Past Participles in Spanish

Past Participles in Spanish In both Spanish and English, past participles can come in handy. Not only can they be used as parts of verbs (and not just for speaking about the past), they can also be adjectives. Past Participles Behave Similarly in Spanish and English The past participles in the two languages have similar origins, so they are not only similar in function, but also vaguely similar in the way they are formed. In English, the past participle for regular verbs is formed by adding -ed to the end. In Spanish, the past participle for regular verbs is formed by adding -ado to the stem of -ar verbs or -ido to the stem of -er or -ir verbs. To use a few examples of words that are similar in both languages, the past participle of to select is selected, and the past participle of seleccionar is seleccionado. The past participle of to exert is exerted; the Spanish equivalents are ejercer and ejercido. And just as the past participle of to comprehend is comprehended, the past participle of comprender is comprendido. Unfortunately for the learner, both languages have a fair number of irregular past participles that dont always seem logical, and these need to be learned individually. (Examples of irregular English participles are broken, said and gone.) Among the common Spanish irregular participles are abierto (opened, from abrir, to open), dicho (said, from decir, to say), escrito (written, from escribir, to write), hecho (done or made, from hacer, to make or to do), puesto (put, from poner, to put) and visto (seen, from ver, to see). Following are some of the ways past participles are used: Using Past Participles To Form Perfect Tenses As a verb form, the most common use of the past participle in the two languages is to form what are known as the perfect tenses (they are called perfect because they refer to actions that have been or will be completed). In English, the perfect tenses are those formed by using a form of the auxiliary verb to have and following it with the past participle; in Spanish, theyre formed by using a conjugated form of haber (again, haber and this usage of to have come from similar origins) and following it with the past participle. (Note: If youre a beginner, the following examples may use some verb forms and tenses you havent learned yet. You dont need to learn them to understand the examples; what is important now is to learn how the past participle is used.) He ido. (I have gone.)Habr salido. (He will have left.)Habà ­a estado enferma. (She had been sick.)Habrà ­a trabajado. (I would have worked.) Using Past Participles To Form Adjectives As in English, many past participles can be used as adjectives. As adjectives, they agree with the nouns they describe in both number and gender; plurals have an s added, and in the feminine form the final o is changed to a. Because of differences in which participles can be used as adjectives, the Spanish participles cant always be translated directly to English as an adjective. Hay tres personas heridas. (There are three wounded people.)La oficina tiene dos puertas abiertas. (The office has two open doors.)Estamos cansados. (Were tired.)Comprà © la casa renovada. (I bought the renovated house.)Los viajeros llegados fueron al restaurante. (The passengers who had arrived went to the restaurant. The arriving passengers went to the restaurant.)La ventana est rota. (The window is broken.) Using Past Participles for Passive Sentences Just as the passive voice in English can be formed by following to be with a past participle, the same can be done in Spanish by using a form of ser followed by the past participle. This construction should not be overused, as it is much less common in Spanish than in English, and it is even less common in speech than in writing. As the examples below show, the passive voice is a way of showing that a noun was acted upon without directly saying who or what performed the action. In such sentences, the past participle functions like an adjective in that it agrees with the subject in both number and gender. Fue descubierto. (It was discovered.)Fueron descubiertos. (They were discovered.)El libro ser publicado. (The book will be published.)La cancià ³n ser grabada. (The song will be recorded.)Los nià ±os sern vistos. (The children will be seen.)Las nià ±as sern vistas. (The girls will be seen.)

