pressing issues of poverty. The MDGs are made up of eight major objectives, which are all related to global development. In 2000, 189 world leaders signed a Millennium Declaration. The leaders set 2015 as the deadline for achieving the set MDGs. There has been a mixed result of the progress towards attaining these goals. One of the major achievements has been achieved is that there has been a major reduction of people living in extreme poverty. Accordingly, the proportion of poverty fell to less than
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RESOURCES COMMUNITY DEVELOPMENT AND PUBLIC POLICY guidance on the application of community development approaches to different aspects of anti-poverty and social inclusion work €10 Siobhán Lynam Bridgewater Centre, Conyngham Road, Islandbridge, Dublin 8 Tel: 01 670 6746 Fax: 01 670 6760 Email: info@combatpoverty.ie Website: www.combatpoverty.ie COMMUNITY DEVELOPMENT AND PUBLIC POLICY Siobhán Lynam Community Development and Public Policy 1 © 2006 ISBN: 1-905485-11-5
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The rapid growth of Chinas economy over the past four decades has been greeted with largely unquestioned assumptions that increasing affluence would lead to a happier, wealthier more equitable society. Have the benefits of Chinas economy growth been distributed equitably and what are the social implications of this modernization process? Despite its remarkable economic growth which has been consistently high for a prolonged period of time, it has been unable to distribute the benefits of this growth
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Health Inquiry, Global Health Inequities Introduction: The Millennium Development Goals (or MDG) are a set of 8 goals set by the world’s nations in hope of reducing poverty by 2015. These 8 goals address poverty, education, equality, disease and the environment. Each goal has a targets and indicators we are aiming to achieve by 2015. The purpose of this report is to report on the history, objectives and constitution of the MDG’s and the success and effectiveness of the MDGs. History of MDGs:
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INDIA: A critical analysis on the influences of gender on educational opportunities The discussion in this paper will focus on the influences being female has on educational opportunities in India. It is important to note that that there are issues for males in accessing education, particularly those from the poorest backgrounds, and that childhood and schooling differs depending on the era and location of birth as well as the culture into which you are born. However, educational opportunities
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growing awareness of women‟s issues and an acceptance of their demands as legitimate issues for policy making, both at the national and international level. The major themes of the International Women’s Year and Conference were-- Equality, Development and Peace. Equality, however, had been a dominant issue for the U.N. Commission on the Status of Women and it came primarily from the feminist movement of the Western industrialized nations. Peace was increasingly considered to be a women issue by
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ABSTRACT Gender is a common term where as gender discrimination is meant only for women, because females are the only victims of gender discrimination. Females are nearly 50 percent of the total population but their representation in public life is very low. Recognizing women’s right and believing their ability are essential for women’s empowerment and development. This study deals with gender discrimination in India, its various forms and its causes. Importance of women in development
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together in classroom without having the obstacles of poor funding, bias, and poverty corner them out. Many strides have been made in education gender equality since the end of World War Two. The amount of girls frequenting schools, even in the least-developed of nations, has exponentially risen rapidly over the last five decades. Industrialized nations in the western hemisphere have achieved “maximum education equality for girls,” while in the still-emerging expanses of the Middle East, Pacific
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Women’s Changing Roles in the Context of Economic Reform and Globalization Shahra Razavi United Nations Research Institute for Social Development (UNRISD) Palais des Nations 1211 Geneva 10 Switzerland razavi @unrisd.org May 2003 (first draft: not to be quoted or cited without permission of author) Background Paper for the UNESCO Education for All Monitoring Report 2003: Gender and Education for All Introduction The 1980s
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