships between TNCs and nation states, comparing their respective roles, objectives, flexibility and power - Essay Example In a recent attempt, globalization has been described as â€Å"a process that encompasses the causes, course, and consequences of transnational and trans-cultural integration of human and non-human activities† (Al-Rodhan and Stoudmann, 2006). Information technology (IT) has played a very important role in the globalization of economies across the world. Improvements in information technology from the early 90’s and the growth of disruptive internet technology, computer hardware and software have made it easier for both business enterprises and common people to access information. It has turned the world into a small global village. Improvements in technology have brought down the cost of doing business by all sectors of the economy and contributed in their efficiency gain. Information technology has made it easier for companies to restructure their business practices by modifying their inventory management system and â€Å"just-in-time† production technologies. Nation states have been described as a state which has the basic function of creating a cultural self-identity based on the strength of its national identity. It has been argued that the very creation of the nation state is a type of an invention that signifies a combination of nation and a state. A nation state is connected in terms of its nationality, social and cultural aspects and a strongly organized political system that works in best interest of the nation. The role of the nation state has changed considerably in the era of globalization. In the modern era, the role of the nation state has changed from that of a chief political organization. In the present times they are adapting themselves to become the singular units that can meet the needs of its local people at a time when world economies are integrating strongly. In a research that has been conducted by Zhou (2011) it has been highlighted that sovereignty of nation state has become more complex, conditional and

Bru Tripura Vision Essay Example for Free

Bru Tripura Vision Essay According to the legends one of the Tripuri prince was expatriated by the king, who along with his followers migrated to the Mayani Thalang area of Lushai hills and founded a state over there. He proclaim as king of the state and the descendant of the exiled Tripuri prince ruled over the state for generations. In due course of time there was no heir to succeed the throne, which lead to anarchy in the kingdom. Owing to some internal feud and vendetta four chief of the sub tribes, namely Twikluha, Yongsika, Paisika, Tuibruha and their entourage left their hearth and home and migrated through Chittagong to the state of Tripura centuries ago. These Reang chiefs could not climb up the Dombur hill peak for two consecutive times and succeeded in third times. Mahendra Manikya was at the throne of Tripura kingdom. After reaching to the capital, these chiefs tried to persuade the ministers and other bureaucrats to give them permission to meet the king and submit their memorandum but was not successful in doing so. By then they have exhausted whatever food and edible they had brought with them and suffered a lot. They were very sad and disheartened by this. They were determined to send the message of their arrival to the king anyhow. In order to send information to the king they broke the dam of the river Gumti where worship was going on at that time. This was a serious crime and all of them were brought before the king. The king ordered them capital punishment. Somehow this news came to Queen Gunoboti. The chiefs prayed in front of the queen who after persuading the king motivated to forgive these chiefs of their crime, who letter forgave them. Since then the Reangs became very obedient and loyal to the queen and throne of Tripura. It is said that the ueen Gunoboti fed these chiefs with her breast milk in a big pan of brass, which is still intact with Ktordofa, which was gifted by the queen. The queen gifted many other valuable things, which were carefully preserved by Reangs till date. Historical Population figures In 1971 the Riang were the second largest of the scheduled tribes in Tripura. There were 64,722 people counted in the Riang tribe in Tripura that year. In 1961 the Riang had numbered 56,597 and in 19 51 they had numbered 8,471. [1] According to the 2001 census, there were 165,103 Reang in Tripura. Meska and Molsoi groups The Reang clans are divided into two groups: 1. Meska, 2. Molsoi. The Meska Group The Meska group is divided into seven sub groups or dopha, these are as follows: 1. Meska :- Meskameans the lemon tree in in kau bru language. 2. Msa :- Msa means tiger in Kau bru. It is said that the fore-father of this dopha was brought up by a tigress in his child hood like the Romulus and Ramous of ancient Rome. 3. Chorkhi :- Chorkhi means Spinning wheel in Kau bru, it is said that one Reang chief was speaking obscene about his daughter-in-law, when his friends started spinning the spinning wheel to musk the obscene of the chiefs. So the descendant are named after the chorkhi. 4. Raikchaoh :- Rai means cane in Kaubru, kchaoh means red in Kaubru; it is said that the fore-father of this dofa used to wear cane made red colour armlet. 5. wairem :- wai means tie, rem means mix/hybrid in Reanglanguage. It is said that they are descendant of Reang man and Kuki woman. 