Summary Essay Example | Topics and Well Written Essays - 750 words - 26

Summary - Essay Example However, many people have questioned the reality of the zero-hours working arrangement concept. To start with, there have been serious concerns about the zero-hours work arrangement. Firstly, there was a serious problem with the arrangement considering the requirement for employees to be present at work premises. Some employers only paid for the time that workers were actively working. This was a problem because this arrangement favored the employers only since employees could do nothing with the unpaid time that was spend at the employers premises (CIPDa, 2013). This problem was solved through legal regulations leading to the reduction of zero-hours work arrangement. However, the concept of zero-hours working contract has been shown to develop popularity in the recent years. Secondly, there has been a concern about employment rights and benefits to the employees working under the zero-hours work arrangement. Under this arrangement, many employees are not entitled to benefits such as work service on retirement. Finally, there is a concern about financial insecurity for the employees under this system. This is because there are a lot of uncertainties considering the fact that workers get paid for work done only when they get an opportunity to work. Interestingly, zero-hours contracts, like other forms of casual work contracts, involves transfer of risks between the employers and employees. However, it is worth pointing out that employers also take some form of risk in these types of arrangements because employees may not be available at the time of need (CIPD, 2013). This is in contrast to the permanent forms of employment contracts where there is mutual agreement between the employer and employee depending on the bargaining powers of each party. On the other hand, leaders express different opinions concerning the Zero-hours contracts work arrangement. This is evidenced by the different feedbacks from leaders interviewed in the BBC News. During the

Wireless Security Policy Assignment Example | Topics and Well Written Essays - 1250 words

Wireless Security Policy - Assignment Example The implementation and administration of radio communication in the wireless networks occurs at the physical layer of the Open Systems Interconnection, or OSI, model (Rus & Donohue, 2010). This paper will address a wireless security policy for a medium sized banking organization, highlighting the policy overview, purpose, scope, applicability and security requirements. It will also address wireless network requirements, device requirements, standards supported by the organization, ethical guidelines and policy enforcement. Wireless Security Policy Overview Wireless networks occur in various forms, which are wireless PAN (WPAN), wireless LAN (WLAN), wireless WAN (WWAN), wireless MAN (WMAN), wireless mesh networks and cellular networks. Devices in relatively small physical areas are connected through WPAN. WLANs link several devices over short distances via wireless distribution methods such as internet access points, allowing users connection and mobility simultaneously. WMANs link a number of WLANs while WWANs cover large geographical areas, like neighboring cities and towns. For a banking organization, policies create a foundation on which all security initiatives are built. Therefore, the bank needs to come up with standards and policies on data integrity and confidentiality while putting into consideration security levels imposed by government regulation (NIST, 2003). Purpose and Scope The key purpose of wireless network security in a bank is to allow employees freedom of mobility while accessing the network to deliver better customer service without compromising the confidentiality of both the customers’ and the organization’s information (Goldsmith, 2005). The security measures implemented should protect the wireless signals from their vulnerability to eavesdropping and meet audit requirements. Since standards for wireless network security emerge and evolve continuously with technological developments, the bank must keep abreast with the chan ges to avoid being exposed to reputation and strategic risks. The bank’s ability to avoid or manage the risks is dependent on the effectiveness of its management and board oversight; effectiveness of procedures and policies to implement and run wireless projects; the network’s capacity and reliability; the business continuity plan’s adequacy; and the actions taken to monitor undesirable events. Applicability The applicability of the security system should accord clients seamless interactions with the bank and their accounts. This means it must be structured specifically for the requirements of non-company users while prohibiting incidents such as personal use by employees or sending financial records over the network. Although WLANs typically provide unrestricted access to the Internet and an organization’s entire network, the bank should consider blocking its wireless subnets from its Intranet and intranet. It must be specified who has the authority to u se the WLAN as well as their level of access. Regardless of the way access is allowed, it is essential that the scope of access is determined and defined clearly in the bank’s wireless security policy and implementation (Pahlavan & Krishnamurthy, 2009). The CEO and the head of the technical department should be the only ones with exclusive access to critical information, and the policy should also stipulate that access by one of them should be known by the other. Wireless Network Security Requirements The internal department that will be given the responsibility of deploying the wireless access points (WAPs) and the devices, also known as stations, to be used within the network, should also be determined.

