iSEEK - Education

AEDS National Security Archive Electronic Briefing Book No. 7 Documents on the U.S. Atomic Energy Detection System [AEDS] by William Burr In August 1948, the U.S. Air Force created the Office of Atomic Energy-1 [AFOAT-1], giving it responsibility for...

www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB7/nsaebb7.htm

Average Rating (0 votes)

Career/Technical Education Standards (CA Dept. of Education)

166 166

171 171

174 174

280 280

1 0

or modeled automated system. E8.2 Understand the use of sensors for data collection and process correction in an automated system. E8.3 Understand how to program a computing device to control an automated system or process. E8.4 Assemble input, processing, and output devices to create an automated system that is capable of accurately completing a preprogrammed task. E9.0 Students understand the effective use of environmental and natural science equipment: E9.1 Use appropriate methods and

166 0 http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=166 www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=166

automation modules and know how to set up simple systems to complete preprogrammed tasks: B8.1 Use appropriate tools and technology to install equipment, assemble hardware, perform tests, collect data, analyze relationships, and display data in a simulated or modeled automated system. B8.2 Understand the use of sensors for data collection and process correction in an automated system. B8.3 Understand how to program a computing device to control an automated system or process. B9.0 Students

171 0 http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=171 www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=171

to develop systems that complete preprogrammed tasks: D9.1 Use appropriate tools and technology to perform tests, collect data, analyze relationships, and display data in a simulated or modeled automated system. D9.2 Understand the use of sensors for data collection and process correction in an automated system. D9.3 Program a computing device to control an automated system or process. D9.4 Use motors, solenoids, and similar devices as output mechanisms in automated systems. D9.5

174 0 http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=174 www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=174

or modeled automated system. E8.2 Understand the use of sensors for data collection and process correction in an automated system. E8.3 Understand how to program a computing device to control an automated system or process. E8.4 Assemble input, processing, and output devices to create an automated system that is capable of accurately completing a preprogrammed task. E9.0 Students understand the effective use of environmental and natural science equipment: E9.1 Use appropriate methods and

280 0 http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=280 www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=280

Network Communications Pathway C4.0 Students understand network project management: C4.1 Analyze network system interdependencies and constraints. C4.2 Understand the processes used in managing and maintaining various types of electronic networks. C4.3 Understand the implications of major protocols and international standards and their impact on data transmission. C5.0 Students understand network communication applications and infrastructure: C5.1 Know the appropriate uses of

www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=174

Average Rating (0 votes)

Handouts for Supporting Teachers Who Are Implementing Student Progress Monitoring: A Guide...

3 3

5 5

6 6

7 7

20 20

21 21

32 32

33 33

1 0

5 Consider the following activities based on the progress monitoring level that you’ve chosen for your school. July-August GOAL—DEVELOP A PLAN FOR PROGRESS MONITORING Progress Monitoring is an approach to measuring the growth of student proficiency in the core educational skills that contribute to success in the curriculum. For reading, reading aloud fluently and accurately from text (Oral Reading) is measured. The purpose of progress monitoring is to provide educators with an efficient ways

3 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=3 centeroninstruction.org/files/Handouts_Support.pdf#page=3

BE INTERPRETED AS THE SET OF PROCEUDRES UTILIZED TO MONITOR STUDENT GROWTH IN READING. Time Line July/August o Decide on the level at which you will proceed (classroom, grade, or school-wide) o Prepare materials o Decide on a monitoring schedule o Practice probe administration and scoring o Develop a data-management system o Develop background knowledge September o Conduct a Fall screening o Identify students at-risk

5 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=5 centeroninstruction.org/files/Handouts_Support.pdf#page=5

5 Consider the following activities based on the progress monitoring level that you’ve chosen for your school. July-August GOAL—DEVELOP A PLAN FOR PROGRESS MONITORING Progress Monitoring is an approach to measuring the growth of student proficiency in the core educational skills that contribute to success in the curriculum. For reading, reading aloud fluently and accurately from text (Oral Reading) is measured. The purpose of progress monitoring is to provide educators with an efficient ways

