Suchergebnisse

The report assesses the World Bank Group?s support for growth and productivity in the agriculture sector. Enhancing agricultural growth and productivity is essential to meeting the worldwide demand for food and to reducing poverty, particularly in the poorest developing countries. Between 1998 and 2008, the period covered by this evaluation, the World Bank Group (WBG) provided 23.7 billion in financing for agriculture and agribusiness in 108 countries (roughly 8 percent of total WBG financing), spanning areas from irrigation and marketing to research and extension. However, this was a time of declining focus on agricultural growth and productivity by both countries and donors. The cost of inadequate attention to agriculture, especially in agriculture-based economies, came into focus with the food crisis of 2007-08. The crisis added momentum to an emerging renewal of attention and stepped-up financing to agriculture and agribusiness at the World Bank and International Finance Corporation (IFC), as well as at several multilateral and bilateral agencies. World Bank financing rose two and a half times from 2008 to 2009, though that increase in lending seems to have been accompanied by a decline in analytical work, which this review finds valuable for results. This evaluation seeks to provide lessons from successes and failures to help improve the development impact of the renewed attention to the sector. Ratings against the World Bank?s stated objectives and IFC?s market-based benchmarks for agriculture and agribusiness projects have been equal to or above portfolio averages in East Asia, Latin America, and the transition economies in Europe, with notable successes over a long period in China and India. But performance of WBG interventions has been well below average in Sub-Saharan Africa, where IFC has had little engagement in agribusiness.

Critiques neo-liberalism and provides an alternative understanding of contemporary world politics by arguing that the neo-liberal approach to international relations is deeply flawed, reproducing violence, instability, insecurity and marginalization.

"In Disability Worlds, Faye Ginsburg and Rayna Rapp chronicle and theorize two decades of immersion in New York City's wide-ranging disability worlds as parents, activists, anthropologists, and disability studies scholars. They situate their disabled children's lives among the experiences of advocates, families, experts, activists, and artists in larger struggles for recognition and rights. Disability consciousness, they show, emerges in everyday politics, practices and frictions. Chapters consider dilemmas of genetic testing and neuroscientific research, reimagining kinship and community, the challenges of "special education" and the perils of transitioning from high school. They also highlight the vitality of neurodiversity activism, disability arts, politics, and public culture. Disability Worlds reflects the authors' anthropological commitments to recognizing the significance of this fundamental form of human difference. Ginsburg and Rapp's conversations with diverse New Yorkers reveal the bureaucratic constraints and paradoxes established in response to the disability rights movement, as well as the remarkable creativity of disabled people and their allies who are opening pathways into both disability justice and disability futures"--

Kurzdarstellung der Auswirkungen von Strukturanpassungsprogrammen auf die Bevölkerung; Forderung nach einer veränderten Konzeption dieser Programme

The World Bank's research is intended to address critical issues and problems facing member governments in developing and transition economies. How can the governments of the poorest countries generate enough revenue to provide the education and health services essential to reducing poverty and promoting growth and development? How can poor countries attract investors to build the infrastructure their economies need? How can they develop systems to bring clean water to the 2 billion people without it today? How can they train teachers and bring to class the 115 million children who have not ye

Education in World History shows how broad currents in transnational history have interacted with trends in educational organization and teaching practices over time.From antiquity and early classical societies to the present day, this book highlights the ways in which changes in religious and intellectual life and economic patterns in key world regions have generated developments in education. Since the postclassical period, cross-cultural connections have also influenced educational change. In more recent times, transnational dialogues and mobility have played a vital role in shaping educational patterns. Ranging through South and East Asia, Africa, Europe and the Americas, the book also considers how the impact of modern forces, such as industrialization and nationalism, have transformed education in fundamental ways. Throughout the volume, Mark S. Johnson and Peter N. Stearns emphasize the tensions between elite and state educational interests and more diverse popular demands for access and, often, for more innovative pedagogy.Suitable for introductory world history and history of education courses, this lively overview reconsiders the history of education from the perspective of world and comparative history.

Possible worlds -- Preventing World War I -- A better world -- Lives in a better world -- A worse world -- Lives in a worse world -- Thinking about the real world

World Brain propose une plongée connectée à l'intérieur des lieux physiques par lesquels transite le réseau internet: câbles sous-marins, data centers, satellites. Le spectateur voit le monde comme s'il était une information, traversant la planète de manière quasi instantanée, recopiée à l'infini, ou au contraire stockée dans des lieux maintenus secrets. Le film suit les ramifications du réseau mondial, en montrant l'infrastructure matérielle des réseaux des data centers et des câbles sous-marins.