iSEEK - Education

W o rk in g P ap er GROWTH, POVERTY AND EMPLOYMENT IN BRAZIL, CHILE AND MEXICO overty Centre INTERNATIONALP The International Poverty Centre is jointly supported by the Brazilian Institute for Applied Economic Research (IPEA) and the Bureau for Development Policy, United Nations Development Programme, New York. December, 2007Working Paper number 42 Eduardo Zepeda International Poverty Centre Diana Alarcón United Nations Department of Economic and Social Affairs Fábio Veras Soares

1 0 http://www.undp-povertycentre.org/pub/IPCWorkingPaper42.pdf#page=1 www.undp-povertycentre.org/pub/IPCWorkingPaper42.pdf#page=1

W o rk in g P ap er GROWTH, POVERTY AND EMPLOYMENT IN BRAZIL, CHILE AND MEXICO overty Centre INTERNATIONALP The International Poverty Centre is jointly supported by the Brazilian Institute for Applied Economic Research (IPEA) and the Bureau for Development Policy, United Nations Development Programme, New York. December, 2007Working Paper number 42 Eduardo Zepeda International Poverty Centre Diana Alarcón United Nations Department of Economic and Social Affairs Fábio Veras Soares

www.undp-povertycentre.org/pub/IPCWorkingPaper42.pdf#page=1

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NYTimes People: Volcker, Paul A.

A. Volcker is a former Federal Reserve board chairman famous for taming runaway inflation in the 1980s through harsh monetary measures. Many regard him as a giant of financial history. He played a behind-the-scenes role when the United States abandoned the gold standard in 1971. He restored...

topics.nytimes.com/top/reference/timestopics/people/v/paul_a_volcker/inde...

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Outdoor Education: Adventure Therapy

Provides insightful comparative detail and comment on international understandings and practices in adventure therapy. Adventure therapy: State of the profession (Lee Gillis, 2005, 4-6 February, 2005, Keynote address to the AEE Therapeutic Adventure Professional Group, USA) Gillis of...

www.wilderdom.com/adventuretherapy.html

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Microsoft Word - ssstdh.docssstdh.pdf

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Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform). 4.▲ (A) examines the emergence of the United States in international affairs at the turn of the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama

1 0 http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=3 www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...

understands how the United States Constitution allocates power and responsibility in the government. High School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1. (K) describes the purposes, organization, and functions of the three branches of government and independent regulatory agencies in relation to the United States Constitution. 2.▲ (K) explains Constitutional powers (e.g., ▲ expressed/enumerated, ▲ implied, inherent, ▲ reserved, concurrent). 3. (K

2 0 http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=31 www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...

Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform). 4.▲ (A) examines the emergence of the United States in international affairs at the turn of the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama

www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...

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Standard 4 ~ Government ~ Using the State Curriculum ~ School Improvement in Maryland

national agencies and state and local agencies can be used, but information will be provided in the item. Objectives Describe the role of regulatory agencies in carrying out the policies of the executive on the national and state level (Unit 4) Describe the purpose, roles and re...

mdk12.org/instruction/hsvsc/government/standard4.html

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Minnesota Academic Standards

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Minnesota Department of Education May 15, 2004, 9:45 p.m. 80 VII. GOVERNMENT AND CITIZENSHIP D. Governmental Processes and Institutions The student will analyze the relationships and interactions between the United States and other nations and evaluate the role of the U.S. in world affairs. 1. Students will describe how the world is aligned politically and give examples of the ways nation states interact. 2. Students will compare and contrast the structure and organization of various forms of political

80 0 http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=80 education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

Minnesota Department of Education May 15, 2004, 9:45 p.m. 80 VII. GOVERNMENT AND CITIZENSHIP D. Governmental Processes and Institutions The student will analyze the relationships and interactions between the United States and other nations and evaluate the role of the U.S. in world affairs. 1. Students will describe how the world is aligned politically and give examples of the ways nation states interact. 2. Students will compare and contrast the structure and organization of various forms of political

education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...

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ACKNOWLEDGEMENTS

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Examine the impact of technological changes on economic, social, and cultural life in the United States. COMPETENCY GOAL 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war’s influence on international affairs during the 1920s. Objectives 8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved. 8.02 Identify political and military turning points of the war and

71 0 http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=71 www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...

Examine the impact of technological changes on economic, social, and cultural life in the United States. COMPETENCY GOAL 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war’s influence on international affairs during the 1920s. Objectives 8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved. 8.02 Identify political and military turning points of the war and

72 0 http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=72 www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...

analyze United States involvement in World War II and the war’s influence on international affairs in the following decades. Objectives 10.01 Elaborate on the causes of World War II and reasons for the United States’ entry into the war. 10.02 Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict. 10.03 Describe and analyze the effects of the war on American economic, social, political, and cultural life

www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...

