Applying Gis To Coastal Erosion And Hazards Environmental Sciences Essay

Applying Gis To Coastal Erosion And Hazards Environmental Sciences Essay The coast is the area where marine and terrestrial processes meet and interact. Limits of their respective actions are not well known, as processes which are characteristic of each of these environments are interrelated. This particular characteristic makes the coastal zone highly complex and vulnerable to human actions, which in many cases, cause permanent damage to the natural environment. Coastal Erosion has turned out to be one of the most crucial socio-economic and environmental problems facing authorities in charge of coastal hazard management. Irrespective of the major causes of this hazard, which could be human or anthropogenic, it has caused economic losses, social problems and ecological damage. The problem of coastal erosion can extend hundreds of kilometres along the shore line or it might be localized to small areas affecting surrounding communities or the tourism industry. Coastal Erosion has been defined as a natural process by which coastlines adjust to different sea levels, energy levels, sediment supply and existing topography. It poses a problem when it threatens to destroy human life and property. In identifying the problems of erosion, human value judgements come in as erosion does have many societal and natural benefits. Coastal Erosion is usually judged as problematic wherever the rate of erosion, considered in conjunction with economic, recreational, agricultural, demographic, ecological and other relevant factors, indicates that action to remedy erosion hazard may be justified and required. The coast is used for several purposes and based on this fact, it is important to devise ways of attaining compatibility among these various uses while at the same time attempting to preserve the natural environment. Faced with the threat of climate change and possible sea level rises, it is necessary to put in place elaborate coastal management scenarios that will consider all elements for planning and sustainable development. Many recent studies done on Coastal Erosion have approached the problem within an integrated framework. This integrated approach takes into consideration the need for deep knowledge of the physical environment and the relationships between processes of involved elements and acceptable coastal management plans. These physical factors are also conditioned by legal, environmental and social factors (Barragan, 2003). The frequency of occurrence of coastal erosion is expected to rise and has become an issue of great concern to scientists and authorities in charge. Broad scale modelling of coastal morphology has been a major challenge for scientists and authorities alike. Several studies have been carried out in order to address this issue and its determinants (Townsend and Burgess, 2004; Burgess et all, 2002). More detailed analyses of risks and responses in coastal hazard management are affected by little knowledge of the magnitude and location of erosion hazard zones for different shoreline changes and management situations. GIS AND COASTAL HAZARD MANAGEMENT The coast is unique because of several marine and terrestrial processes that occur there. As result of this, there is need for integration of data relating to different aspects and factors of the coastal environment in policy development and planning. GIS provides the right platform for data collection, analyses, and storage and information dissemination. It has the ability to display spatial and temporal evolution of processes and factors that control them in order to analyse them better and evaluate their impact on the coastal environment (Hamada, 2004). It also able to identify spatial connections between different data layers leading to the development of models for geomorphologic evolution and coastal change prediction. Several studies using GIS applications and methodologies in coastal hazard management have been carried out in several parts of the world. These studies have lead to the development of GIS applications or models and a few of these include: BALTICSEAWEB (Latinen and Neuvonen, 2001) Oceanic Bigeographic Information Systems (OBIS) (Zhang and Grassel, 2002). Coastal Erosion and Shoreline Development Regulation (Miller et all, 2003). SCAPEGIS (Walkden and Hall, 2005). Dune Hazard Assessment Tool (NOAA Coastal Services Centre, 2003) These applications have been developed for specific coastal areas as each area requires its own peculiar management strategies and therefore its own GIS application for planning and policy development. Recent studies in this area have advocated an integrated approach (ICZM) which promotes sustainable development of coastal areas by blending the use of natural resources in ways that limit damage to the environment. In using this approach GIS is useful as it aids data integration, storage, analyses and visualisation. GIS AS A TOOL FOR COASTAL HAZARD MANAGEMENT For the application of GIS to coastal hazard management to be carried out, there is need for data required for the different task to be available and accessible. The data requirements for this include slope, lithology, vegetation, drainage, structural conditions, coastal erosion and human action etc. In the coastal environment GIS is being increasingly used as a tool for collection, integration of required information and storage in a database with a view to accessing data, generating thematic maps and performing spatial and geo statistical analyses (Latinen and Neuvonen, 2001). During the process, relevant information is sourced and collected, compiled into a geo database, converted into relevant units and introduced into the GIS platform. This is useful in the integration and analysis of parameters used in coastal vulnerability assessments resulting in coastal risk maps (Doukakis, 2005). This is advantageous because it provides a flexible system. Data can be accessed and used through the database model system. It also allows data automation, visualisation, editing, mapping, spatial analyses, geo statistical analyses etc. The flexibility and versatility allows GIS to be used in many planning tasks in different situations for example in the area of maps, aerial photographs, statistics, tables and graphs that give details of the environmental conditions and their spatial distributions can be displayed. Fig 1. An example of a cartographic information prepared using GIS for coastal Management. Maps, aerial photos, tables and graphs that show spatial distribution of environmental conditions are displayed for visualisation. (Rodriguez et all, 2009) APPLICATION OF GIS TO COASTAL EROSION ESTIMATION GIS has been useful in studies of prediction and estimation of coastal erosion. The datasets required for this include topographic data, bathymetric data, recession rate data, historical maps and time series data as they describe the vulnerable state of the coastal environment and coastal erosion. Some of the applications of GIS