6 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=6 centeroninstruction.org/files/Handouts_Support.pdf#page=6

6 Activity 5—Develop Background Knowledge Read the following selection and discuss in your study group. Use suggested discussion questions from Appendix 1. Results by Mike Schmoker, pp. 1-21. GRADE LEVEL Activity 1—Develop Materials Decide on materials to use for progress monitoring. Develop probes or get the prepared materials from the website. Refer to Section 6 of the Content Module for more details about selecting materials. Activity 2—Establish a Monitoring Schedule Make

7 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=7 centeroninstruction.org/files/Handouts_Support.pdf#page=7

7 Activity 2—Establish a Monitoring Schedule Make decisions about how often to monitor students and who to monitor. A suggested schedule would be to screen school-wide three times a year (Fall, Winter, and Spring) and monitor the bottom 40% of grade once per week. Refer to Section 7 of the Content Module for more information about monitoring schedules. Activity 3—Probe Administration and Scoring Review and practice progress monitoring procedures. Please see Section 3 of the Content Module for

20 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=20 centeroninstruction.org/files/Handouts_Support.pdf#page=20

this have an influence on implementation of a progress monitoring system in our building? 4) How can we improve teamwork and collegiality in our building? 5) How can we capitalize on teacher expertise in our building as we implement the progress monitoring system? 6) What will effective teamwork in designing a progress monitoring system look like in our school? 7) How can administrative collaboration be improved in our school? Fuchs, L.S., Fuchs, D., & Hosp, M.K. (2001). Oral reading fluency

21 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=21 centeroninstruction.org/files/Handouts_Support.pdf#page=21

21 Davidson, M. & Myhre, O. (2000). Measuring reading at grade level. Educational Leadership, February, 25-28. 1) How does the Victory 1000 program described in this article compare to the progress monitoring system that we will be implementing? 2) Are there components described in this article that we should consider when implementing our progress monitoring system? 3) What benefits can we foresee will result from implementation of a school wide progress monitoring system (discuss in terms

32 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=32 centeroninstruction.org/files/Handouts_Support.pdf#page=32

our school as they set goals for their students? 4) Discuss the purpose of individual goals versus classroom benchmarks. 5) How will you argue for the progress monitoring system if someone is against it? 6) Discuss how data collection can improve educational outcomes for students in your school. Reflect on Schmoker’s comments in Chapter 3 Chapters 4 and 5 1) How can implementation of instructional interventions (through use of a progress monitoring system) produce swift and significant

33 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=33 centeroninstruction.org/files/Handouts_Support.pdf#page=33

produce long-term gains in our school as a whole? 2) How can setting goals for the percentage of students that will achieve a specific benchmark level by each screening result in identification of areas for improvement, discussion, and corrective action in our school? 3) How might rubrics be integrated into our progress monitoring system? 4) How can we improve our system of progress reporting to parents, using the data we’re collecting? 5) How might progress monitoring lead to improvement in

centeroninstruction.org/files/Handouts_Support.pdf#page=5

Average Rating (0 votes)

Automated Essay Scoring With e-rater� V.2

E-rater has been used by the Educational Testing Service for automated essay scoring since 1999. This paper describes a new version of e-rater (V.2) that is different from other automated essay scoring systems in several important respects. The main innovati...

escholarship.bc.edu/jtla/vol4/3

Average Rating (0 votes)

Poverty, Old-Age and Social Pensions in Kenya

9 9

21 21

24 24

40 40

41 41

1 0

ho are w orking in agricultural or construction sectors. Surprisingly, the results reveal that giving pensions to unemployed elderly do not result in a pro-poor outcome. These conclusions generally hold for both the 1994 and 1997 years. TABLE 6.3 Pro-Poor Policy index for universal pension to vulnerable groups of elderly Targeting 55 years & over 60 years & over 1994 Elderly living alone 0.40 0.43 Widowed elderly 0.87 0.87 Subsistence farming elderly 1.32 1.35 Pastoralist elderly 1.69 1.73

3 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=3 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=3

