|
Education
Web
Viewing 1-9 of 9 total results
 Linkages between Pro-Poor Growth, Social Programmes and Labour Market: The Recent Brazilia...
36 International Poverty Centre W orking Paper nº 26 Sim ilarly, we can calculate the contribution of each incom e com ponent to the growth rate of total per capita incom e: ( ) ( ) ( ) ( )4321 CCCC ttttt γγγγγ +++= (A.3) Subtracting (A.3) from (A.2) gives...
1
0
36 International Poverty Centre W orking Paper nº 26 Sim ilarly, we can calculate the contribution of each incom e com ponent to the growth rate of total per capita incom e: ( ) ( ) ( ) ( )4321 CCCC ttttt γγγγγ +++= (A.3) Subtracting (A.3) from (A.2) gives the contribution of each incom e com ponent to the inequality of total per capita incom e. ( ) ( ) ( ) ( )4*3*2*1** CgCgCgCgg ttttt +++= (A.4)
29
0
http://www.undp-povertycentre.org/pub/IPCWorkingPaper26.pdf#page=29
www.undp-povertycentre.org/pub/IPCWorkingPaper26.pdf#page=29
Grow th rates by non-labour <span class="highlight">com</span> ponents Non-labour income Period Labour income Social security Other non-labour Non-social income Total income Actual growth 1995-2004 -1.49 3.25 5.77 -2.43 -0.63 1995-2001 -1.30 4.69 0.73 -1.23 -0.30 2001-2004 -2.05 0.86 13.26 -3.69 -1.35 Pro-poor growth 1995-2004 -0.73 3.12 29.94 1.43 0.73 1995-2001 -0.97 2.56 25.50 4.41 0.10 2001-2004 0.97 3.90 35.21 -1.97 3.07 Inequality 1995-2004 0.76 -0.13 24.17 3.86 1.36 1995-2001 0.32 -2.13 24.77 5.64 0.40 2001-2004
30
0
http://www.undp-povertycentre.org/pub/IPCWorkingPaper26.pdf#page=30
www.undp-povertycentre.org/pub/IPCWorkingPaper26.pdf#page=30
28 International Poverty Centre W orking Paper nº 26 contribution is particularly high in the latter period 2001-04. W hile non-social incom e appears to play a sm aller role in reducing inequality, the net im pact of social security has been quite im portant. D uring the first period (1995-2001), the net effect of social security resulted in an increase in inequality. Its net contribution on inequality was greater than the net contributions by the other two <span class="highlight">com</span> ponents. Nevertheless, the sum of the
35
0
http://www.undp-povertycentre.org/pub/IPCWorkingPaper26.pdf#page=35
www.undp-povertycentre.org/pub/IPCWorkingPaper26.pdf#page=35
Nanak Kakwani, M arcelo Neri and H yun H . Son 33 APPEND IX SH APELY D ECOM POSITION TO EXPLAIN CONTRIBU TIONS OF INCOM E <span class="highlight">COM</span> PONENTS FOR PRO-POOR GROWTH Suppose there are four incom e <span class="highlight">com</span> ponents which include: X1t: Per capita labour incom e at year t X2t: Per capita social security incom e at year t X3t: Per capita cash transfers at year t X4t: Per capita non-social incom e at year t Total per capita incom e at year t is thus the sum of the four individual incom e <span class="highlight">com</span> ponents
38
0
http://www.undp-povertycentre.org/pub/IPCWorkingPaper26.pdf#page=38
www.undp-povertycentre.org/pub/IPCWorkingPaper26.pdf#page=38
36 International Poverty Centre W orking Paper nº 26 Sim ilarly, we can calculate the contribution of each incom e <span class="highlight">com</span> ponent to the growth rate of total per capita incom e: ( ) ( ) ( ) ( )4321 CCCC ttttt γγγγγ +++= (A.3) Subtracting (A.3) from (A.2) gives the contribution of each incom e <span class="highlight">com</span> ponent to the inequality of total per capita incom e. ( ) ( ) ( ) ( )4*3*2*1** CgCgCgCgg ttttt +++= (A.4)
Cash Transfer Programmes in Brazil: Impacts on Inequality and Poverty
Fabio Veras Soares, Sergei Soares, M arcelo M edeiros and Rafael G uerreiro O sório 21 Returning to the concentration of the different com ponents, it is interesting to observe that the m ost concentrated com ponent is the one that refers to the incom e from rents w ith a co...
