...Information and Communication Technologies for Development (ICT4D) refers to the use of Information and Communication Technologies (ICTs) in the fields of socioeconomic development, international development and human rights. The theory behind this is that more and better information and communication furthers the development of a society. Aside from its reliance on technology, ICT4D also requires an understanding of community development, poverty, agriculture, healthcare, and basic education.Richard Heeks suggests that the I in ICT4D is related with “library and information sciences”, the C is associated with “communication studies", the T is linked with “information systems", and the D for “development studies”.[1] It is aimed at bridging the digital divide and aid economic development by fostering equitable access to modern communications technologies. It is a powerful tool for economic and social development.[2] Other terms can also be used for "ICT4D" or "ICT4Dev" ("ICT for development") like ICTD ("ICT and development", which is used in a broader sense[3]) and development informatics. ICT4D can mean as dealing with disadvantaged populations anywhere in the world, but it is more seen with applications in developing countries. It concerns with directly applying information technology approaches to poverty reduction. ICTs can be applied directly, wherein its use directly benefits the disadvantaged population, or indirectly, wherein it can assist aid organisations or non-governmental...
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...impacts upon. It encompasses all forms of individual support for the community, including charitable donations, community projects and sponsorships. WAYS TO HELP 1. To seek and encourage organizations to sponsor local events such marathon, fundraiser for education, sports or health campaigns. This will assist needy children and less fortunate in the community. 2. Donate foodstuffs to the homeless, needy families and children’s home. Invite less fortunate for parties. 3. Appeal for clothing from neighbors and then donate them to local children’s home. 4. Buy foodstuffs and medicine for the elderly and sick people in the community. 5. Invite and sponsor motivational talks from experts on such areas as drug awareness, health concerns, safety, development and education. 6. Organize community clean up in local markets and dispensaries. Appeal to the community members to keep their environment clean. 7. Organize a campaign to raise money to purchase sporting equipments and encourage local clubs on social events. 8. Mobilize the community to plant flowers and trees in public areas. This will beautify and preserve the environment. 9. Be involved in the teaching and nurturing young ones on Christian virtues at Sunday school. 10. Initiate and participate in peer counseling and mentoring young people in the community. Organize talent shows to nurture individual talents. Those talented can then be introduced to sponsors who assist them to improve. 11. Appeal to people who can donate books to the...
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...The Gender and Development approach is a method of determining how best to organize development projects and programs based on analysis of gender relationships. This approach was developed in the 1980s as an alternative to the Women in Development approach that was commonly in use (http://en.wikipedia.org). This approach acknowledges that to address women’s concerns and needs, development assistance must take account of both women’s and men’s roles and responsibilities within the community and their relationship to each other. It requires the active participation of men as well as women in order to raise the status of women and bring about sustainable development (Development bulletin, January 1996). Gender is defined according to Food and Agriculture Organization (FAO, 1997) as the relations between men and women, both perceptual and material. Gender is not determined biologically, as a result of sexual characteristics of either women or men, but is constructed socially. These are learned, Change overtime, and vary within and between countries and cultures according to social, religious, historical and economic factors. Although gender is often misunderstood as being the promotion of women only, looking at the definition of gender by the (FAO) it is seen that gender issues focus on women and on the relationship between men and women, their roles, access to and control over resources, division of labor, interests and needs. Development on the other hand is an elusive concept...
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...noon, headache in the afternoon, angry in the evening.” (Chinese woman quoted by Wolf, 1985) “Human development, if not gendered, is endangered” (United Nations Human Development Report, 1995) “The undervaluation of women’s work lowers the real value of the national product, undermines women’s purchasing power, curtails their rights to own property and land and to acquire credit from financial institutions, and reduces their already low status” (Ngan-Ling Chow & Lyter, 2002) “The invisibility of masculinity reproduces gender inequality, both materially and ideologically. Thus, any initiative to improve the condition of women must include efforts to involve men” (Kimmel in Cleaver, 2002) Time: Monday 9.00-10.50am Place: Seminar Room 1, Chrystal MacMillan Building Course Convenor: Jeevan Sharma (email: jeevan.sharma@ed.ac.uk) Office hours: Tuesday 10.00-12.00 My office is Room 4.30 in the Chrystal MacMillan Building. Tel: 0131 6511760 This document contains important information about the course, please read through it carefully. Copies are available on Learn at: http://www.sps.ed.ac.uk/undergrad/honours/subjects_and_centres/sociology Key dates: Short essay (25 February 2013); Long Essay (29 April 2013) Gender and Development Spring Semester 2013 2 **THIS HANDBOOK IS AVAILABLE IN LARGER PRINT IF REQUIRED** BACKGROUND Gender studies and development studies are both interdisciplinary in orientation, and touch on issues as diverse as work & family...