include: GIS allows comparison between cartographic or map information that has been geo-referenced and this is very important for coastal change analyses. GIS allows collection of data showing temporal trends of shoreline positions for different dates. Such data can be derived from sources like satellite imageries, aerial photographs and cartography digitization. GIS allows integration of data from all these sources. GIS allows shoreline positions corresponding to different year to be overlaid with a view to aiding the identification of areas that have experienced movements or changes. GIS aids the calculation of erosion and accretion rates. It does this by calculating line lengths and perimeter of polygons. GIS allows detailed analyses of evolutionary trends. It aids the definition of the system and prediction of likely occurrence allowing change anticipation and hazard preparedness. GIS is advantageous because new data can be integrated and constant and dynamic follow up of coastal processes can be carried out. This allows continued development of models that can be useful in studying other aspects of the coastal environment (Sanchez et all, 2005). GIS has also been used in dune evolution studies and it has been highly useful in the area the data requirements are wind transport data, swell, sediments, wind speed, topography, soil humidity, bathymetry etc are required. These datasets are needed for the determination of dune field evolution and aeolian transport rates. This in turn enables the characterisation of the sedimentology, geomorphology and meteorology of coastal zones. Some other studies have made use of GIS as a tool for analyses and interpretation of coastal erosion model outputs. Making use of GIS to visualise predictions of coastal erosion provides a vital means of understanding coastal changes and their impacts locally and regionally (Brown et all, 2004). The intended target audience here are policymakers and planners interested in visualising erosion predictions and to carry out analyses of their implications so that proper mitigation measures can be set up by integrating other data sets for impact estimation and decision support. This basically involves the use models developed specifically for coastal erosion and one of such has been (SCAPEGIS) which is a process based model that determines the reshaping and retreat of shore profiles along the coast (Walkden and Hall, 2005; Dickson et all, 2005).It was developed from soft cliff and platform erosion model. These models provide the input for SCAPEGIS. It has been used in integrated assessments of coastal erosion and flood risk for strategic planning of responses to flood and erosion hazards. The SCAPE model was run for different climatic and management scenarios and the results were integrated into SCAPEGIS with other auxiliary data for detailed visualisation and impact analyses. The advantage of this GIS platform is that it allows importation of other erosion models developed with similar data output format. Fig. 2. The Impacts Estimation dialog of SCAPEGIS. Source: (Koukalas et all, 2005) Fig 3. An example of an Erosion Risk Map showing recession lines under certain climatic scenarios and management. The land after the yellow line towards the sea is assumed lost while the land between the yellow and blue lines is at risk. (Koukalas et al, 2005) The constant rise in the degradation of coastal environments has led to the need to develop techniques of balancing the protection of people and the economy against the cost of coastal hazards. As a result of this, a multidisciplinary approach to coastal management has been proposed (Nicholls et all, 2007). Coastal environments have become more vulnerable to the effects of climate change and rising sea levels. They also have high social, economic and biological value. In order put all this factors into consideration, the Integrated Coastal Zone Management Framework was proposed with a view to integrating all this factors while at the same time preserving the natural environment. Methodologies for the application of GIS within this framework have been developed by several institutions like UNESCO, European Union and several working groups (Olsen et all, 2003; IPCC, 2007) to mention a few. Within this framework, GIS is useful because of its ability to collect, integrate and analyse the different data requirements within an integrated framework. It has been used for coastal dune system research projects and shoreline evolution studies (Hernandez et all 2007; Ojeda et all, 2005). GIS aids the integration of required data like dune perimeter, shore line position so that spatial analyses of these data layers can be carried out and some of its application in this regard include: GIS aids integration, organisation and structuring of required data sets. GIS aids the development f Digital Elevation Models needed for the estimation of dune volume, volumetric evolution and dune migration. GIS allows for determination of dune morphology, dune slope and orientation. GIS allows for creation of possible dune predictions depending on sea level rise and waves. 3D GIS has proved to be very useful for this task (Sanchez et all, 2005) The advantage offered by SCAPEGIS tools is made evident in the analyses of coastal erosion model results. It has been proposed that these models be linked with other models of environmental studies like land use models for better appreciation of coastal hazard management (Hall et all, 2005). CONCLUSION In coastal erosion and hazard management, modelling spatial and temporal dimensions of dynamics of the coastal environment have proven to be some of the most challenging tasks in marine and costal GIS. The shift from the regular line and polygon data structure to digital shoreline is as a result of the need to develop technology for shoreline change detection and spatial modelling. GIS is being increasingly used in the development of policy and planning in coastal erosion and hazard management. This is due to the fact that in management policy implementation there is need for a tool able to store, analyse and display spatial and temporal data. GIS provides an appropriate platform for this. It provides a suitable instrument for integration of territorial data, makes variable analyses easier, allows for future scene simulations and allows potentially hazardous area to be identified. GIS is also use for evolutionary trend analyses and system characterisation which are important in the management of the coastal environment. However, models used are not always accurate as there are errors and uncertainties and as such these uncertainties should be systematically looked into when the results are being analysed for planning and policy development. There is also the problem data availability and accessibility. Data required may not always be available or accessible. In the developed world, access to such data is more reliable and available. In other parts of the world, required data can be unavailable and where they are, may be inaccurate.