POVERTY, OLD-A G E A N D SOCIA L PEN SION S IN KEN YA &lowast; Nanak Kakwani,&lowast;&lowast; H yun H . Son&lowast;&lowast; and Richard H inz&lowast;&lowast;&lowast; A BSTRA CT This study is concerned with old-age poverty in Kenya. It is also concerned with strengthening and developing social pension program s for the elderly. In this study, we develop precise socioeconom ic and dem ographic profiles of the elderly in Kenya from the viewpoint of providing policy-m akers with inform ation that m ay be useful in the reform and expansion of the

4 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=4 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=4

large, and poverty rates of the elderly increased between 1994 and 1997, the period for which there is household survey data available. In 1994, 44% of persons over the age of 55 reported incom es below the official poverty lines com pared to 37% of the total population. The differential is even greater than these num bers suggest because the elderly are included in the overall num bers. In 1997, the poverty rate for the elderly was nearly 50%, com pared to 45% overall. In addition, the severity and depth

5 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=5 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=5

national incom e would cost about 1% of G D P. Expanding this to 50% of per capita G D P would raise the cost proportionally to just above 2% of G D P. This represents a sizable but feasible portion of current tax revenues that are now just above 20% of G D P. If a pension program provided cash transfers to all elderly 55 years old and over, there would be about 1.5 and 1.7 m illion beneficiaries in 1994 and 1997, respectively. Such a program would have a m ajor im pact on poverty rates and levels for the

9 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=9 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=9

Nanak Kakwani, H yun H . Son and Richard H inz 7 countries to strengthen and develop social protection policies and program s in response to econom ic crises and rising vulnerability am ong the elderly (Asian D evelopm ent Bank 2001, W orld Bank 2001, United Nations 2002). The initial step in assessing an appropriate design and im plem entation path for the potential enhancem ent of the social protection system in Kenya to address the prevalence and consequences of old age poverty is to

16 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=16 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=16

14 International Poverty Centre W orking Paper nº 24 2.7 PO VERTY SIM ULATIO N The study sim ulates several alternative designs of a non-contributory social pension system for the elderly. These are intended to illustrate the relative effects of alternative program design and associated costs on poverty reduction. O utcom es are estim ated not only for the elderly, but also for national poverty. To evaluate the potential im pact of a social pension, several alternative designs for such a

19 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=19 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=19

Nanak Kakwani, H yun H . Son and Richard H inz 17 For instance, the Central province is dom inated by com m ercial farm ers. This feature of the province can be attractive for both retirees starting com m ercial farm ing and for elderly seeking for em ploym ent. O n the other hand, Nyanza province has a high percentage of subsistence farm ers. Pastoralism is prevalent in certain districts in the Rift Valley, Northeastern and som e parts of the Coastal and Eastern provinces. Pastoralist

21 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=21 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=21

livelihood opportunities. In this context, pensions for the elderly could be of great im portance. Pension incom e is usually likely to be pooled within households, and younger m em bers have been dem onstrated to benefit from it. Table 3.7 illustrates one of the m ain effects of elderly caring for children by exam ining the school attendance of children from elderly headed households. School-age children are defined as those aged between 6 and 17, which corresponds to the current Kenyan education system

22 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=22 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=22

20 International Poverty Centre W orking Paper nº 24 children living in other households. This suggests that children living in elderly headed households suffer greater financial hardship compared to those living in non-elderly ones. “O ther” as a reason other than the specific six reasons, is the next highest cause after fees cited by the children for not com pleting the education cycle. The children who responded no interest as a reason for not attending school is also significant, at 8.8 percent

24 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=24 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=24

private dispensaries. For those under 60, the m ost frequent action when sick is also to visit a pharm acy (74 percent), followed by consulting a dispensary (12.4 percent). Attending a health centre or hospital is m ore com m on for the non-elderly group com pared to the elderly one. The 1994 W M S show s that nationally, 10.16 percent of the elderly over 60 w ho are sick do not receive treatment. The corresponding figure increased to 19.10 percent in 1997. For the w hole population, the figures for not

29 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=29 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=29