6. Tauma yakcho :- Tauma means hen, yakcho means toeless; the toes of the fore-fathers of this dopha resembled to that of hen. 7. Tuimuiyaphaoh :- Tuimayaphaoh means tortoise in Reang dialect, the fore-father of this dopha were suffering from white patches like the tortoise chest. The Molsoi Group The Molsoi group is sub-divided into six groups, which are as follows: 1. Molsoi :- Molsoi is the derivative of msoi which means msoi in Kaubru. Their fore-fathers first settled in the deer dominated green valley. Since they were called in that name. 2. Apeto :- Apeto is a type of fish in Kaubru. The fore-fathers belly was big like the belly of Apet fish. 3. Nouhkham :- Nouh means house, kham means burnt in Kaubru; once the fore-father of this dophas house were burnt to ashes since then they were termed in this name. 4. Chongpreng :- Chongpreng is a type of musical instrument, it is said that the fore-father of this dopha used to survive by playing this musical instrument as they were suffering from gungri disease. 5. Yaohstam :- Yaohstam means ring of finger, it is said that the fore-father of this dopha used to used to wear ring and used to display proudly to others. This dopha has been in extinct at present. 6. Reang kachko :- Kachko means chief in Kokborok, the fore-father of this dopha were chiefs of Reang. Ktor Dopha In the above thirteen dophas or sub-groups of the Reangs there are 26 chiefs or heads, who are designated as Kotor Dopha. Kotor means head and dopha means clan or group. The chiefs are divided into two categories: * Rai, and * Kaskau. Rai and his subordinates chiefs * Rai :- Rai means Raja or chief of the sub group is bestowed as Rai. * Chapiya Khan :- Crown Rai. * Chapiya :- Crown Chapiya Khan. * Dor kalim :- He is the priest of Rai. * Doloi :- Helper of Rai. * Bandari :- Store keeper of Rai. * Kanda :- Servant and holder of umbrella of Rai. * Doya Hajari:- Drum player. * Muriya :- Trumpet player. * Dugria :- Helper in of priest. * Dauwa :- Arranger of puja, or worshiping. Siakrak :- distributor of prasad, that is the sacrificial animal meat. Kaskau and his sub ordinate chiefs * Kaskau :- The chief minister of the sub-group is bestowed as Kaskau. * Yaksung :- He is the assistant of chief minister. * Hajra :- Servant of Kaskau. * Kangreng :- Umbrella holder of Kaskau. * Kormo : Servant of Yaksung. * Khan Galim: Umbrella holder of Yaksung. * Khandol :- The collector of food and other required articles. P eople of Kotor Dopha are exempted from paying taxes to the king. Occupation, culture and custom The Reangs are primarily an agriculturist tribe. In the past they mostly used to practise the Huk or Jhum cultivation, like most other Tripuri tribes. But now shifted to modern agricultural practice. Most of the educated are employed in government job and many are occupying very high post in administration. Some have also started doing business also. Marriage system The Reang is an endogamous tribe and had very little contact with the Bengali or other sub-tribe of Tripuri. But since the beginning of nineteen century there has been some inter tribe marriages and inter-caste wedding among them. The marriage system is similar to other Tripuri tribe of Tripura. There is no dowry system but the bride-groom has to spend to father-in-laws house for two years before marriage is performed. There are two types of marriages;but nowadays the system to spend to father-in-laws house is no mandatory. Haloksai, and Haloksam. Parallel cousin marriage is prevalent but declining. Cross cousin marriage among the Reang is accidental. Child marriage is not allowed, widow marriage is permitted. Widows are prohibited to wear ornaments before one year is passed after the death of husbands. Widow and widower are forbidden to participate any entertaining and enjoying programme or activity or attending such activity within one year of death of their spouses. Remarriage of widow and widower are allowed after one year of death of the spouse. Monogamy is the present day practice of the society. Marriage is arranged through the matchmaker Andra, who goes to the prospective brides parent for negotiation. Then the brides party is invited to finalise the marriage in Kokswmgma, while pork, fowl, rice, rice beer are served. Marriage is settled to the satisfaction of both the party. The Okchai performs the wedding ceremony on the nuptial day fixed. The Reang widower is not permitted to get marry to an unmarried virgin girl. The Reang marriage bond is very strong and Reang men cannot divorce without the consent of wife. If any Reang is alleged for extramarital relationship and found to be true then they are dealt with strict punishment and heavy penalty is imposed upon. Dress and ornaments The traditional dress of the Reang is simple and plain like other Tripuri people. Traditionally the men wear a hand woven loin cloth and a piece of cloth as a wrapper for upper portion. The women wear a long cloth called Rnai, a wraparound; from the waist to down to the knees. A Rsa, covering the chest, and Rikatouh for covering the whole upper half of the body, wears the upper part of the body. These are woven by the Reang women, which are colourful and very beauty full. But nowadays the educated mass are wearing all the modern dresses like any other part of the world. The Reang women are very fond of personal decoration and take much care for the makeup and hair-do. They love like other Tripuri people, ornaments, flowers, and cosmetics. Silver ornaments especially the necklace of silver coins, the Rangbauk have a pride of place and status. Dance and music It is very much integral part of the Reangs daily life. No other Tripuri people are so fond of dance like them. As a result the Hojagiri folk dance of Riang sub tribe had attained achieved acclaim all over the world. Hozagiri Dance is the most famous dance of the reang community. While the theme of the dance remains almost to be the same as of other tribes, the dance form of the Reang community is quite different from others. The movement of hands or even the upper part of the body is somewhat restricted, whereas the movement beginning from their waist down to their feet creates a wonderful wave. Standing on