Economic Contribution of Women Essay

1. Introduction This short paper aims to highlight the important role women have and can play in economic development. It addresses three questions: what is the evidence base to support investing in women? What are the current constraints on realising the full potential of women in the process of economic development? What are the priority areas of intervention necessary to unblock these constraints? It is focussed on women and on economic development, rather than on the wider issue of gender and development. However, before looking at the evidence base, constraints, and interventions, it will provide a brief context of the evolution of thinking around women and development.1 1. The Evolution of ‘Women in Development’ to ‘Gender and Development’ In the  1970s, research on African farmers noted that, far from being gender neutral, development was gender blind and could harm women. Out of this realization emerged the Women in Development (WID) approach, which constructed the problem of development as being women’s exclusion from a benign process. Women’s subordination was seen as having its roots in their exclusion from the market sphere and their limited access to, and control, over resources. The key was then to place women ‘in’ development by legislatively trying to limit discrimination and by promoting their involvement in education and employment. The WID approach led to resources being targeted at women and made particularly women’s significant productive or income generating contribution, more visible. Their reproductive 1 This paper has been prepared with inputs from the membership of the SDSN Thematic Group on the â€Å"Challenges of Social Inclusion: Gender, Inequalities and Human Rights†, including: Kwadwo Appiagyei-Atua (University of Ghana, Legon), Jan Egeland (Human Rights Watch), Todd Minerson (White Ribbon Campaign), Richard Morgan (UNICEF), Sanam Naraghi-Anderlin (International Civil Society Action Network), Elisabeth Prà ¼gl (Graduate Institute of International and Development Studies), Magdalena Sepà ºlveda Carmona (UN Special Rapporteur on extreme poverty and human rights), and Valmaine Toki (UN Permanent Forum on Indigenous Issues). contribution was less well emphasised. While WID advocated for greater gender equality, it did not tackle the real structural problem: the unequal gender roles and relations that are at the basis of gender subordination and women’s exclusion. This approach also focussed on what have been termed practical gender needs, such as providing better access to water, which would reduce the amount of time women and girls must spend in domestic activities and thus allow them more time for education or employment. There was no questioning why collecting water has been constructed as a female responsibility, or why improved access to water is a need of women and girls only. In the 1980s, the Gender and Development (GAD) approach arose out of the critique of WID. GAD recognised that gender roles and relations are key to improving women’s lives, with the term ‘gender’ suggesting that a focus on both women and men is needed. More recently, the need to understand how gender intersects with other characteristics such as age, ethnicity and sexuality has been noted. The GAD approach recognises that it is not sufficient to add women and girls into existing processes of development but there is also a need to problematise why they are excluded, advocating that the focus should be on addressing the imbalances of power at the basis of that exclusion. GAD also questions the notion of ‘development’ and its benign nature, implying a need to shift from a narrow understanding of development as economic growth, to a more social or human centred development. GAD projects are more holistic and seek to address women’s strategic gender interests by seeking the elimination of institutionalised forms of discrimination for instance around land rights, or ensuring the right of women and girls to live free from violence, for example (Molyneux 1985; Moser 1989). The 1990s witnessed the ‘rise of rights’ as many NGOs and agencies adopted a rights-based approach to development. Rights increase the recognition that women’s demands are 3 legitimate claims. The most notable success for the women’s movement has perhaps been the establishment of sexual and reproductive rights as such. Within this has been recognition of women’s right to live free from violence, and a broadening of understanding of violence against women from ‘domestic’ to ‘gender based’. There was also a shift in understanding development as meaning economic development to a more holistic social development focus, yet economic growth remains the main driver. For the majority of large development organisations and agencies, the WID approach has now largely been replaced by GAD, which has been institutionalised within the notion of gender mainstreaming. Mainstreaming  involves ensuring that a gendered perspective is central to all activities, including planning, implementation and monitoring of all programmes, projects, and legislation. While critiqued if undertaken merely as a ‘tick box’ exercise, gender mainstreaming offers a potential for placing gender at the heart of development. However, women’s ‘rights’, particularly sexual and reproductive health rights, are not universally accepted as rights, and violence against women remains prevalent across the globe, and women still lack full and equal participation in economic and political life. Mainstreaming has yet to succeed and there is a need for a continued prioritisation of integrating women into development. 