1
0
Fabio Veras Soares, Sergei Soares, M arcelo M edeiros and Rafael G uerreiro O sório 21 Returning to the concentration of the different com ponents, it is interesting to observe that the m ost concentrated com ponent is the one that refers to the incom e from rents w ith a concentration index of 77.80, follow ed by the pensions and retirem ent funds that are above the social security floor, w ith a concentration index of 75.78, and by the residual incom e com ponent that w e associate w ith
23
0
http://www.undp-povertycentre.org/pub/IPCWorkingPaper21.pdf#page=23
www.undp-povertycentre.org/pub/IPCWorkingPaper21.pdf#page=23
Fabio Veras Soares, Sergei Soares, M arcelo M edeiros and Rafael G uerreiro O sório 21 Returning to the concentration of the different <span class="highlight">com</span> ponents, it is interesting to observe that the m ost concentrated <span class="highlight">com</span> ponent is the one that refers to the incom e from rents w ith a concentration index of 77.80, follow ed by the pensions and retirem ent funds that are above the social security floor, w ith a concentration index of 75.78, and by the residual incom e <span class="highlight">com</span> ponent that w e associate w ith
32
0
http://www.undp-povertycentre.org/pub/IPCWorkingPaper21.pdf#page=32
www.undp-povertycentre.org/pub/IPCWorkingPaper21.pdf#page=32
transferências não são a causa principal da redução da desigualdade”. Econômica. V.7 N.2. Dezem bro. IBG E (2006) “Aspectos <span class="highlight">Com</span> plem entares de Educação e Acesso a Trasferências de Renda de Program m eas Sociais. PNAD. M edeiros, M .; Diniz, D.; Squinca, F. (2006)“Cash Benefits to Disabled Persons in Brazil: an analysis of the BPC – Continuous Cash Benefit Program m e”. IPC W orking Paper 16. Brasilia. International Poverty Centre. M DS – M inistério do Desenvolvim ento Social (2006) “M anual de O rientação do
Poverty, Old-Age and Social Pensions in Kenya
reduction com pared to a counter- factual situation when everyone receives exactly the sam e benefit from the service. Suppose that the average or m ean benefit generated from the program is denoted by b . The percentage change in aggregate poverty when the b am ount is given to everyone...
1
0
reduction com pared to a counter- factual situation when everyone receives exactly the sam e benefit from the service. Suppose that the average or m ean benefit generated from the program is denoted by b . The percentage change in aggregate poverty when the b am ount is given to everyone is given by � ∂ ∂ = z dxxf x Pbd 0 )( θθ θ W e define the pro-poor policy index as the ratio of actual proportional poverty reduction from the program to the proportional poverty reduction that would have been
10
0
http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=10
www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=10
8 International Poverty Centre W orking Paper nº 24 elderly, estim ates are developed for the cost and projected results for several possible designs of such a system in term s of the size of the benefits provided and the eligibility for participation. These include varying the benefit level from between 20 and 50% of per capita G D P, lim iting benefit eligibility to age 55 or 60, and different approaches to targeting benefits in the lowest incom e groups in <span class="highlight">com</span> parison to universal age related
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 <span class="highlight">com</span> m on for the non-elderly group <span class="highlight">com</span> 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
39
0
http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=39
www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=39
reduction <span class="highlight">com</span> pared to a counter- factual situation when everyone receives exactly the sam e benefit from the service. Suppose that the average or m ean benefit generated from the program is denoted by b . The percentage change in aggregate poverty when the b am ount is given to everyone is given by � ∂ ∂ = z dxxf x Pbd 0 )( θθ θ W e define the pro-poor policy index as the ratio of actual proportional poverty reduction from the program to the proportional poverty reduction that would have been
49
0
http://www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=49
www.undp-povertycentre.org/pub/IPCWorkingPaper24.pdf#page=49
poverty line has increased at a faster rate than the CPI, poverty estim ates in 1994 and 1997 are not <span class="highlight">com</span> parable.