Nanak Kakwani, H yun H . Son and Richard H inz 27 FIGURE 4.4 Literacy status of elderly pensioners 74.5 25.5 79.1 20.9 74.1 25.9 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 All pensioners Pensioners 55 & over Pensioners 60 & over Literate Illiterate Source: Authors’ calculations based on the 1994 W M S. 4.4 PENSIO NERS LIVING W ITH CH ILD REN In Kenya, the m ajor roles of older people can be identified as: child care givers for em ployed fam ily m em bers with children; and care

30 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=30 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=30

the asset ownership of those without access to pensions. The results reveal that elderly-headed households with pensions tend to own large land parcels, and it was observed that m ost households own no land or little land, seriously disadvantaging their ability to earn a livelihood. Land holding is defined as land owned or operated by a household used either for crops or livestock rearing. In terms of mean land holding size, the difference betw een the elderly-headed households w ith and w ithout

31 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=31 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=31

in Kenya. The elderly without pensions tend to have m ore access to cars than their counterpart elderly. Radios and TV sets are m ore com m only owned assets com pared to assets like cars. This m ay not only be a reflection of affordability, but also the practicalities of daily life. O n average, elderly having access to pensions own m ore radios and TV sets than those without pensions. In the case of life insurance, 2.89 percent of the population in 1994 had life insurance. O f the elderly, there is a

32 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=32 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=32

pensions, a higher proportion of elderly-headed households w ith pensions have access to safe sanitation and electricity. These findings suggest that elderly-headed households receiving pensions tend to have a better quality of living standards than those w ithout pensions. O n the whole, the lim ited pension system of Kenya appears to provide a m eaningful source of incom e support for the sm all proportion of elderly persons that receive benefits. Those who report pension receipt indicate far better

33 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=33 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=33

current pension system for form al sector workers, although sm all, is reaching persons within the lowest incom e groups. 5.2 PENSIO NS AND TH E PRO BABILITY O F BEING PO O R As a second step in identifying the im pact of current pension incom e on poverty a probit m odel was developed to evaluate the determ inants of the probability that a household m em ber living in a household headed by an elderly person will be poor. A m ultivariate setting enables the identification of the im pact of having a

38 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=38 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=38

This study has also calculated the PPP index in the hypothetical case of a universal pension program for the elderly. Suppose that every elderly person over 55 or 60 years old receives a non-contributory pension from the governm ent. Is this scenario likely to be m ore pro-poor than the actual pension program ? Using both the 1994 and 1997 W M S, Table 6.2 attem pts to seek the answer to this question. TABLE 6.2 Pro-Poor Policy index for universal pensions to elderly living in rural and urban areas

40 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=40 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=40

ho are w orking in agricultural or construction sectors. Surprisingly, the results reveal that giving pensions to unemployed elderly do not result in a pro-poor outcome. These conclusions generally hold for both the 1994 and 1997 years. TABLE 6.3 Pro-Poor Policy index for universal pension to vulnerable groups of elderly Targeting 55 years & over 60 years & over 1994 Elderly living alone 0.40 0.43 Widowed elderly 0.87 0.87 Subsistence farming elderly 1.32 1.35 Pastoralist elderly 1.69 1.73

41 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=41 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=41

in Table 6.4. If a pension program had been designed to reach elderly 55 years old and over, there would have been m ore than 1.5 and 1.7 m illion beneficiaries in 1994 and 1997, respectively. O f those, 93-94 percent cam e from rural areas in that period. If the coverage of the pension program was reduced, the num ber of beneficiaries would be expected to fall. This is the case for a pension schem e, if designed for those older than 60. In com puting pensions given to each beneficiary, we should

42 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=42 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=42

pensions. The results show that such a universal pension schem e would have cost 1.16 and 1.38 percent of G D P in 1994 and 1997, respectively. As expected, when eligibility is reduced to elderly over 60, costs fall to less than 1 percent of G D P per capita in both periods. For com parison, in India, the total expenditure on various safety net program s including old age pensions am ounted to 1.5 – 2 percent of G D P. Brazil, Nam ibia and South Africa spend 1, 2, and 1.4 percent of G D P, respectively, on