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...Development Communication-for whom and for what? In the context of development, communication media is used to support development initiatives by the distribution of messages that encourage the public to support development-orientated projects. Broadcasting is used for informing the population about projects, which promotes the advantage of these projects and also recommended that these projects should be used. This model sees communication process as a message going from sender to receiver whereby posters, radio and televisions are used to persuade people. This is whereby Modernization plays a very significant role, where people move from a traditional way of doing things to a different, more technological development and more rapid changing way of life. Mass media are important in spreading awareness of new possibilities and practices. Research has shown that even thou group of public can obtain information from impersonal sources such as radios and television; this information has little effect on behavioral changes. Self-management is seen as the most developed form of participation. This principle implies the right to participate in the planning and production of media context. In all of these, development played a very important part of the movement for a new world information and communication. Modernization Theory in the 1950s and 1960s and fall of the theory in America and Russia were booming economically and ideologically. This is after Stalin’s Five Year Plan and...
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...How a child developments is fundamentally important at a young age as it affects all aspect of their lives once the child matures. Throughout the class, we looked at many theorists during the course of the semester. The theorists opened up our minds to a world that we have never seen before and concepts about child development we have never been taught but have seen in the practical work we do every week. What makes humans unique is the ability that we have to interpret the language being used, as Lois Bloom and Margaret Lahey describe in their book Language Development and Language Disorders “language is like a code, it is a means of representation” Although, everyone is able to interpret the use of language some interpret it more than others. This delay in language, we have learned, could be for a variety of reasons. The characteristics of a child will depend on: how they were brought up, who they were brought up by, what kind of condition they were brought up in, what kind of parents the child was brought up by, if was the child brought up in poverty, etc. Language is a key part in anyone’s life as it is a major form of communication. Language is what separates us from other species to be intellectual and to rule society. Language development is important in a child’s life as it will pave the way for successful communication with various other children and other people in society. By means of talking to one another when we are young they stated, development of language skills...
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...x Material Development Matrix Part I – Developmental Stages For each developmental domain, physical, cognitive, and social, identify two major changes or challenges associated with the following stages: childhood, adolescence, and adulthood. Stage of Development Physical Development Cognitive Development Social Development Childhood 1.Children gain more weight and height at this stage. 2. Throughout this stage girls tend to develop slightly faster than boys. 1. During this stage children continue to advance their skills in observing and interacting with what’s around them. 2. During this stage young children’s play becomes increasingly imaginary and filled with fantasies. 1. At this stage of social development, friendship usually means sharing toys and having fun playing together. 2. They often enter a rough and tumble play which includes running, racing, climbing, or competitive games. Adolescence 1. For girls you might start to see early physical change as young as 8 years old or as old as 13 years old. 2. For boys changes usually starts around 11 or 12 years old, but they might start as young as 9 years or old as 14 years. 1. Individual’s thoughts start taking more of an abstract from and egocentric thoughts decrease. 2. Begins to think long term. 3. Searching for identity. 2. Seeking more responsibility both at home and school. Adulthood 1.Sensitivity to sound decreases; it happens twice as quickly for men as for women. 2. The skin becomes drier and wrinkles...