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Indiana Academic Standards-US Government

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treaties, sanctions and military intervention USG.4.7 Describe the influence individuals, businesses, labor and other organizations exercise on United States foreign policy. (Economics; Individuals, Society and Culture) Example: Corporate lobbyists, unions, citizen groups, educational institutions, media and world institutions USG.4.8 Provide examples of non-governmental international organizations and explain their role in international affairs. (Economics; Individuals, Society and Culture) Example: The

7 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-usgovt.pdf#page=7 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...

treaties, sanctions and military intervention USG.4.7 Describe the influence individuals, businesses, labor and other organizations exercise on United States foreign policy. (Economics; Individuals, Society and Culture) Example: Corporate lobbyists, unions, citizen groups, educational institutions, media and world institutions USG.4.8 Provide examples of non-governmental international organizations and explain their role in international affairs. (Economics; Individuals, Society and Culture) Example: The

9 0 http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-usgovt.pdf#page=9 dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...

Approved October 2007 United States Government, Page 9 Example: Whitney v. California (1927), Stromberg v. California (1931), Near v. Minnesota (1931), Mapp v. Ohio (1961), Brandenburg v. Ohio (1969), Wisconsin v. Yoder (1972), Roe v. Wade (1973), Texas v. Johnson (1989) and Reno v. American Civil Liberties Union (1997) USG.5.11 Give examples of the role that individual citizens can play in world affairs. Example: Join international aid organizations such as the Peace Corps or Habitat for Humanity

dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...

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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 58 CIVICS 4.2 U.S. Role in International Institutions and Affairs Identify the roles of the United States of America in international institutions and affairs through the investigation of such questions as: What is the role of the United States in international institutions and affairs? 4.2.1 Describe how different political systems interact in world affairs with respect to

6 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=6 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=6

Democracy 2.1 Origins 2.2 Foundational Values and Principles C3 Structure and Functions of Government 3.1 Structure and Functions 3.2 Powers and Limits 3.3 State and Local Governments 3.4 System of Law and Laws 3.5 The Policy Process 3.6 Characteristics of Nation States C4 Relationship of the United States to Other Nations and World Affairs 4.1 U.S. Foreign Policy 4.2 International Institutions and Affairs 4.3

7 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=7 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=7

and Foundations of the Government of the United States of America C3 Government in the United States of America C4 The Relationship of the United States to Other Nations and World Affairs C5 Citizenship in the United States C6 Citizenship in Action Economics Knowledge Intellectual Skills Economic Literacy E1 The Market Economy E2 The National Economy E3 International Economy High School Content Expectations The High School Standards and Content Expectations for Social Studies

51 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=51 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=51

of Law and Laws 3.5 Other Actors in the Policy Process C4 – THE UNITED STATES OF AMERICA AND WORLD AFFAIRS 4.1 Formation and Implementation of U.S. Foreign Policy 4.2 U.S. Role in International Institutions and Affairs C5 – CITIZENSHIP IN THE UNITED STATES OF AMERICA 5.1 The Meaning of Citizenship in the United States of America 5.2 Becoming a Citizen 5.3 Rights of Citizenship 5.4 Responsibilities of Citizenship 5.5 Dispositions of Citizenship C6 – CITIZENSHIP IN ACTION 6.1 Civic Inquiry

57 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=57 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=57

current public policy issue, and examine ways to participate in the decision making process about the issue. 3.5.9 In making a decision on a public issue, analyze various forms of political communication (e.g., political cartoons, campaign advertisements, political speeches, and blogs) using criteria like logical validity, factual accuracy and/or omission, emotional appeal, distorted evidence, and appeals to bias or prejudice. C4 THE UNITED STATES OF AMERICA AND WORLD AFFAIRS 4.1 Formation and

58 0 http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=58 www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=58

HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 58 CIVICS 4.2 U.S. Role in International Institutions and Affairs Identify the roles of the United States of America in international institutions and affairs through the investigation of such questions as: What is the role of the United States in international institutions and affairs? 4.2.1 Describe how different political systems interact in world affairs with respect to

www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=58

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Core Content For Mathematics Assessment

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influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SS-HS-3.3.3 Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SS-HS-3.3.4 Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace. Production, Distribution, and Consumption SS-HS

259 0 http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=259 www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=259

influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions). SS-HS-3.3.3 Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers. SS-HS-3.3.4 Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace. Production, Distribution, and Consumption SS-HS

www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=259

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