Critically evaluate the above statement, explaining the various legal Essay - 1

Critically evaluate the above statement, explaining the various legal implications and legislative concerns of e-commerce which deserve a greater attention from business regulators and law legislators - Essay Example Increased individual autonomy for shoppers poses questions on the legal validity of contracts. The convenience of buying goods or services from any part of the world affects the enforceability of transactions especially when disputes arise. Likewise, increased liberty may expose consumers to infringement of rights to privacy. It is critical for legal stakeholders to familiarise themselves with these legal concerns in order to guard against loss of business due to these issues. One of the primary challenges in handling ecommerce transactions is the lack of physical signatures. E-commerce transactions take place without paper or other physical representations of transactions. In traditional business settings, handwritten signatures authenticate contracts by providing a unique form of identification for the signee (Chaudhury and Jean-Pierre, 2002). They also assist in showing the association between the person and the document being signed. Traditional signatures are highly useful in proving that the signee was actually involved in the transaction. E commerce also has its own form of authentication called the electronic signature. Sometimes it is in the form of a secret code, a pin number, a typed name or a scanned image of one’s handwritten signature (Frieden and Sean Patrick, 2006). Digital signatures may also be used; these ones come in the form of encrypted messages that only respond to a specific key when being decrypted. The latter form is highly secure in comparison to other electronic signatures. Regardless of the type of signatures chosen, certain legal implications still exist. Stakeholders are yet to decide on the circumstances in which electronic signatures ought to be trusted. Furthermore, it is still unclear whether these signatures hold the same weight as traditional ones. Some signatures seem to hold greater authenticity than others. Business persons are still

Educational Status of Women in India

Educational Status of Women in India INTRODUCTION Education and literacy can be viewed as essential prerequisites for the full integration of women into the social and economic life of the nation. Apart from providing greater opportunity for employment in the skilled and prestigious high-income jobs, female education and training have important consequences for the whole familys welfare, as well as for its individual members. Where the mother of the household has above average education she is more likely to enter the labour market and use her supplementary income to raise the standard of well-being of the family. In addition, most studies from around the world have found a relationship that is inverse between a womans education and her fertility, and that is positive between her education and the early survival chances of her child (Ghazi, 1985). A childs academic achievement is also likely to be closely associated with its mothers level of schooling. The educational status of women therefore is the key indicator of the stage of so cietal development and the potential for progressive change. Literacy is an important indicator of development among tribal groups. Among women in general, high literacy rates lead to lower infant mortality rates (Kingdon, 1999; World Bank, 1997), reduce the number of pregnancies and enhance the status of women both in domestic life and society. Additionally, the mothers literacy status and educational attainment have significantly positive effects on the childs human capital attainment (Sengupta and Guha, 2002; Colclough, 1982). The tribal population, in general, lags behind the Hindus and the Scheduled Caste population both in literacy and educational attainment. This discrepancy in human capital attainment between the mainstream population and the tribes is particularly marked among tribal women. However, the literacy rates for scheduled tribes in India have also improved substantially from 1961 (8.54 per cent) to 2001 (47.10 per cent) for both males (13.04 per cent to 59.17 per cent) and females (2.89 per cent to 34.76 per cent) respective ly. OBJECTIVE OF THE STUDY The present paper aims to focus on the educational status of Muthuvan women belonging to the state of Kerala. THE STUDY POPULATION The tribes under study are known as Muthuvans who are residing in the Chinnar Wild Life Sanctuary in Devikulam taluk of the Idukki district in Kerala. The Muthuvan settlements are located in the interior of the forest. To reach the Muthuvan settlements are too difficult because of the segregated nature of settlements in the interior forest. Necessary and relevant information was collected from three Muthuvan villages in the Sanctuary namely Eruttalakudi, Puthukudi, and Fifth Mile. The study generates ethnographic data through secondary sources, participant observation, orally conveyed memories, personal observations and interviews. In the 2001 census report the population of Muthuvan tribe is clubbed with the Mudugar tribe of Wayanad district therefore does not give the correct population of both these tribes. The population size of Muthuvan/Mudugar tribe has been given as 21000. The Muthuvans are settled agriculturalists, cultivating lemon grass, ragi, maize, beans, sweet potato and other allied vegetables. Their chief food items are ragi and rice with leaves and vegetables. Each household produce their food. LITERACY LEVEL OF TRIBES IN KERALA In all the five year plans, priority was given to educational development of the Scheduled Tribes. The main reason for the very slow spread of education among the Scheduled Tribes is the peculiar nature of their habitation. Majority of the Scheduled Tribes are living in remote areas far away from educational institutions. The socio-economic condition prevailing in the tribal settlements are not conducive for studies. Lacks of sufficient educational institutions in tribal areas, their poverty etc, curtailed effective educational development among Scheduled Tribes. However, the