44 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=44 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=44

42 International Poverty Centre W orking Paper nº 24 show s, a given level of pension w ould have a more significant impact on poor individuals living far below the poverty threshold rather than those clustered around the threshold. This point is further highlighted w hen it comes to poverty among elderly. Finally, as expected, the pension transfer leads to substantial reduction in poverty among elderly and also in non-negligible poverty reduction for children under 15 (at the national level

45 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=45 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=45

provides som e prelim inary assessm ent of several key issues that should be included in the consideration of approaches to expand and reform the pension system . The policy analysis is prim arily directed at evaluating the costs, design and projected outcom es of providing a universal “dem ogrant” type social pension that would provide basic subsistence benefits to citizens reaching a specified retirem ent age. This review of the status of the elderly in Kenya indicates a pressing need for som e expansion

46 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=46 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=46

the poverty line com pared to 45% of all children. Children in the care of the elderly indicate m uch lower rates of school attendance. D espite the greater risk and associated social consequences of the low econom ic status of the elderly, the form al pension system in Kenya rem ains very lim ited. O nly 3.1% of people over the age of 55 in 1994 reported the receipt of any pension incom e and 90% of these recipients were m ale. The lim ited data precludes any ability to determ ine patterns for the

47 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=47 www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=47

Nanak Kakwani, H yun H . Son and Richard H inz 45 The analysis also suggests that due to the prevalence of poverty am ong the elderly, there will be lim ited gains from m eans testing such a system relative to providing benefits for all at a specified age. Several of the m ain design param eters of such a system can be considered in the context of basic inform ation on incom e distribution and poverty levels derived from the household data. The key threshold question of affordability can be

www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=40

Average Rating (0 votes)

Introduction to Nucleic Acids and Application to Infectious Disease Detection

manually on the organism to determine its identity.� In the 1970�s automated testing for analysis of blood samples (e.g. glucose, cholesterol) was introduced that allowed the clinical laboratorian to perform more tests more quickly.� ...

www.accessexcellence.org/RC/AB/BA/dnaintro/index.php

Average Rating (0 votes)

Ageing and poverty in africa and the role of social pensions

4 4

5 5

7 7

11 11

16 16

1 0

are statistically significant in 11 countries. TABLE 4 Income shortfall from the poverty threshold for different household types, as percent of average income short fall (poverty gap) for the country as a whole. Country No Elderly Persons Elderly Persons Only Elderly & Children Only Not Headed by Elderly Headed by Elderly All Persons Burundi 100 154 143 100 100 100 Burkina Faso 100 113 116 100 99 100 Cote d'Ivoire 93 213 224 95 121 100 Cameroon 99 151 107 97 112 100 Ethiopia 98

4 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=4 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=4

2 International Poverty Centre Working Paper nº 8 Drawing on household survey information, the study has delineated the profile of the elderly for 15 African countries which include both East and West African countries, and countries with a high and low prevalence of HIV-AIDS pandemic. The findings show much heterogeneity across countries with respect to the proportion of the elderly population, the living arrangements and the composition of households, and household headship. The variations in

5 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=5 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=5

Nanak Kakwani and Kalanidhi Subbarao 3 While categorical targeting of a pension for the above groups yields the maximum poverty reduction impacts, and is also fiscally sustainable even in low income countries, its operational feasibility is considered to be weak. Moreover, targeting a social pension for such specific groups among the elderly is most likely to lead to adverse incentive effects and possible induced changes in household types in order to claim a pension. Bearing this mind, two

6 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=6 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=6

4 International Poverty Centre Working Paper nº 8 African countries is delineated in section IV. Three aspects of welfare are discussed: poverty incidence, poverty gap ratio, and sickness and access to healthcare. In section V the implications for poverty reduction of a social pension to the elderly under alternative targeting options are analyzed. In particular, it will examine the short run impacts of providing assistance to the elderly (living in diverse household settings) to a reduction in

7 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=7 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=7