The Post-Apartheid Evolution of Earnings Inequality in South Africa, 1995-2004
14 International Poverty Centre Working Paper nº 32 allow us to split self-em ployed incom e from em ployer incom e. This is a distinct disadvantage because the self-em ployed are likely poorer than em ployers. Social insurance transfers com prise all types of regular receipts from pe...
1
0
14 International Poverty Centre Working Paper nº 32 allow us to split self-em ployed incom e from em ployer incom e. This is a distinct disadvantage because the self-em ployed are likely poorer than em ployers. Social insurance transfers com prise all types of regular receipts from pensions, social w elfare and other governm ental grants. O ther regular incom es com prise item s such as royalties, interest, dividends, alim ony, and allow ances received from fam ily m em bers living elsew here. N
16
0
http://www.undp-povertycentre.org/pub/IPCWorkingPaper32.pdf#page=16
www.undp-povertycentre.org/pub/IPCWorkingPaper32.pdf#page=16
14 International Poverty Centre Working Paper nº 32 allow us to split self-em ployed incom e from em ployer incom e. This is a distinct disadvantage because the self-em ployed are likely poorer than em ployers. Social insurance transfers <span class="highlight">com</span> prise all types of regular receipts from pensions, social w elfare and other governm ental grants. O ther regular incom es <span class="highlight">com</span> prise item s such as royalties, interest, dividends, alim ony, and allow ances received from fam ily m em bers living elsew here. N
Massachusetts History and Social Science Curriculum Framework: August 2003
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.com/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: ww...
1
0
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.com/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: www.loc.gov Massachusetts Council on Economic Education: www.economiced.org Massachusetts Geographic Alliance: www.massgeo.org Massachusetts Studies Project: www.msp.umb.edu Meru Education Foundation: www.merufoundation.org
106
0
http://www.doe.mass.edu/frameworks/hss/final.pdf#page=106
www.doe.mass.edu/frameworks/hss/final.pdf#page=106
John Locke’s Second Treatise on Government: www.liberty1.org/2dtreat.htm Kids in the House of Representatives: clerkkids.house.gov K12’s Patriotism Curriculum: patriot.k12.<span class="highlight">com</span>/index.html League of Women Voters: lwv.org Liberty Fund, Inc: www.libertyfund.org Library of Congress: www.loc.gov Massachusetts Council on Economic Education: www.economiced.org Massachusetts Geographic Alliance: www.massgeo.org Massachusetts Studies Project: www.msp.umb.edu Meru Education Foundation: www.merufoundation.org
Content Standards-Social Studies
and the rights of others. 6. describe factors that cause conflict and contribute to cooperation among indi- viduals and groups (e.g., playground is- sues, misunderstandings, listening skills, taking turns). 7. explore the role of technology in com- munications, transportation, information pro...