2. Evidence on the Importance of Women to Economic Development The most influential evidence on the importance of women to economic development has come from research used to support the World Bank’s ‘Gender Mainstreaming Strategy’ launched in 2001 (Dollar and Gatti 1999; Klasen 1999). This research highlighted that societies that discriminate by gender tend to experience less rapid economic growth and poverty reduction than societies that treat males and females more 4 equally, and that social gender disparities produce economically inefficient outcomes (World Bank 2001a). For example, it is shown that if African countries had closed the gender gap in schooling between 1960 and 1992 as quickly as East Asia did, this would have produced close to a doubling of per capita income growth in the region (WBGDG 2003). The primary pathways through which gender systems affect growth are by influencing the productivity of labour and the allocative efficiency of the economy (World Bank 2002). In terms of productivity, for example, if the access of women farmers to productive inputs and human capital were on a par with men’s access, total agricultural output could increase by an estimated 6 to 20 percent (World Bank 2001b). In terms of allocative efficiency, while increases in household income are generally associated with reduced child mortality risks, the marginal impact is almost 20 times as large if the income is in the hands of the mother rather than the father (WBGDG 2003). Identification of women as being a reliable, productive and cheap labour force makes them the preferred workforce for textiles and electronic transnational corporations. Perception of women as ‘good with money,’ including being better at paying back loans, has led them to be targeted in microfinance programmes. Recognition of women as more efficient distributors of goods and services within the household has led to them being targeted with resources aimed at alleviating poverty, such as cash transfer programmes. The above shows how the justification for including women in development in economic growth has been an efficiency argument, with equity concerns being 5  somewhat secondary. Critics suggest this instrumentalist approach to engendering development, while bringing economic growth gains, will not fundamentally change the position and situation of women. It is important to note that while gender equality will help bring economic growth, economic growth will not necessarily bring gender equality. Advancing gender equality requires strengthening different dimensions of women’s autonomy: economic and political autonomy, full citizenship and freedom from all forms of violence, and sexual and reproductive autonomy (Alpà ­zar Durà ¡n 2010). 3. Constraints on Realising the Full Potential of Women in the Process of Economic Development Investment in the human capital, health and education, of women and girls is presented as a key way forward as witnessed by the MDGs. The logic is that ‘educated, healthy women are more able to engage in productive activities, find formal sector employment, earn higher incomes and enjoy greater returns to schooling than are uneducated women†¦Ã¢â‚¬â„¢ (WBGDG 2003: 6). Educated women are more likely to invest in the education of their own children, and they are also more likely to have fewer children. Thus investment in human capital has positive short and longer term/inter-generational outcomes and is good for both productivity gains and limiting unsustainable population growth. However, attention has narrowly focussed on ensuring the equal access of girls to primary education. Inequality of access to secondary and higher education persists, as does the limited engagement of girls in the study of science and technology, limiting  the future life and employment options of adolescent girls. Willingness to school, feed, and provide healthcare to girls is far more strongly determined by income and the costs of providing these services than is the case for boys. Sen’s ‘100 million missing women’ is testimony to how girls are discriminated against in terms of the allocation of household resources to the point that it creates a gender imbalance in some societies and countries. Families are often unwilling to invest in the education of girls if this investment is not perceived as bringing them direct economic gains — girls are valued only as wives and mothers, and/or marriage transfers any potential future gains from this investment to another family. As 1 in 7 girls marries before the age of 18 in the developing world (UNFPA 2012), early and forced marriage remains a key issue and an important factor limiting young women’s engagement in both education and economic activities. Justice institutions, from the police to the courts, continue to deny women’s right to justice. Women and girls remain unable to access justice, given that in many countries there are still laws that discriminate against women in relation to the family, property, citizenship and employment. Justice systems also do not meet the needs of specific groups of women, such as indigenous women who are discriminated against and face violence in the public and private spheres based on both gender and race (UNPFII 2013). Cultural factors limit women’s rights and engagement in the workplace. Religion still has a key role to play in determining gender norms in many cultures and fundamentalist views across the spectrum of religions threaten or deny women’s rights, including rights related to sex and sexualities, and to mobility and employment. Economic fundamentalism, policies and practices that privilege profits over people, also deny women their rights as workers and to work. While political culture is important for bringing change, women continue to have a limited voice at the local and national levels, and women  are not able to fully participate in formal systems of power. In the majority of cultures unequal gender and generational relations exist within households with the male ‘head’ having a high level of control. A woman going out to work is often read by others as meaning the man is unable to provide for his family, making men reluctant and thus limiting women’s engagement in paid work through violence or the threat of violence. When women do engage in paid work, it can improve their voice in the home and ability to influence household decision-making. It can also lead to conflict in the home, especially if women earn more than men, or women’s employment coincides with men’s under or unemployment. In the last decades, a ‘crisis in masculinity’ has been recognised, relating to the changes in men’s roles and positions through processes of globalisation, suggesting a need to focus attention on men if these changes are to bring transformative progress towards greater equality, rather than further harm women. Women continue to suffer limited mobility and, in some cultures, women are not able to leave the home if not accompanied by a man, effectively negating any type of paid employment. Even when women are allowed to leave, they may face verbal, sexual and physical abuse from unknown males for being in the street and face gossip and stigma within their own communities. The growing levels and extremes of violence against women have been captured in the notion of femicide – the killing of women by men just for being women, including ‘honour killings.’ In Mexico for example, the term femicide has been used to describe female factory workers being killed for going against gender norms and engaging in paid work outside the home. One in three women across the globe will experience violence at some stage in her lifetime. Violence against women and girls, or the threat of violence, be it physical, sexual or emotional, both in the private and public spheres, at the hands of known and unknown men, 8 remains a key limiting factor to women’s mobility and engagement in  processes of development. Women who work at home have limited opportunities. While women are very engaged in agriculture, this is generally subsistence rather than cash crops. It is estimated that women own only 1% of property and lack of rights to inherit or own land, which severely limits women’s engagement in larger scale cash crop production. Even when women can inherit land, the need for male protection or labour may mean they will give the land to male relatives. Lack of land ownership may also stop them participating in schemes to improve agricultural output, while lack of wider assets disallows them from accessing loans. Given their lower asset base, women farmers may be most affected by climate change, and while having knowledge of how to adapt, they may be least able to adopt appropriate adaptation strategies. World Bank research has highlighted how the poor are less likely to engage in higher riskreturn activities and the result is that the return on their assets is 25-50% lower than for wealthier households (Holzmann and Jà ¸rgensen 2000). While not a gendered analysis, women’s relative poverty, lack of assets, and lack of experience might mean they are particularly risk averse keeping them from higher return economic initiatives. However, women have been shown to use micro-finance effectively to develop small enterprises and are recognised as good at paying back loans. When women are in paid employment, they are more likely to be engaged in part time rather than full time work, in the informal rather than the formal sector, and across the globe women earn less than men for comparable work. 9 During the recent financial crisis, measures to protect ‘the poor’ through employment programmes have not considered the gendered dimensions of crisis, yet women may have been more severely affected than men and in more diverse ways. Economic and financial crises cannot be seen in isolation from food, fuel, water, environment, human rights, and care crises (AWID 2012). Women face particular risks during disaster, which climate change may increase, and during conflict. In particular, the risk of physical and sexual violence increases. Agencies not only fail to protect women and girls, but their  reproductive and particularly their productive needs are often overlooked in crisis response and peacebuilding. While remunerated work is important for women, it is important to remember that women still undertake the bulk of unpaid work in the home, household plot, or family business. They have the primary responsibility for caring for children and older people as well responsibility for undertaking activities such as collection of water or firewood. Women play the key role in the ‘care economy’, which not only provides care to the young, old and the sick, but also is vital for ensuring a productive workforce. As this work is not remunerated, it is undervalued and lies outside general conceptualisations of the economy. Women engaged in paid work often face a double work day, since they may only be ‘allowed’ to work as long as their domestic duties are still fulfilled. This means women are time poor and the time burden may impact on their health and wellbeing. To alleviate this burden and free women to enter paid work, daughters may be taken out of school to cover the domestic work, with related negative impacts on their education and ability to seek remunerated work in the future. Women’s continued inability to control their own fertility means that childbirth limits their ability to engage in productive activities. Even when reproductive health services are 10 provided, this is not enough to ensure women’s ability to access them. Men may see the decision over if and when to have children to be their decision, and large numbers of children may be read as a sign of male fertility and power, which becomes more important when masculinity is threatened. In many cultures, discussion of sexualities remains taboo, denying access and rights to those who do not conform to the heterosexual ‘norm’. The sexual and reproductive rights of adolescent girls in particular may be overlooked and they may be denied access to reproductive health services if they are unmarried. Research establishes a link between education and women’s ability to control their fertility. Studies also show that paid work can promote greater understanding of sexual and reproductive rights among women. Women’s socially constructed altruistic behaviour means that economic resources that enter the household via women are more likely to be spent on household and children’s needs. Female-headed households may not be the ‘poorest of the poor’ as popularly constructed, since women who live with men may suffer ‘secondary poverty’– the household overall is not poor but, as the man withholds income for personal consumption, women and children within the household are poor (Chant 2006). When women earn, men may withhold even more of their income, leaving women and children with access to the same level of resources but improving the position of women through greater control of those resources. This ‘irresponsibility’ of men has meant women have been targeted within poverty reduction and social policy initiatives. While the targeting of women with resources is welcome, the associated â€Å"feminisation of obligation and responsibility† (Chant 2008) for delivering policy outcomes may not only marginalise men but add further to women’s existing triple burden of reproductive, productive, and community management work. It may privilege their reproductive over their productive role and reinforce women as mothers rather than workers. Care needs to be taken to ensure that programmes serve women’s needs and women are not merely placed at the service of these policy agendas (Molyneux 2007). It is important to remember that policies to promote economic development that include women but do not tackle the structural inequalities at the basis of their exclusion may bring growth gains, but will not necessarily bring gender equality gains. 