literacy rate of the tribes in Kerala (64.9 per cent) is far ahead of the tribal areas in India (47.10 per cent) and even higher than the literacy rate of the total population of the country (64.8 per cent). The Muthuvans are very poor. Many of the students discontinue schools at Primary and Middle school due to financial difficulties. Though the state and central government is providing enough financial assistance in the form of scholarship, free boarding, lodging facilities, provision to text books and mid-day meals in primary schools, stipend and hostel facilities, not many tribal children are attracted to education. The Muthuvans have not been earning much to educate themselves. Their cultural surrounding and poverty creates hindrances in the process of their education. NON-FORMAL EDUCATION AMONG THE MUTHUVANS Among the Muthuvans the dormitories were a kind of training institution for unmarried boys and girls. It is in this Chaavati (male dormitory) and Kumari Madam ( girls dormitory) that the traditions were passed from mouth to mouth, from older age group to youths and from youths to younger ones. The parents and the elders of the village initiate the child into different customs and traditions of their community and group. The dormitory system exist as a kind of school where the Muthuvan youths of either sex learn how to perform their conjugal and social duties as also the lore of the clan. These Muthuvan dormitories are chiefly meant for imparting social education to the Muthuvan children. Muthuvan dormitory especially the Chaavati functions as if it is a club, a place for juvenile happiness, a non-formal school, and also a training center for children for making the Muthuvan boys as mature community members. At least up to the second quarter of the 20th century Muthuvans had both male and female dormitories (Krishna Iyer, 1939; Luiz, 1962) to train their youths to a useful and mature community member. But now the female dormitories (kumari madam- where kumari indicate the young unmarried-girls, madam indicates dwelling) had undergone a process of decay. The Muthuvan dormitory (Chaavati) acts as a club for members to come together to share traditional experience. Their folk-tales, folk-songs and folk dances reveals lessons in different agricultural operations, hunting, wood cutting, honey collection, and in economic pursuits. These stories and anecdotes speak about sanctity of Muthuvan discipline, social approbation, social justice, law and order in their community. Chaavati enables them to get to know how to protect the community by learning the ways of defence against animal raids and enemy attacks, teaches them how to be useful for the community through co-operative labour, enables to know the community rituals and rites and also how to participate in them, provides an avenue to be community conscious and corporate in their feelings and actions thus making them responsible to the community. Members are also taught how to make fishing nets, traps, mats, ornaments etc., whereas in formal schools this kind of activities are absolutel y not seen and home could not attract the Muthuvan children. From the dormitory, each Muthuvan acquire the knowledge about the flora and fauna, the forest track path, medicinal plants for various diseases and so on. In the Chaavati Muthuvan children are properly educated in order to face future eventualities of life and cope ages with the cultural requirements. FORMAL EDUCATION Formal education is considered as important tools for social change and development. Formal education can be broadly divided in to two, primary and secondary education. Primary education is intended for all children aged between 4 years to 12 years where as secondary education is provided for children aged 12 years and above. In general any type of education oral or written is the action of developing the individual mentally and morally. For primary education in all the study villages government established primary schools with a single hut class room which will house all the students up to IV standard, handled by a single teacher. Muthuvans send their children to school up to primary level. To attract the children to school, government provides many facilities for students in primary level. All students in the primary school are provided with book, pencils, and slates for free of cost. Government also provided mid-day meal to all students in the primary level. In mid day meal per day 150 gram rice and 30 gram dal and 2 eggs in a week are provided. Children above the IV standard will be sent to the tribal hostels and tribal schools away in the block or district headquarters. But once they come for vacation, majority of them never return to hostels. The strange life style and schedule at the hostel, being away from the parents and the village, missing all the cultural and social freedom, all these make them quit the hostels and keep them still close to illiteracy. Like any other people they too feel comfortable to speak their own language and dialect, the enavan pech (our own speech). LITERACY TRENDS AMONG THE MUTHUVAN WOMEN Among the Muthuvans the demand for education is much lower than as compared to other tribes in Kerala. Muthuvan women have to work in order to cope with their daily living and do not place a high value on education. Additionally, in the remote Muthuvan hamlets where a good infrastructure is lacking, women find it difficult to have access to schools. Many are not even aware of the existence of schools in their areas due to lack of communications and networks. LITERACY LEVEL OF THE MUTHUVAN WOMEN Even though Kerala has a high literacy rate even in the rural areas (90.9 per cent), women among the Muthuvan tribe are still lagging behind in literacy (36.98 per cent compared to the women literacy rate of Kerala, 87.80 per cent). The general trend of high female literacy rates in Kerala and the high status of women in the state have no impact on the literacy rate among the Muthuvan women because of their isolation and living in the dense forest away from the main stream. Considering the educational qualification of the women respondents in the study area, out of the total 211 respondents 71.09 per cent are illiterate, 