1
0
and the rights of others. 6. describe factors that cause conflict and contribute to cooperation among indi- viduals and groups (e.g., playground is- sues, misunderstandings, listening skills, taking turns). 7. explore the role of technology in com- munications, transportation, information processing or other areas as it contrib- utes to or helps resolve problems. 1. describe the purpose of government and how the powers of government are ac- quired, maintained and used. 2. identify and describe basic features
3
0
http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=3
www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=3
and the rights of others. 6. describe factors that cause conflict and contribute to cooperation among indi- viduals and groups (e.g., playground is- sues, misunderstandings, listening skills, taking turns). 7. explore the role of technology in <span class="highlight">com</span>- munications, transportation, information processing or other areas as it contrib- utes to or helps resolve problems. 1. describe the purpose of government and how the powers of government are ac- quired, maintained and used. 2. identify and describe basic features
4
0
http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=4
www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=4
—End of Grade 12 1. identify and use various representations of the Earth (e.g., maps, globes, photo- graphs, latitude and longitude, scale). 2. locate on a map or globe physical fea- tures (e.g., continents, oceans, mountain ranges, land forms) natural features (e.g., flora, fauna) and human features (e.g., cit- ies, states, national borders). 3. describe and illustrate ways in which people interact with their physical envi- ronment (e.g., land use, location of <span class="highlight">com</span>- munities, methods of construction, design
6
0
http://www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6
www.opi.mt.gov/pdf/Standards/ContStds-SocSt.pdf#page=6
and governments). 6. analyze the influences of technological ad- vancements (e.g., machinery, internet, genet- ics) on household, state, national and global economies. 1. analyze the impact that supply and de- mand, scarcity, prices, incentives, <span class="highlight">com</span>- petition, and profits influence what is produced and distributed in various eco- nomic systems. 2. use basic economic concepts (e.g., pro- duction, distribution, consumption, market economy and command economy) to compare and contrast lo- cal, regional, national
history_pub2000
Vermont Department of Education (History & Social Sciences Grade Expectations) H&SS25 History and Social Sciences — History: Grouped with Vermont Standards 4.5, 4.6, 6.4, 6.5, 6.6 Grades 3-4 Grades 5-6 H&SS3-4:10 Students show understanding of past, present, and future time by&he...
1
0
Vermont Department of Education (History & Social Sciences Grade Expectations) H&SS25 History and Social Sciences — History: Grouped with Vermont Standards 4.5, 4.6, 6.4, 6.5, 6.6 Grades 3-4 Grades 5-6 H&SS3-4:10 Students show understanding of past, present, and future time by… • Grouping historical events in the history of the local com- munity and state by broadly defined eras . • Constructing time lines of significant historical develop- ments in the community and state, and identifying the
25
0
http://education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_sciences.pdf#page=25
education.vermont.gov/new/pdfdoc/pubs/grade_expectations/history_social_s...
Vermont Department of Education (History & Social Sciences Grade Expectations) H&SS25 History and Social Sciences — History: Grouped with Vermont Standards 4.5, 4.6, 6.4, 6.5, 6.6 Grades 3-4 Grades 5-6 H&SS3-4:10 Students show understanding of past, present, and future time by… • Grouping historical events in the history of the local <span class="highlight">com</span>- munity and state by broadly defined eras . • Constructing time lines of significant historical develop- ments in the community and state, and identifying the
Social Studies Booklet
be working with teachers throughout the state to create performance standards which will include performance indica- tors, student work, and teacher com- mentary. If you have questions, con- cerns, or comments about the Social Studies Content Standards or are inter- ested in helping to creat...
1
0
be working with teachers throughout the state to create performance standards which will include performance indica- tors, student work, and teacher com- mentary. If you have questions, con- cerns, or comments about the Social Studies Content Standards or are inter- ested in helping to create the perfor- mance standards, please contact Mary Anne Soboleski, Educational Specialist for Social Studies at (phone) 394-1333, (fax) 394-1304 (email) Mary_Anne_Soboleski@notes. k12.hi.us or maryan@hgea.org. 16 About
2
0
http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=2
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
Social Studies education in Hawai‘i must not only ensure our students’ development as active and responsible citizens of the community, nation, and world but it must also enable the main- tenance of the unique lifestyle that is Hawai‘i. A democratic society expects participation, volunteerism, and community problem solving and it requires citizens who can work, <span class="highlight">com</span>- municate, and empower all Americans. Therefore, the Social Studies standards integrate and encompass character edu- cation, democratic
16
0
http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=16
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
be working with teachers throughout the state to create performance standards which will include performance indica- tors, student work, and teacher <span class="highlight">com</span>- mentary. If you have questions, con- cerns, or comments about the Social Studies Content Standards or are inter- ested in helping to create the perfor- mance standards, please contact Mary Anne Soboleski, Educational Specialist for Social Studies at (phone) 394-1333, (fax) 394-1304 (email) Mary_Anne_Soboleski@notes. k12.hi.us or maryan@hgea.org. 16 About
|