4. Priority Areas of Intervention Necessary to Unblock these Constraints Women’s groups and movements across the globe continue to promote as fundamental the need to respect and defend women’s sexual and reproductive health rights. Women’s groups and movements also continue to be fundamental to promoting these rights, but many find themselves under threat for this focus. Sexual and reproductive rights are critical for social and economic development. Without these rights, women and adolescent girls cannot make decisions around fertility, repeated childbirth keeps them from income generating activities and reduces productivity, and early and forced marriage keeps young women from education and employment. Sexual, emotional and physical violence and the threat of violence limits women’s mobility, confines women to the home, and keeps them from engaging fully in processes of social and economic development. Men and boys can have a role to play in the prevention of genderbased violence and the promotion of gender equality. Threats to women’s rights exist on many levels, including those posed by culture, religion, and tradition, as well as processes of globalisation and economic change. A right gained is not a right maintained unless there is constant monitoring of rights. There is a need to strengthen women’s access to both formal and informal justice systems, and ensure these are responsive to advancing all women’s equal rights, opportunity, and participation. Improving women’s political voice is also crucial here. Women’s responsibility for unpaid domestic work makes them time poor as well as more economically dependent on men, yet is vital for ensuring a healthy and productive workforce. While investment in infrastructure such as water, sanitation and electricity is important to ease the time burden associated with these tasks, it does not change how unpaid work and the care economy is conceptualised and valued. Financial, environmental, and health crises intensify the need for care services with the care burden falling disproportionately on women and girls. Policies to provide affordable, quality child care and adequate healthcare services would not only free women to enter paid employment, but also help change care work from being understood as a ‘domestic’ responsibility to a collective responsibility. This change in how care work is conceptualised and valued should be a longer-term goal. In the short term, there is a need to create full, decent productive employment opportunities for women and access to finance, as well as continue to provide social protection, and more importantly promote and value women as ‘good with money’. Key for economic growth is the promotion of women’s economic rights which entails promoting a range of women’s rights: their sexual and reproductive rights and rights to education, to mobility, to voice, to ownership, and to live free from violence. References Alpà ­zar Durà ¡n, L. Keynote speech at High-Level Roundtable â€Å"The implementation of the Beijing Declaration and Platform for Action, the outcomes of the 23rd special session of the General Assembly and its contribution to shaping a gender perspective towards the full realization of the MDGs†. 54th session of the UN Commission on the Status of Women, United Nations Headquarters NY, March 2010. AWID. Getting at the Roots: Re-integrating human rights and gender equality in the post2015 development agenda. Association for Women’s Rights in Development, October 2012. Chant, S. Re-thinking the â€Å"feminization of poverty† in relation to aggregate gender indices, Journal of Human Development (7 (2), p.201-220), 2006. Chant, S. The â€Å"feminisation of poverty† and the â€Å"feminisation† of anti-poverty programmes: Room for revision? Journal of Development Studies (44 (2), p.165–197), 2008. Dollar, D and Gatti, R. Gender Inequality, Income, and Growth: Are Good Times Good for Women? Gender and Development Working Papers, No. 1, May 1999. Holzmann, R. and S. Jà ¸rgensen. Social Risk Management: A new conceptual framework for social protection and beyond, Social Protection Discussion Paper Series 0006, Social Protection Unit, Human Development Network, The World Bank, February 2000. Klasen, S. Does Gender Inequality Reduce Growth and Development? Evidence from CrossCountry Regressions, Gender and Development Working Papers No. 7, November 1999. Molyneux, M. Two cheers for conditional cash transfers, IDS Bulletin (38 (3), p.69–75), 2007. Molyneux, M. Mobilization without emancipation? Women’s interests, the state, and revolution in Nicaragua, Feminist Studies (11 (2), p.227–254), 1985 Moser, C. Gender planning in the Third World: Meeting  practical and strategic gender needs, World Development (17 (11), p.1799–1825), 1989. Sen, A. More than 100 million women are missing, New York Review of Books (37 (20), 1990. UNFPA, From Childhood to Womanhood: Meeting the Sexual and Reproductive Health Needs of Adolescent Girls. Fact Sheet: Adolescent Girls’ Sexual and Reproductive Health Needs, 2012. UNPFII. Study on the extent of violence against women and girls in terms of article 22(2) of the United Nations Declaration on the Rights of Indigenous Issues (E/C.19/2013/9), 2013. WBGDG. Gender Equality and the Millennium Development Goals, World Bank Gender and Development Group, April 2003. World Bank. Social Protection Strategy: From Safety Net to Springboard, Washington DC: World Bank, 2001a. — . Engendering Development Through Gender Equality in Rights, Resources, and Voice, New York: Oxford University Press, 2001b –. Integrating Gender into the World Bank’s Work: A Strategy for Action. Washington DC: World Bank, 2002. 15

Essay How to Tame a Wild Tongue - 741 Words