18.48 per cent studied up to the primary level, 10.5 per cent were in the Middle school level. Only two respondents were studied up to Higher Secondary Level and two were studied up to graduate level. Due to the provision of incentives such as mid- day meal programmes and distribution of uniforms, there is a slight increase in the number of children who go to school. In the sample population, Muthuvans in the age group of 5 to 19 years showed some inclination towards schooling. Out of 92 boys and 83 girls, 81.66 per cent boys (75 boys) and 80.53 per cent (67 girls) attended school. These are obviously the first generation learners because the largest number, 82.66 per cent boys (62 out of 75 boys) and 79.10 per cent girls (53 out of 67 girls) were in the primary school. The number of girls and boys in the Middle and High school were meager. There are many reasons for this condition. Non-availability of middle schools in the vicinity of tribal settlements as well as the failure of ITDP schools in the state of Kerala to offer Middle schools and High Schools is the two most important reasons for the educational backwardness of tribal children. Poverty of the parents is yet another re ason. Above all they are still unaware of the importance of education. EDUCATION OF THE MUTHUVAN GIRL CHILDREN The girl child among the Muthuvans is denied the future opportunity of the total development. The reasons associated with not educating girl child are financial constraints, early marriage, submissiveness, and motherhood. After attaining puberty, Muthuvan girls are not allowed to go to school even if the school is located in the settlement itself. Girls have no say on the topic of education. It is entirely their parents decision. Regarding their aspiration to educate their daughters, the parents had different response. More than half of them wanted to send their daughters to schools but others thought it was futile. In absence of hired labour, the girls work at home and fields is of utmost importance and all considered the fact that eventually the girls have to get married and start their families. Where parents are enthusiastic about educating their daughters, they enroll their daughters in schools but rarely allow them to complete their schooling. The girls study up to primary scho ol only; since there is no middle school in their area they have to go to town to continue their education. The Muthuvans are reluctant to send their girl children out of their settlements since they are very much concerned about the safety of their daughters. Thus they discontinue their education at the primary level and turn to household chores and agricultural activities. From early childhood itself Muthuvan girls play a prominent role in running the family. By the age of 12-14 years most of the girls join the agricultural force. The girls also supplement the household income through their labour-force and also participate in minor forest produce collection. If they have spare time in spite of all these activities and obtain permission from their parents then they may go to school. According to 47.86 per cent of the respondents the reason for their present educational status is that the facilities were not available for them to get educated, 0.94 per cent revealed that girls education was not allowed, 6.16 per cent said the reason that because of agricultural activities and household chores they did not get time to study, 3.31 per cent opined that they did not have any interest to study since this education is worth less for them on account of that they are staying in the forest and they possess enough knowledge from the forest itself to cope with their lives. Out of 211 respondents 93.36 per cent are ready to send girl children to school up to primary level, while 6.63 per cent shows unwillingness to send their girl children to school. They are of the opinion that girl children should first learn how to manage household chores and agricultural activities as they have to manage her husbands house after marriage. From early childhood to begin with, girl children are trained in various domestic chores. As soon as girl is grown up enough to play she is regarded old enough to work. She may be seen assisting her mother in all domestic work bringing fuel from the forest, carrying water from the nearby pipe and by attending to small babies. She has to attend all kinds of domestic work. When the girl children started to manage the household mother can go for agricultural activities without any hindrance. In absence of hired labour, the girls work at home and fields is of utmost importance and all considered the fact that eventually the girls have to get married and start their families. Other than going school 50.23 per cent of the girl children were managing the household chores, helping in agricultural activities and taking care of the younger children. Even if the schools were located in their hamlet itself, due to these work burdens girl children were always withdrawn from the schools. DROP-OUT AMONG THE MUTHUVAN CHILDREN Drop out is an evil of primary education. Primary education is imparted with two main objectives as to make the children literate and to prepare them for becoming responsible citizen of the country. So the children to be literate should have at least four years schooling and to be a responsible citizen most have and eight years of schooling. The drop out pupils of the study area is large. So it is very important to analyze the cause for drop out. REASON FOR DROP-OUTS The reasons for drop-out are depending on family status, economic imposition, bi-lingual education, lack of interest, etc. Among the Muthuvans it was found that the problem of dropout is not an isolated phenomenon, but it may be attributed to so many other facts. 