Nanak Kakwani and Kalanidhi Subbarao 5 children, the disabled, chronically food insecure households, etc. , the prospects for the elderly deserve a little more attention than was possible in the Risk and Vulnerability Assessments largely because of the changing demographics, HIV-AIDS pandemic, the pace of urbanization and the gradual emergence of nuclear families – all contributing to a gradual erosion of the traditional safety net, viz., the extended family. Given that most poor happen to be in

8 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=8 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=8

6 International Poverty Centre Working Paper nº 8 2. Households with only elderly persons 3. Households with only children and elderly persons 4. Mixed households with children, working age persons and elderly 5. Households headed by elderly persons 6. Households headed by working age (15-59) males or females Households in groups 5 and 6 are sub-groups of household group 4. To analyze the poverty status of elderly, we will need a poverty line for each of the 15 countries. The study uses

9 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=9 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=9

the elasticity of total poverty reduction and elderly poverty reduction with respect to different targeting criteria). A detailed methodology is provided in Appendix 1. 4 A PROFILE OF THE ELDERLY IN AFRICA. A. THE SETTING: CHARACTERISTICS OF SAMPLE COUNTRIES The study is based on recent household survey information for 15 low income Sub Saharan countries. Details of the household surveys are provided in the Appendix. Table 1 provides some background information on basic characteristics of these

11 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=11 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=11

the elderly may have become caregivers for children, in which case a household type of “elderly with children” becomes important. Column 4 in Table 2 presents the percentage of population living in such households. The proportion ranges from a low 0.06 percent in Gambia to a high 1.34 percent in Uganda, 1.38 percent in Malawi, and 1.30 percent in Burundi. 5 It is worth noting that the household type “elderly with children” existed even prior to the AIDS pandemic with working age adults migrating to

12 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=12 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=12

generally the main breadwinner in the household.) 6 d. How statistically significant are these difference? Are the patterns similar for the incidence of the poverty gap ratio? These questions are explored below. The results for question (a) above presented in Figure 2.7 In eleven out of fifteen countries, the incidence of poverty among households in which the elderly are living (we call them “mixed households”) is higher than the average; in nine countries the differences are statistically significant

13 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=13 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=13

is exacerbated when they become caregivers for children. In Malawi, Uganda and Zambia, households in which the elderly are living with children is 20 percentage points higher than the average and statistically significant. Question (c) is addressed in Figure 4. In 12 out of 15 countries the incidence of poverty in households headed by the elderly is higher than the average; the differences are statistically significant in 11 countries. An interesting finding is that the “elderly living alone

14 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=14 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=14

proportion of children in poverty, alongside the average for the whole population, and the proportion of elderly in poverty. The incidence of poverty among the elderly and among the children is about the same in most countries; the incidence of poverty among the elderly is more than 5 percentage points higher than that of children in Cote d’Ivore, Malawi and Zambia. On the other hand, the incidence of

15 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=15 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=15

Nanak Kakwani and Kalanidhi Subbarao 13 poverty among the children is more than 5 percentage points than that of elderly in Madagascar, Mozambique and Nigeria. The pattern remains the same even when disaggregated by rural/urban location (tables not presented). The above findings strongly confirm the elderly disadvantage especially when the elderly have become either principal breadwinners for the family, or have become caregivers for children. For most countries the differences between the

16 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=16 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=16

are statistically significant in 11 countries. TABLE 4 Income shortfall from the poverty threshold for different household types, as percent of average income short fall (poverty gap) for the country as a whole. Country No Elderly Persons Elderly Persons Only Elderly & Children Only Not Headed by Elderly Headed by Elderly All Persons Burundi 100 154 143 100 100 100 Burkina Faso 100 113 116 100 99 100 Cote d'Ivoire 93 213 224 95 121 100 Cameroon 99 151 107 97 112 100 Ethiopia 98

18 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=18 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=18

16 International Poverty Centre Working Paper nº 8 D. RURAL/URBAN DIFFERENCES There are clearly significant rural/urban differences. With respect to single elderly persons, a much higher proportion of individuals are poor in rural areas compared with urban areas in every country. (Figure 7) The pattern remains the same for other household types, viz., households with elderly and children, and households headed by the elderly. (The results are not presented.) The relatively higher proportion of