Natalie Gonzalez 3/14/2007 Gloria Anzaldua, author of the article How to tame a Wild Tongue, expresses very strong views on how she feels her native Chicano Spanish language needs to be preserved in order to maintain cultural unity when used as a private form of communication. Her statement, for a people who cannot identify with either standard (formal, Castilian) Spanish, nor standard English, what recourse is left to them but to create their own language? suggests that despite the societal pressures of needing to learn more formal and ‘properly accepted English and Spanish, the very nature of the Chicano language is a unique creation of acceptance, through language within the Mexican culture. She is opposed to assimilation on†¦show more content†¦The English language is universal. It has very set rules, forms and functions. The Chicano language at best represents a personal story, a private communication that is not understandable or even acceptable by non-chicanos. By contrast, Richard Rodriquez, in his article entitled Aria, strongly believes in surrendering to learning the proper English language, despite how strongly he feels his native tongue is a private language that once functioned to unite his family. Rodriguez creates a division of a public and a private discourse. He feels that he has a ‘right to learn the public language of los gringos. He creates a visual clash of two worlds: a public world as represented by school and the need to learn English; and a private world as represented by his family and the use of Spanish within the home. He feels that in order to adapt and create assimilation that he needs to abandon the comfort of using Spanish to communicate and force himself to learn English Ââ€" even if it meant alienating his family members. He does not believe as Anzaluda does that you have to create your own language if you cannot identify with more formal forms of acceptance. Although he admits it is heartbreaking to have shared fewer words with his parents because of the language barrier, he thinks his choice in learning and practicing English was necessary. In fact, the more he learnedShow MoreRelatedHow to Tame a Wild Tongue1952 Words   |  8 Pagesâ€Å"My Perspective of a Wild Tongue† â€Å"How to Tame a Wild Tongue†, by Gloria Anzaldua, is a very expressive story about a Mexican American women’s struggle to preserve her culture. Her main fight revolves around a struggle to keep a form of Spanish, called â€Å"Chicano Spanish†, a live. In the short story she says, for a people who cannot entirely identify with either standard (formal, Castilian) Spanish, or standard English, what recourse is left to them but to create their own language?(pageRead MoreAnalysis Of How Of Tame A Wild Tongue 1507 Words   |  7 PagesGloria Anzaldà ºa article â€Å"How to Tame a Wild Tongue,† she shows us how different worlds so close can be so different. Anzaldà ºa shows that people have restricted freedom in society by the social norms set in them. Anzaldà ºa pressed her awareness and distraught on how people treat her depending on the type of language she uses. She also explains some of her emotions towards the way people are like with speak ing and listening to accents. The article is how Anzaldà ºa explains how culture and accent shapesRead MoreAnalysis Of How To Tame A Wild Tongue1713 Words   |  7 Pages In â€Å"How to Tame a Wild Tongue† by Gloria Anzaldua, she speaks from personal experiences she grows up with while living as a Chicana in the United States. Throughout her life she was subjected to being oppressed because of her native language. From a very young age she felt as if she was not allowed to express and acknowledge herself while speaking Spanish. Anzaldua believes that â€Å"If you want to really hurt me, talk bad about my language. Ethnic identity is twin skin to linguistic identity – I amRead MoreHow To Tame A Wild Tongue Summary999 Words   |  4 Pagesyou†, although thats a great start. It is about learning to truly appreciate one’s culture and personal differences including language and heritage. Gloria Anzaldà ºa gives us a look inside how latino men and women are treated in her book, â€Å"How to Tame a Wild Tongue†. Within the first page of â€Å"How to Tame a Wild Tongue, we see a first hand account of the hate toward latino people. Teachers tried to take away her language and her culture even while she was just a child. Gloria gives us this illustrationRead MoreAnalysis Of The Poem How Of Tame A Wild Tongue 1460 Words   |  6 PagesThe essay, â€Å"How to tame a wild tongue† written by Gloria Anzaldua is a staggering piece on important social issues such as racism, cultural differences, individuation, and domination. Anzaldua believes that her language is yet the most central and important component for her ethnic identity as a person. If her language is threatened, then her individuality is threatened. She basically responds to the violence she experienced as her character was restricted in this dominating society that she wasRead MoreGloria Anzalduas How To Tame A Wild Tongue1020 Words   |  5 Pages(Marilyn vos Savant). Within the short text â€Å"How to Tame a Wild Tongue,â €  this idea is explored in numerous ways as the various groups of people attempt to gain more rights within their community and society as a whole. They come to the realization that the ways in which they are treated is in an unjust manner. Others treated them as if they are insignificant and powerless. Therefore, in Gloria Anzaldua’s â€Å"How to Tame a Wild Tongue,† she confronts how many Hispanic minorities, especially women, areRead MoreGloria Anzalduas How To Tame A Wild Tongue1895 Words   |  8 Pagescom). This could refer to name, gender, sexual orientation, one’s profession, race, ethnicity, and the list stretches beyond. Is it birth, by choice, or by evolution of events? In Gloria Anzaldua’s â€Å"How to Tame a Wild Tongue†, Jhumpa Lahiri’s â€Å"Teach Yourself Italian†, and Zadie Smith’s â€Å"Speaking in Tongues†, each author writes about their experiences with languages and all have lived through diffe rent events which has led them to their definitions of identity. What they all have in common is that theyRead MoreReview of Entering Into the Serpent and How to Tame a Wild Tongue669 Words   |  3 PagesGloria Anzaldua wrote two essays Entering into the Serpent and How to Tame a Wild Tongue. It is difficult for me to understand because both of these two essays are in English and Spanish. I think it is the author’s purpose that let people know how difficult it is to suffer from different cultures and languages. Anzaldua mainly talks about the differences in cultures and languages to show how she fights against people’s common sense of American culture. First, she talks about many stories about SpanishRead MoreAnalysis Of How To Tame A Wild Tongue By Taloria Anzaldà ºa987 Words   |  4 Pagesto let it tear you down? Within the short text â€Å"How to Tame a Wild Tongue,† this idea is explored in numerous ways as the various groups of Hispanics and women attempt to gain more rights within their community and society as a whole. They come to the realization that the ways in which they are treated is in an unjust manner, making them feel insignificant and powerless. Therefore, in Gloria Anzaldà ºa’s â€Å"How to Tame a Wild Tongue,† she confronts how many Hispanic minorities, especially women, areRead MoreComparing Amy Tans Mother Tongue and Gloria Anzulduas How To Tame A Wild Tongue733 Words   |  2 Pagesexpected of them. Many times, in America, people look down on people who do not accept the American Way of Life. The struggle of fitting in and accepting the cultural background is a major point in both ess ays, _Mother Tongue_ by Amy Tan and _How to Tame a Wild Tongue_ by Gloria AnzaldÏ a, which the authors argue similarly about. Both essays can be related to my life as I experience them in my life at home and at school. High school also has an unparalleled reputation of students trying to fit in with