an earthen pitcher with a bottle on the head and a lighted lamp on it, when the Reang belle dance twisting rhythmically the lower part of the body, the dance bewilders the onlookers. The Reangs also use the musical Instruments like Khamb, Flute made of bamboo and bamboo cymbal. The Reang women prefer to put on black Pachra and Rsa. Reang women put on coins ring, which generally covers their entire upper body. They also put on rings made of coin in their ears. They are fond of fragrant flowers as ornaments to metal things Customs Most of the disputed and differences are settled by the people of Kotor dofa, that is by the Rai and Kasko of respective sub tribe. It is done through the customary law of the Reangs. Whenever a disputes arise in the between the member of the community, a meeting is called by the Rai. All relevant arguments are heard and then justice is done according to the principle of natural justice. Whatever verdict or punishment is pronounced in the judgment it is implemented with firm hand and payments of penalty etc. re made then and there. Religious belief and practices Majority of the Reang in Tripura adhere to Vaishnav Hinduism. They claim Kshatriya status. A growing number of Christians, almost all of them Baptists, exists in both Tripura and Mizoram. In 1943, the Reang were subjected to forcible conversions during the rebellion by Ratanmani Noatia. During the end of 2 0th century, they were again subjected to religious violence in Mizoram by the Baptists. [3] Like other Tripuri people they also believe in many god and goddess. The centre figures are those of fourteen gods and goddess of Tripura. Their important festivals are same those of prevailing in Tripura. These are Ker, Gonga mwtai, Goria, Chitragupra, Hojagiri, Katangi puja, Lampra uathop. The religious observance are community in nature, and each family has to contribute his part of share of payment. It is called as Khain. All the religious festivals are arranged with the prior meeting of chiefs. In such meetings political, social, and religious matters of importance are discussed and decided by the majority of the meeting. The deities of the Reangs are similar those of other Tripuri people. These are: * Sibrai, the supreme deity or Mtai Ktor Tuima, the presiding deity of river, * Mainouhma, the goddess of paddy, * Khuluhma, the goddess of cotton, * Goroia, the god of wealth prosperity well being and war, * Kalaia, brother of Goria, * Sangrongma, the deity of mother earth, * Hathaikchuma, the goddess of hill, * Buraha, the god of jungle, * Thuhnairou, the god of death, * Bonirou, the god of evil spirit, * Nouhsuma, t he goddess of house holds. Worshipping of the deities The worship of different deities are similar to the main-stream Tripuri people. Aokchai, the priest performs all the ceremony along with his helper. The green bamboo pole is used as deity in most on the cases. Different types of life stock like fowl, pig, goat eggs, etc. are offered in the worship. The place of worship is selected out side of the houses. Where the offerings are dedicated in the names of the deities in front of the wathop, green bamboo pole, the symbol of god. But the Rangtouk and Nouhsuma puja is held inside the house only. Two earthen pots are filled with newly grown rice and at top of the pot some oval pebbles collected from huk specially. The pebbles are called the fortune stone. And the pots (Rongtuk) are decorated with the rice powder, vermilion, and garlands. One is named Mainouhgma, the other as Khuluhgma. Rituals on birth of a baby On the birth of baby many pujas are observed. These are Kebengma, Abu suma, Khongkhonok kama, Maitukma etc. for the welfare of the baby. The fowl, prawn, several leaves of trees are needed. When the child grows up special form of worship has to be performed. Bukhuksini the seven-gurdian deities of witches are pleased with sacrifice of a pig, four fowls, and other things beside. Ceremony on death The mortal remains are cremated. The obsequies is done in two stages: Broksakami and Kthuinaimo. Broksakami When a person dies his corpse is first bathed with the Chobtui that is alkali water or soap . After that he is dressed with new clean Rikatouh, head is dressed with another piece of rikatouh like the headgear. In case of woman rnai and rsa. Then a fowl is sacrificed in front of the feet of the corpse. Later on an earthen pot filled with mean and rice placed at the feat of the deceased and it is followed by dance rituals throughout the night. Rice bear is distributed to all the mourners excepting the family members of the deceased. The next morning the body is laid to rest on pyre and cremated usually near a stream. Kthoinaimo It is a ritual connected with the respectful and well wishing offering to the manes. Laotou or the soul deceased remains under the control of the Sisimangi, the son of Buraha , for a year and it is said that Sisimangi is the protector of the soul. On the day of the kathainaimi the widow of the deceased offers dried rice, meat, fish, fruits, and wine in the name of Laotau and Sisimangi, on the smangnouk , then taking the burnt bones or ashes go to the charainok. It is worshiped for over a period of one year or he next hangrai, when it is immersed in any river or in Gomati River at Dumbur,or Ganga, according to the ability of the family. In short the religious culture of the Reang is similar to that of other Tripuri or the Tripuras other cast Hindu . Posted by BRU at 04:37 Email ThisBlogThis! Share to TwitterShare to Facebook No comments: Post a Comment Newer Post Home Subscribe to: Post Comments (Atom) Followers Blog Archive * ? 2011 (20) * ; December (6) * ; November (12) * ? October (2) * HISTORICAL BACKGROUND OF TRIPURA * Demography of Reangs History About Me BRU View my complete profile | | Simple template. Powered by Blogger.