1. Economic Backwardness The Muthuvans depend on agriculture for their subsistence. Further they also engaged in wage labour and each family income ranges from Rs 800/-to Rs.1000/-per month. As such they find it difficult for them to spend hard earnings on the expenses of their childrens education. Though majority of the families depended on agricultural produce and collection of Non-Timber Forest Produce (NTFP), barter system has no longer very much effective in their daily living. Everything has a price now a days including education. Exploitation of non-tribes in procurement of agricultural produce from Muthuvans and consequently trap in vicious cycle of indebtedness accentuated the problem of poverty. Due to their poor economic condition, children assist their parents in familial subsistence. As such this drop-out problem is perpetuating in the study area. 2. Socio-cultural factors Socio-cultural practices of Muthuvans play a significant role in the overall development of children in the study village. The formal education which is imparted to Muthuvan children is devoid of learning about their own society and their vernacular language, they are forced to learn alphabets in alien language. Even the teachers are not well versed with Muthuvan language and they teach in text book language. They are not bothered about whether the children are capable of understanding what they are taught. It is the fact that despite their tradition and culture these societies have to accept the innovation for getting employment. But they feel that the medium of instruction should be local up to primary level and the syllabus should be based on their culture and society. Lack of such amenable medium of instruction and territorial based education causing lot of confusion among the children. Eventually they turn down this education under those psychological pressure and phobia about the formal education. 3. Non-availability of facilities All the settlements had primary schools and Anganwadies, but these settlements do not have Middle school and High Schools. The Primary Schools in the study area was working with a single teacher in a small hut having only one room. All the students from Standard I to Standard IV were sitting in the same class room and the single teacher managed all the classes. Further analysis of the reasons for dropout showed that after the attainment of puberty girls never allowed to go to schools, in addition to this their economic conditions also forced them to dropout. The dropout generally occurred after the child completed the school. Where schools are not located at close quarters from the settlements, rates of dropout as well as non-enrollment are high. There is a natural hesitation on the part of most parents to send children to schools located at a distance. Lack of appropriate atmosphere of schooling, continuous attendance, parental interest, study interest are some of the important problems of education faced by Muthuvan children. Few teachers perceived economic problems, inadequacy of clothing, lack of books and stationery as the reasons for poor attendance of students. Poverty coupled with insufficient infrastructure is responsible for the prevalence of large scale drop out among the tribal children. The Muthuvan settlements are located in forest belts. Often children have to walk through wild animal infested forest tracts to reach the nearest school. This is a big safety risk. For example, not a single child in the school going age in the settlements in the midst of Chinnar Wild Life Sanctuary was going to school, where the schools are located away from the settlement. The Muthuvans are especially apprehensive about sending girls through lonely forest tracts for a very genuine fear. Many a time not only they encounter wild elephants but also wild and lusty men. There have been instances when forest contractors, non-tribal men in the neighbouring villages have tried to make sexual advance at these young girls. PRE-METRIC HOSTEL FOR FEMALE CHILDREN The Kerala state provided a boarding institution for tribal girls- pre-metric hostel as it is called, in Marayoor, the nearby town of the study area, for the convenience of the tribal girls who are coming from the remote settlements. The hostel has now thirty-two boarders who are students in Government-run and private schools. Of them, only six are from Muthuvan community. As Muthuvans consider themselves as superior to the other tribes they do not prefer to admit their children to the hostel where they would have to live, interdine, and interact with the Malapulaya children. Muthuvans are claiming superior status over Malapulayas. The school dropout rate among Muthuvan children is said to be considerably high. It would seem that besides their hesitancy to stay and interact with Malapulaya children, Muthuvan children who are used to high altitudes and evergreen forest habitat and associated way of living find the hostel and school alienating. The resistance of Muthuvan parents to the ir children intermingling with Malapulaya children is very high. This also forms one of the reasons for not sending the children in the schools away from Muthuvan hamlet. DISCUSSION Low literacy among the Muthuvan tribe in general and women in particular, presents a very serious problem. The demand side of labour market has a feedback effect on the investment decisions on the Muthuvans in education. They are relayed on agriculture for their livelihood. The Muthuvans consider both boys and girls as economic asset to the family, therefore sending them to school upsets the traditional pattern of division of labour. Muthuvan girls usually help their mothers at home in all possible ways and work in the field in the agricultural seasons. In non-agricultural seasons they are usually engaged in the collection of minor forest produces, grazing cattle and goats, under these circumstances parents never force the children to go to school at all. Although economic constraints hinder tribal girls from getting educated, cultural, social and family structures also contribute to the tremendous variation in dropout rates of girls among the Muthuvans. Besides going to school majority of the Muthuvan girls are managing the household chores, taking care of the younger children, helping in the agricultural activities, collecting minor forest produces and firewood. They also bring water from the far away pipes and looking after the livestock. Parents want the children to help them in agriculture and other allied activities. On the top of that, school vacations are not synchronized with the heavy agricultural seasons of sowing or harvesting. So the parents