Spring Thesis Reflection - 607 Words

The Spring Thesis performance consisted of six separate pieces, each choreographed by a different person. Due to each dance having a different choreographer, the style of each dance differed from the rest, creating a sense of wonder and excitement as to what the next piece would bring. This was amplified due to the fact that between each part of the performance, the theater went completely dark as the next group of dancers made their way to their positions. In particular the difference in style between the first piece and the second piece stood out in the way the performers moved. In the first piece, Attachment Behavior, the movements were very sharp and stiff. On the other hand, the second piece, Here is Not There, consisted of more fluid, carefree movements such as one dancer dragging another across the stage and sitting on a bench. Furthermore, the second piece also used the voices of both the dancers and the choreographer who sat in the audience. This back and forth interaction s howed another contrast in style and provided a less serious tone to the performance. It was also interesting to see the use of voices, like one of the videos from class, but with a slight twist that made the audience feel like they were involved in the performance. In addition to this, the second performance also utilized another concept from class, negative space, in a unique way. The dancers used two benches to create different shapes for them to move through, under, andShow MoreRelatedMy Work Within The Database, Rewarding, And Completing Tasks At The Hospital947 Words   |  4 Pagestreatment or disease, tend to have lower quality of life scores. This showed the need for more research and interventions to help patients with cancer improve their quality of life. Additionally, students in lab presented their thesis and explained the process of developing a thesis. 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Yes, the very last sentence is my thesis statement. Are my topic sentences and body paragraphs clear and well developed? Yes, it took me a little time to figure them out. Have I fully supported my thesis with ample supporting details and examples? Yes I believe the essay backs my thesis pretty good. Have I used a sufficient number and varietyRead MoreQuestions On Global Studies : Spring Final Project1167 Words   |  5 PagesRyan Ramsdell June 1, 2015 Global Studies 1 GS1 Spring Final Reflection For our Global Studies 1 spring final project we had to think of a thesis that used â€Å"Through my history and English courses, I have learned...† as a starting/expansion point. We were to write journals that responded to different open ended questions about the process of this project and about our experiences in this course. The main part of the project is the product which was a medium of our choice that exhibits a meaningfulRead MoreEssay about The Existence of God: the Arguments of Locke and Descartes965 Words   |  4 Pagestreatise with the thesis that ideas spring from two fountainheads--sensation and reflection. The former, man acquires from external sensible objects that affect mans five senses--those same senses endowed upon all men by the Creator. Material things outside mans being are the objects of sensation. Through experiencing sensation, mans thinking process gives rise to ideas thereby gaining for the thinking being a certain amount of knowledge. The other fountainhead is reflection. While sensationRead MoreThe Mending Wall by Robert Frost Essay1226 Words   |  5 Pageswhose works epitomized the Modernist literary movement, and in turn represented the mood and minds of a nation. Frost remains emblematic of a specific time in our country. 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Their schoolingRead MoreMy Portfolio Is A Reflection Of The Two Best864 Words   |  4 PagesMy portfolio is a reflection of the two best essays that I wrote during the English 101 course during the 2016 spring semester. It contains my Media Analysis essay, â€Å"Imagine the Possibilities,† and my Research-based Academic Argument (RBAA), â€Å"Euthanasia.† These two essays are my best work, and were both improvements from the first essay that I completed for this class. With many hours being put into both of these papers, I worked hard to stay organized and have good research, both things that I previouslyRead MoreCauses And Effects Of Climate Change Essay1260 Words   |  6 Pagesclimate change is, what causes it and its effects now and in the future. Thesis Statement: Climate change is a very important issue that affects all of us, we need to know more about this issue. Organization pattern: Cause and effect. Introduction: I. (Attention-getter): When you look at yourself in a dirty mirror; can you see your image very well? No. The same occurs when the sun rays reflect on the sea and that reflection can’t be released into the space because gasses in the atmosphere block theirRead MoreElias Ashmole, An English Alchemist1765 Words   |  8 Pagesimagination† in creating the manifest cosmos. Sophia’s â€Å"deceiving†, â€Å"dark face† being the world of reflections and mirror images is also mentioned. With a reflection of a reflection he worked at producing the world, and then even the reflection belonging to visible reality was taken from him. But to Sophia a place of rest was given in exchange for her repentance. Thus, there was in her no prior reflection, pure in itself beforehand. After they had already come into being through it, he used his imagination