19 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=19 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=19

the elderly. The main purpose is to assess which targeting option makes sense, i.e., yields the maximum possible gains in national poverty reduction, with a given budget and with a given benefit level. The resources required (as per cent of GDP) to eliminate the poverty gap among all elderly women and men and others is shown in Table 6. Compared with the cost of filling the poverty gap for other categories, the cost of filling the poverty gap for elderly men and women is not very high for most

20 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=20 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=20

18 International Poverty Centre Working Paper nº 8 households headed by the elderly – clearly not affordable for most countries. Even to fill the poverty gap among the elderly with children – a small proportion of the population in all countries – the resources required ranged from 0.1 to 0.5 percent of GDP. TABLE 7 Money as % of GDP required to eliminate poverty gap by household type Country No elderly persons Elderly persons only Elderly & children only Mixed households Not headed by

21 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=21 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=21

poverty reduction of targeting social assistance pension to households with elderly and children (columns 4) is higher than what could be obtained by targeting it to the elderly only group (column 2). The poverty reduction impacts of targeting the household type “households with elderly and children” are particularly large in two countries devastated by AIDS, viz., Uganda and Malawi. It is worth noting, however, targeting this particular household type for social pension cannot solve the wider problem of

22 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=22 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=22

household types and poverty status. However, implementing a pension program targeted to specific household types may pose enormous difficulties. The potential for adverse incentive effects can be large. For example, if “single” elderly are targeted for a social pension, it is just possible an elderly person (a grandma or a grandpa) currently living in an extended family household setting might be “kicked out” to fetch a pension. If a household type such as “elderly and children” are targeted, it is just

23 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=23 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=23

1.7 -6.7 -2.2 Kenya -3.0 -2.4 -15.3 -2.8 Madagascar -3.4 -3.0 -26.4 -2.9 Mozambique -1.5 -1.3 -8.9 -1.3 Malawi -1.5 -1.3 -9.5 -1.5 Nigeria -3.1 -2.5 -14.0 -2.7 Uganda -3.3 -2.7 -14.1 -2.5 The simulations also assume that the pension, though delivered to the elderly person, is shared within the household – a realistic assumption in the African context. The poverty reduction impacts of targeting to all elderly persons, all poor elderly persons, are shown in Table 10 (for head count poverty) and

25 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=25 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=25

Nanak Kakwani and Kalanidhi Subbarao 23 Another way to assess the superiority (or lack thereof) of targeting the poor elderly versus all elderly, and various household structures in which the elderly are living, is to compute the targeting indicator (see Appendix for methodology). This is done in Tables 12. If the computed targeting indicator is greater than 1, then the same amount of budget targeted to that group as social pension will result in a greater reduction in national poverty than

26 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=26 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=26

Mozambique 2.92 1.75 1.93 1.15 Malawi 3.13 2.18 2.24 1.55 Nigeria 1.68 0.99 1.00 0.55 Uganda 1.86 1.27 0.97 0.69 Zambia 1.68 1.06 1.33 0.84 One way to make the social pension affordable is to lower the benefit level, means-tested (restricted to the poor elderly), and eligibility restricted to 65+. If one were to fix the benefit level at 35% poverty threshold, the budgetary cost would be exactly equal to one half of the reported results. For example, in Zambia, with a benefit level of one-third of the

27 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=27 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=27

Nanak Kakwani and Kalanidhi Subbarao 25 contributory social pensions for the elderly from a (national) poverty reduction stand point, caution is needed in selecting the right targeted approach while operationalizing a social pension policy.13 TABLE14 Percentage change in national headcount by targeting assistance equal to 70 % and 35% of average poverty line to poor elderly Poor Elderly 60 + Poor elderly 65 + Country Pension = .70% of Poverty threshold Pension = .35% of Poverty

28 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=28 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=28

26 International Poverty Centre Working Paper nº 8 annum in the recent past. This suggests that the fiscal leverage from economic growth is likely to be extremely limited, if not nil, for low income countries of Africa in the medium term, and so the argument that universal social pensions can sustained in a “growth scenario” is tenuous at best. In sum, it appears desirable, in the larger interest of the elderly themselves, to target the pension to the poor among the elderly keeping the age cut off