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...the late 19th century as direct consequences of industrial capitalism and engaged Europe, the US and Japan in a competitive struggle for markets and territorial control. 2 Actually, structures of exploitation mean exploit a country by using certain level of strategies. In old imperialism, firstly they enter a country by colonized them, secondly they produced and exported manufactured goods in exchange for raw materials, minerals and other industrial inputs or consumer commodities their colonies. Imperialist dominated all the resources in colonial countries where this is way allowing them to accumulate capital3 via ‘unequal exchange 4and unequal development. According to James Petras, there are no differences in new imperialism and old imperialism. But there are some differences, which are in new imperialism, there more focus on development as a form of imperialism. There is still existing of structure exploitation in new imperialism where developing countries are dominated by multinational corporations. In addition, most developing countries where introduced and practice the neo-liberalism system which is also a part of structure exploitation. Neo-liberalism benefited and makes richer the capitalist as much as possible while the developing countries remain underdeveloped. Industrialization is a process of transition from agriculture sector to industry sector where there are consists of two parties, capitalist and workers. The events that led to the adoption of industrialization...
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...Gerschenkron and the political economy of late capitalist development Ben Selwyn Available online: 25 Jul 2011 To cite this article: Ben Selwyn (2011): Trotsky, Gerschenkron and the political economy of late capitalist development, Economy and Society, 40:3, 421-450 To link to this article: http://dx.doi.org/10.1080/03085147.2011.574425 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/termsand-conditions This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan, sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Economy and Society Volume 40 Number 3 August 2011: 421Á 450 Downloaded by [University of Sussex Library] at 03:33 31 August 2011 Trotsky, Gerschenkron and the political economy of late capitalist development Ben Selwyn Abstract...
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...Development of Human Capital in Organizations [First name of the author appears here] [Name of the course appears here] [Date of submission appears here] Human Capital Development: Issue of Reducing Income Inequality Introduction Human capital is the set of skills, talents, skills, experiences accumulated by an individual which determine their ability to produce for themselves or for others. Human capital theory works by analogy to that of financial or physical capital. It is considered that human capital is composed of three elements that together determine a certain ability of an individual to work: namely, skills, experiences and knowledge. Human capital can be developed through continuing education and attention to the health of an individual. The inclusion of human capital in the economic analysis is an important step. It is generally theorized that accumulation of human capital is a key driver of economic growth. According to economists, dissemination of knowledge to general population allows increasing returns and generates positive externalities. Therefore, it is a central concept of development economics that investment in human capital should be the foremost priority of developing countries. Foreign direct investment refers to international movement of capital across national boundaries. This may take the shape of creation of a subsidiary abroad or to exercise control on the management of a company in another country. The effects of FDI are generally considered...
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...PERSPECTIVES OF DEVELOPMENT From theory to reality Table of Contents Introduction 1 What is Development? 2 General approaches to development 4 Dimensions of development 5 Economic Development 5 Human Development 6 Sustainable Development 7 Territorial Development 8 Western Definition of Development in Practice 8 Conclusion 10 Works Cited 11 Perspectives of Development Introduction When the concept of international development was initially developed in the post-World War II era, the countries of the First World had 65 percent of the world’s income with only 20 percent of its population, while the Third World was home of 67 percent of the world’s population but had only 18 percent of its income. People embraced the word development as a desirable objective of postwar economic policy in the late 1940s. "Development" was not precisely defined, but it was taken to mean improved economic opportunity by increasing production of goods and services in a long-term way, through capital formation. In short, it was associated with economic growth. In the 1960s the association of development with economic growth came under increasing criticism by authors such as Dudley Seers, Gunnar Myrdal, Paul Streeten, Hollis Chenery, Mahbub ul Haq and institutions like the International Labour Organisation (ILO). They pointed out that developing countries did not experience much change in the living conditions of the masses of the poor in spite of the impressive growth...
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...AO1 – Patterns of Development This coursework will describe how children develop according to milestones from birth to eight years old. Activity 1 Emily is 17 years old and lives on the outskirts of Woking. She is currently living with her mum and attends St. John the Baptist Sixth Form College in Old Woking. Emily is a conscientious and hard working individual and her qualifications clearly support this. Having achieved excellent grades at GCSE and AS level, Emily is eager to continue with further education by hopefully attending Portsmouth University and pursuing a career in film and television production. Emily enjoys a variety of activities such as socialising with friends and photography. She has a great interest in fashion and styling as well as thoroughly enjoys looking at the latest brands by designers such as Lauren Conrad and Whitney Port. The main stages are – Infant (0 – 1 year) Toddler (1 – 3 years) Pre-school child (3 – 5 years) School age (5 – 8 years) |Key stage |Growth |Physical |Intellectual (language and |Emotional/ | | | | |cognitive) |Social | |Infant (0 – 1|At the beginning of this |At the beginning of this stage, a |At the beginning of this |At the beginning of this stage,| |year) |stage, a...
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...Lancaster gives her definition of development as “the freedom to choose a fulfilling life” and suggest that international development has managed to reduce poverty to some extent but there is going to be a shift in development as different sectors and groups come up with different conclusion of what development is. Though poverty has been reduced in some countries like China and India were there has been economic growth, Cohen argues that some African countries are still in poverty such as Somalia, Iraq and Congo. This maybe because some African leaders are only interested in personal gain. DRC president has been found to spend a lot of money on himself while his country has “a per capita gross domestic product of around $1 700”. Because of such governments who have failed to be responsible for their countries poverty in Africa is going to remain a big issue. International development was basically formed after the 2nd world war when wealthy countries thought of how to increase growth and reduce poverty in poorer countries. Rich countries started to assist poor countries with their economic growth, though the motive was to acquire some raw materials and to increase their export sales and make sure decolonisation rans smoothly. Assistance came through the government or other institutions, as poorer countries become more dependent on Aid wealthy countries stared to lose interest and the official development assistance started to drop. The 21st century saw the rise of some aid...
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...Development Franchising as a Social Innovation: When Entrepreneurial Expertise is Lacking Isaac H. Smith David Eccles School of Business University of Utah Kristie K. Seawright Marriott School of Management Brigham Young University Contact: Isaac H. Smith; isaac.smith@business.utah.edu; (T) 801-518-2991; 1645 East Campus Center Drive, 22 KDGB, Salt Lake City, UT 84112 Promoting entrepreneurship in “developing” nations has become a popular strategy for alleviating poverty and stimulating economic development (Khandker, 2005). For example, the worldwide proliferation of microfinance institutions is based on the assumption that providing individuals with better access to financial capital will fuel entrepreneurship and microenterprises, providing opportunities for people to work their way out of poverty. The results of such efforts, however, have been mixed (Snow & Buss, 2001), in part, because not all microfinance borrowers have the entrepreneurial skills sufficient to make a microenterprise succeed (Karnani, 2007a). Cross culturally, successful entrepreneurs have been shown to possess a different set of knowledge structures, or mental schema, than non-entrepreneurs (Mitchell, Smith, Seawright, & Morse, 2000). Interestingly, franchisees—often considered to be entrepreneurs (e.g., Baucus, Baucus, & Human 1996; Grunhagen & Mettelstadedt, 2005)—have been found to have entrepreneurship-related knowledge structures more closely resembling non-entrepreneurs than entrepreneurs...
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...Uneven development Uneven development 1. Introduction: A major consequence of capitalist economy is the emergence of concentrations of wealth and capital on the one hand, and poverty and oppression, on the other. This is the basic idea of uneven development. In general terms, uneven development can relate to differential growth and development of regions at the global, regional, national, and local level. The phenomenon of uneven development can be defined as persistent differences in levels and rates of economic development between different sectors of the economy. Once development accelerates in a certain region it tends to absorb capital, resources and labor from surrounding regions. Thus these developed countries become more developed and continues developing while the supporting countries fall behind and plays only a subordinate role of supplying the necessities for development to the developed countries. As the developed countries are more industrialized they offer plenty of job opportunities and attract labor; while simultaneously attracting capital by the opportunities for profit. Relevant measures which sharply identify the phenomenon include the level of labor productivity in different sectors, the level of wages, occupational and skill composition of the labor force, the degree of mechanization and vintage of production techniques, rates of profit, rates of growth, and the size structure of...
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