cannot be faulted for pulling out their children for getting of little extra help. The study area has only primary and middle level schools. After completing middle level education, they are unable to go to town for higher education due to cultural and safety reasons as mentioned earlier. The Muthuvan literacy level, in general is quite low. But in case of Muthuvan women it touches the lowest bottom. Muthuvans as settled agriculturalists lack enough food grains to maintain the family whole year. Education therefore is a luxury for them which they can hardly afford. Each school- going girl in a Muthuvan family is an economic unit and contribute to the family. If the girl is taken away from her normal economic work to attend school, the family is deprived of little income which she brings; instead, the parents have to feed the child out of their earnings which further reduces the economic stability of the family. Merely increasing the number of schools in tribal areas or throwing up superficial incentives per se will not bring development to the doors of the tribal women or girl children. The actual needs and real life situations have to be taken cognizance of while planning schemes for tribal development. In order to facilitate tribal girls to make extensive and effective use of schooling facilities, schools must be located within easy and safe reach of children. This definitely is a meaningful incentive for a large number of tribal parents who are desirous of sending their children schools. One cannot expect young girls to walk for miles through dangerous animal and human infested forest tracks. It is easier to offer scholarships and gold medals to successful tribal learners than opening new schools in distant tribal belts or removing the actual hurdles to effective utilization of existing facilities. The introduction of formal education is not without any negative impact. A set of values totally alien to the Muthuvan culture have now been introduced to their community. Often, the curricular content of class room training is in direct contradiction to their real life experiences. Barring a few exceptions tribal education programmes do not take into account the needs and conditions of tribal life and culture. A curriculum that is alien to their culture and ways of life leaves them confused. Such concepts as the father being the sole bread earner, mother attends only to household chores, boys playing out-door games and girls engaged in domestic work leaves them perturbed. Even the gender insensitive games that are taught in the non- tribal schools do not have positive attitude towards tribal values. The non-tribal culture at large does not have a very pro-women attitude and the same is reflected in the attitude of these teachers towards female children. The teacher addressed the gir ls as waste, burden, and scolded them whenever they did not show interest in the lessons or failed to answer their questions. They made a point to repeatedly remind the female students that their place was in the home and that kitchen work does not require any formal schooling. Teachers with such attitudes are doing great damage to the motivation of girl children because of their gender blind attitudes. Ideas that had hitherto not crept into Muthuvan mind have now been introduced. Many female teachers also act as a negative, influence on women and girl children. They express their displeasure and disapproval about such tribal practices as elopement, divorce and widow marriage. These young children are slowly developing a sense of aversion towards their indigenous practices, many of which are very progressive.

Prescription Drug Abuse in America Essay -- Prescription Drug Abuse Ep

When a person thinks of problems that haunt the state, mostly what comes to mind are drunk driving, the meth epidemic, or the bipolar weather, but our state has a crisis that is on the rise and catching the attention of the police force all over the state. Our state ranks high among all states with people, ages 12 and older, taking prescription pills without being prescribed them. (NSDUH) Many teens and adults can recall a friend asking them for their prescription pills or have witnessed someone taking these pills illegally. Throughout my life, there are many instances that I can recall from memory that deal with prescription pills and these instance changed or altered my life. People tend to think that prescription pills are safer than street drugs because they are made for people to take. But in one occurrence, my mother lost her best friend and my good friend lost his mother to the addiction with prescription drugs, which caused a downward spiral in her life. One might ask, what i s the state doing to stop this epidemic? One might also wonder what effects prescription drug abuse has on our city. My personal story and experience with the prescription drug problem started when my mother and I moved from Spain to the United States; my mother met her soon-to-be best friend, Regina. When I was a child, my mother never told me about the serious problem that Regina had: addiction to prescription pills. She wanted to shelter me from the problems it caused. Most common drugs that are abused are opioids: hydrocodone and oxycodone, depressants: diazepam, or stimulants: amphetamines, all of which Regina had been using for a considerable amount of time. (NIDA) Soon Regina’s family moved away to Florida and she told my mother that she had... ...H115/sr115-nonmedical-use-pain-relievers.htm>. (NSDUH) Griffin, R. Morgan. "Living With Chronic Pain: Treatments, Alternative Remedies, Exercises, and Tips." WebMD. Ed. Brunilda Nazario. WebMD, 09 Mar. 2011. Web. 25 Feb. 2014. . (WebMD) "Statistics of Prescription Drug Abuse, Overdosing, Emergency Room Visits: Foundation for a Drug Free World." Statistics of Prescription Drug Abuse, Overdosing, Emergency Room Visits: Foundation for a Drug Free World. Foundation For A Drug-Free World, n.d. Web. 25 Feb. 2014. . (Drug-Free World) "Prescription Drugs." National Institute on Drug Abuse (NIDA). National Institute of Health, Dec. 2012. Web. 28 Feb. 2014. . (NIDA)

Performance Management at Jet Food Services Essay

It is now the end of Sampada’s first year as regional manager for Jet Food Services. As regional manager, Sampada supervises a total of ten districts, each of which has a manager responsible for sales and service to customers in that area. Jet Food provides contract food services for hospitals, schools, colleges, business firms, and other institutions that need meals prepared on site but that do not wish to be responsible for operating such services. Jet Food Services hires all necessary kitchen employees, purchases all supplies, and prepares meals in accordance with specifications agreed on with customers. The district manager is responsible for coordinating all customer activities. This includes planning, budgeting, hiring and supervising Jet`s on-site representative (customer service manager), customer satisfaction, and contract renegotiations. Sampada was recruited after years of experience as director of food services for a multicampus university. In that job, she had oversight responsibility for the food services at several campuses. The Jet Food position offered an opportunity for continued growth and advancement. In her first year, Sampada has concentrated on getting to know the district managers and the customers with whom they work. She spent more than a week with each district manager and visited each customer with him or her. At this point, she feels comfortable with her job and the knowledge she has gained of both operations and personnel, and it is time to appraise the performance of the district managers and to schedule review meetings with these employees. Sampada`s assessment of Ranjan: Ranjan is the longest term district manager in Sampada’sregion. He completed less than one year of college, held several short term jobs, and then joined Jet as a shift supervisor of the company`s services at a large college. At present, he is completing twelve years of employment with Jet. He has been a district manager for three years. In working with Ranjan, Sampadahas observed his strengths, along with some problems. Ranjan has a talent for working with people, Jet employees and customers alike. In fact, in his years with Jet, no customer he worked with has ever switched to a competitor. Many on-site supervisors recruited, trained, and supervised by Ranjan have gone on to become managers of other districts.On the other hand, Ranjan’s unhealthy eating habits – despite doctors` warnings – have contributed to some serious medical difficulties. During the past year, Ranjan was out of work for three months with gallbladder and heart problems, attributable in part to obesity. And Ranjan’s behaviour towards others can be overbearing. Sampada kept track of her phone calls from district managers during the year, and there were more calls (or messages) from Ranjan than from the other nine district managers taken together – calls to promote or advertise his own efforts. Although Ranjan can be charming, he has started to be loud and rude with regional personnel whom he perceives as excessively rule – oriented. All in all, Ranjan’s style and appearance have become entirely different from what Sampada is accustomed to in colleagues and employees.Further, it has been announced that Sampada’s region is going to be expanded and that a new position, that of assistant regional manager will be created. Ranjan has made it clear that as Jet`s longest tenured district manager in the region, he feels entitled to this promotion. However, Sampada does not feel she could work with Ranjan as the assistant regional manager. She feels that their management styles are too different and that Ranjan’s behaviour might irritate regional and corporate personnel. As Sampada looks over Jet`s performance assessment and management instrument, she realises that her honest assessment of Ranjan’s performance in his current job is generally excellent. She glances at the last page of the assessment and management form and the overall ratings from which she will have to choose. Jet`s overall rating system is on a 1-10 scale, with 10 as outstanding; 7-9, different degrees of excellent performance; 5-6, satisfactory; 3-4, below average; and 1-2, unacceptable. Sampada is uncertain as to what overall rating to assign. If she gives Ranjan too high a rating, he will expect to be promoted. If the rating is too low, Ranjan will doubtless be angry, feeling that an injustice has been done. Ranjan`s Self-Assessment and Management: Ranjan sees himself as different from the other district managers. An outgoing, gregarious type, he loves to visit his customer locations and work with his company`s personnel. His idea of a successful day is one spent teaching a customer service manager a new operating procedure or management technique. In fact, Ranjan is known to roll up his sleeves and teach Jet employees a new recipe or how to improve an existing dish.Ranjan has worked for several district managers and has always liked to keep them informed about his activities, sometimes phoning two or three times a day. From discussions with Sampada, he is aware that she thinks many of these calls are not necessary, but he wants her to know how things are going with his employees and customers. He is also aware of Sampada’s views regarding his ignoring medical advice. Ranjan is proud of his career and of what he has been able to do without much higher education. He feels he is qualified to become a regional manager, and he looks forward to the possibility of promotion to the new assistant regional manager position as a step toward this ultimate goal. Ranjan’s Assessment Rating: In reviewing the situation, Sampada decides to give Ranjan an overall rating of 6. She feels justified, given that Ranjan did miss months of work as a result of neglecting his health. She knows that Ranjan will expect a higher overall rating, but she is prepared to stand behind her evaluation. Sampada then goes back to considering the separate ratings she will assign and to making plans for their feedback review. Questions:1 How would you describe Sampada’s approach to the assessment and management of Ranjan’s performance? 2 Are Sampada`s concerns with Ranjan’s performance legitimate? Will Ranjan have justifiable reasons for feeling dissatisfied with the assessment and management results?