29 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=29 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=29

Nanak Kakwani and Kalanidhi Subbarao 27 households, the probability of male children attending the school increases. As can be expected, in urban areas the elasticity is generally positive and high in all countries, implying that male children in urban settings are most likely to attend schools. It also implies that the potential adverse impacts on schooling is nil for male children living with the elderly. TABLE 15 Elasticity of probability of male children attending school Country Welfare

30 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=30 www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=30

28 International Poverty Centre Working Paper nº 8 TABLE 16 Elasticity of probability of female children attending school 7 CONCLUSIONS AND IMPLICATIONS FOR POLICY. The main objective of the study is to delineate the poverty among the elderly in 15 low income Sub Saharan countries and to assess the role of social pensions for the elderly. The study finds that, when defined by household structure, the elderly only, elderly with children, and the elderly-headed households are poorer than others in

www.undp-povertycentre.org/pub/IPCWorkingPaper8.pdf#page=16

Average Rating (0 votes)

NYTimes Topic: Aged

Slower Growth Seen in a Graying World By FLOYD NORRIS The Organization for Economic Cooperation and Development forecasts that global growth in gross domestic product will fall as the proportion of older people rises. November 10, 2012, Saturday MORE ON ...

topics.nytimes.com/top/reference/timestopics/subjects/a/aged/index.html

Average Rating (0 votes)

Serving Earth

identifying "fire hotspot pixels" on satellite images. Today SERVIR's fully-automated fire detection system notifies field teams and rapidly guides them to the site using GPS. Firefighters can reach a fire (often in a remote area) and fight it while it is...

science.nasa.gov/headlines/y2005/29sep_servir.htm

Average Rating (0 votes)

Progress Monitoring for Elementary Mathematics/Stecker

5 5

45 45

47 47

63 63

1 0

Overview of the Presentation � Describe progress monitoring � Explain common techniques that are often mistaken for progress monitoring � Discuss features of progress monitoring in elementary grades � Review brief history of progress monitoring measures in mathematics � Provide overview of commonly used computer and Web-based progress monitoring systems

5 0 http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=5 centeroninstruction.org/files/Pam%20Stecker1.pdf#page=5

Overview of the Presentation � Describe progress monitoring � Explain common techniques that are often mistaken for progress monitoring � Discuss features of progress monitoring in elementary grades � Review brief history of progress monitoring measures in mathematics � Provide overview of commonly used computer and Web-based progress monitoring systems

45 0 http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=45 centeroninstruction.org/files/Pam%20Stecker1.pdf#page=45

Brief Historical Perspective of Progress Monitoring in Mathematics � Roots of progress monitoring (specifically curriculum-based measurement) at Institute for Research on Learning Disabilities at the Univ. of MN (mid-1970s - early 1980s) � Stan Deno and colleagues conducted several early studies in reading that failed to demonstrate significantly improved student achievement despite teachers’ accurate implementation: Researchers concluded that teachers did not comply with data-based rules for

47 0 http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=47 centeroninstruction.org/files/Pam%20Stecker1.pdf#page=47

Brief History � With research demonstration of improved achievement for students with mild disabilities whose teachers used progress monitoring for instructional planning in mathematics, the Fuchs and Fuchs team expanded measures to include concepts and applications � Simultaneously, Fuchs and Fuchs implemented progress monitoring in mathematics in general education classrooms

63 0 http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=63 centeroninstruction.org/files/Pam%20Stecker1.pdf#page=63

See http://www.edcheckup.com EdCheckup: Cloze Math � Web-based progress monitoring system � Robust indicator consisting of basic facts in addition, subtraction, multiplication, and division--80 problems administered for 2 minutes � May select electronic scoring option or paper and pencil option

centeroninstruction.org/files/Pam%20Stecker1.pdf#page=5

Average Rating (0 votes)

Back to search results

1 2 3 4 5 6 7 8 9

Pages

Send results

Total time to process: 7771ms - Service time: 7731ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology