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msmarco_v2.1_doc_17_263633837#5_292427050
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Title: The History of Mexico (mural) - Wikipedia
Headings: The History of Mexico
(mural)
The History of Mexico (mural)
Contents
The artist: Diego Rivera
Background for the mural
Description of the mural
North wall
West (main) wall
South wall
Interpretation
References
Content: Murals were produced mainly in Mexico City and surrounding areas between 1923 and 1939. In August 1929, Rivera began painting his huge mural in the large stairways and stairwells of the National Palace, the center of the Mexican government and nation. The National Palace is located on the Zocalo, the central plaza in Mexico City, the place where Moctezuma, the Aztec king ruled Mexico before the arrival of the Spanish. The Mexican government commissioned Rivera and other famous Mexican artists including Orozco and Siquieros to paint scenes about Mexican history. Rivera was hired by the government to portray native people in a better light, and to criticize the Spaniards. They did this to celebrate the Mexican Revolution, the overthrow of the Porfirio Diaz dictatorship, and the new government. The History of Mexico mural consists of four main sections. The murals are huge, some as big as 70 meters by 9 meters. Description of the mural
North wall
This section of the mural displays the richness of the ancient Aztec culture including the people and their traditional costumes. It shows an image of the sun, which was the center of the world in the Aztec religion.
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https://en.wikipedia.org/wiki/Draft:Diego_Rivera
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msmarco_v2.1_doc_17_263633837#6_292428686
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Title: The History of Mexico (mural) - Wikipedia
Headings: The History of Mexico
(mural)
The History of Mexico (mural)
Contents
The artist: Diego Rivera
Background for the mural
Description of the mural
North wall
West (main) wall
South wall
Interpretation
References
Content: They did this to celebrate the Mexican Revolution, the overthrow of the Porfirio Diaz dictatorship, and the new government. The History of Mexico mural consists of four main sections. The murals are huge, some as big as 70 meters by 9 meters. Description of the mural
North wall
This section of the mural displays the richness of the ancient Aztec culture including the people and their traditional costumes. It shows an image of the sun, which was the center of the world in the Aztec religion. Below the sun are a pyramid and an Aztec leader. They built the pyramids and temples to the sun. Rivera depicts these main motifs and the everyday life of the Aztecs, including the volcanoes around the Valley of Mexico, corn and other main crops, artisans weaving and making pottery, mothers carrying babies, art and artisan activities including painting on scrolls, and calligraphy. The section also illustrates the Aztecs’ religion, including the worship of snakes and jaguars. Aztecs rituals are also shown in which men consume alcoholic beverages made from cacti and dance in honor of the Sun God.
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https://en.wikipedia.org/wiki/Draft:Diego_Rivera
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msmarco_v2.1_doc_17_263633837#13_292438815
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Title: The History of Mexico (mural) - Wikipedia
Headings: The History of Mexico
(mural)
The History of Mexico (mural)
Contents
The artist: Diego Rivera
Background for the mural
Description of the mural
North wall
West (main) wall
South wall
Interpretation
References
Content: The red banner saying " Tierra y Libertad " ("Land and Liberty") portrays the long struggles of poor Mexicans to regain their homeland. South wall
This part of the mural is about the future of Mexico. It shows factories, the Soviet flag (Rivera and the government at the time had socialist tendencies), workers, Karl Marx and the Communist Manifesto, and an image of Rivera's wife Frida Kahlo. Kahlo and her sister Cristina are shown as socialist teachers bringing a glorious future. School children are shown also. The images are all about progress, prosperity, and a better future. Interpretation
Given the context of post-Revolutionary Mexico, the mural could simply be seen as a declaration that the revolution had finally brought justice to the Mexican people who had long been oppressed by foreign powers and national dictators. The ancient Native Americans had rich culture but were conquered by Europeans. Later, the Native Americans and Mestizos suffered at the hands of the Spanish, the French, and the Diaz dictatorship. Rivera shows suffering of Native Americans and poor people.
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https://en.wikipedia.org/wiki/Draft:Diego_Rivera
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msmarco_v2.1_doc_17_263633837#14_292440373
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Title: The History of Mexico (mural) - Wikipedia
Headings: The History of Mexico
(mural)
The History of Mexico (mural)
Contents
The artist: Diego Rivera
Background for the mural
Description of the mural
North wall
West (main) wall
South wall
Interpretation
References
Content: The images are all about progress, prosperity, and a better future. Interpretation
Given the context of post-Revolutionary Mexico, the mural could simply be seen as a declaration that the revolution had finally brought justice to the Mexican people who had long been oppressed by foreign powers and national dictators. The ancient Native Americans had rich culture but were conquered by Europeans. Later, the Native Americans and Mestizos suffered at the hands of the Spanish, the French, and the Diaz dictatorship. Rivera shows suffering of Native Americans and poor people. He depicts the evil rich people and foreigners who took over Mexico. The story is one of good vs. evil. The poor, peasants, Native American, farmers and workers are on the side of good and freedom. The foreigners, the rich, and the rulers are the bad and oppressive ones. Rivera, the artist, shows the struggle of the people in the revolution.
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https://en.wikipedia.org/wiki/Draft:Diego_Rivera
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msmarco_v2.1_doc_17_263633837#15_292441754
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Title: The History of Mexico (mural) - Wikipedia
Headings: The History of Mexico
(mural)
The History of Mexico (mural)
Contents
The artist: Diego Rivera
Background for the mural
Description of the mural
North wall
West (main) wall
South wall
Interpretation
References
Content: He depicts the evil rich people and foreigners who took over Mexico. The story is one of good vs. evil. The poor, peasants, Native American, farmers and workers are on the side of good and freedom. The foreigners, the rich, and the rulers are the bad and oppressive ones. Rivera, the artist, shows the struggle of the people in the revolution. The revolution, therefore, was a noble cause of poor people that successfully overthrew the rich, and returned the country to its rightful owners: the common people of Mexico. Rivera painted these murals because the Mexican government paid him to do it, but also because of his own radical political beliefs. The murals personalize Mexican history by showing the faces of men and women in battle, in suffering and in victory during the revolution. Despite the depictions of atrocities, it is a very hopeful message.
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https://en.wikipedia.org/wiki/Draft:Diego_Rivera
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msmarco_v2.1_doc_17_263633837#16_292443074
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Title: The History of Mexico (mural) - Wikipedia
Headings: The History of Mexico
(mural)
The History of Mexico (mural)
Contents
The artist: Diego Rivera
Background for the mural
Description of the mural
North wall
West (main) wall
South wall
Interpretation
References
Content: The revolution, therefore, was a noble cause of poor people that successfully overthrew the rich, and returned the country to its rightful owners: the common people of Mexico. Rivera painted these murals because the Mexican government paid him to do it, but also because of his own radical political beliefs. The murals personalize Mexican history by showing the faces of men and women in battle, in suffering and in victory during the revolution. Despite the depictions of atrocities, it is a very hopeful message. The use of bright colors suggest hope and the beauty of the country and its people. In addition to promoting the Revolution, Rivera seems to emphasize the rich cultural heritage of Native Americans and the greatness of Mexican civilization before Spanish conquest. In the murals he tried to illustrate the true culture of Mexico: its bright colors, rich traditions, and old customs. References
^ Kettenmann, Andrea.
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https://en.wikipedia.org/wiki/Draft:Diego_Rivera
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msmarco_v2.1_doc_17_263633837#17_292444467
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Title: The History of Mexico (mural) - Wikipedia
Headings: The History of Mexico
(mural)
The History of Mexico (mural)
Contents
The artist: Diego Rivera
Background for the mural
Description of the mural
North wall
West (main) wall
South wall
Interpretation
References
Content: The use of bright colors suggest hope and the beauty of the country and its people. In addition to promoting the Revolution, Rivera seems to emphasize the rich cultural heritage of Native Americans and the greatness of Mexican civilization before Spanish conquest. In the murals he tried to illustrate the true culture of Mexico: its bright colors, rich traditions, and old customs. References
^ Kettenmann, Andrea. Diego Rivera A Revolutionary Spirit in Modern Art. Germany: Taschen GmbH, 1997. Print
^ a b c Folgarait, Leonard. Mural Painting and Social Revolution in Mexico, 1920-1940 Art of the New Order.
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https://en.wikipedia.org/wiki/Draft:Diego_Rivera
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msmarco_v2.1_doc_17_270672428#9_300165135
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Title: Drama (film and television) - Wikipedia
Headings: Drama (film and television)
Drama (film and television)
Contents
Types of drama in film and television
Dark drama
Docudrama
Docu-fiction
Comedy-drama
Hyper-drama
Light drama
Psychological drama
Satire
Straight drama
Type/genre combinations
Action drama
Crime drama
Drama thriller
Fantasy drama
Horror drama
Life drama (day-in-the-life)
Romantic drama
Science fiction drama
Sports drama
War drama
Western drama
Misidentified categories
Family drama
Melodrama
Crime drama / police procedural / legal drama
Historical drama
Medical drama
Teen drama
See also
References
Sources
Content: By story’s end, the hero resolves both problems. Examples of action dramas include Die Hard (1988) and the Mad Max series. Crime drama
Crime dramas explore themes of truth, justice, and freedom, and contain the fundamental dichotomy of "criminal vs. lawman". Crime films make the audience jump through a series of mental "hoops"; it is not uncommon for the crime drama to use verbal gymnastics to keep the audience and the protagonist on their toes. Examples of crime dramas include: The Big Short (2015), The Godfather (1972), and The Usual Suspects (1995). Drama thriller
In a drama thriller, the protagonist is often an unwitting hero reluctantly drawn into the story and must do battle with an epic villain to save the lives of innocent victims; the hero inevitably finds himself deeply involved in a situation involving insane criminals with a very dark past, who will threaten, double-cross, and kill anyone who stands in their way. According to screenwriter and scholar Eric R. Williams:
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https://en.wikipedia.org/wiki/Drama_(Film_and_television)
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msmarco_v2.1_doc_17_280386723#4_311825116
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Title: Driver rehabilitation - Wikipedia
Headings: Driver rehabilitation
Driver rehabilitation
Contents
History
Practice
Personnel
Education and training
References
External links
Content: Accommodations can be made via the use of mechanical or electronic steering, and acceleration and braking equipment, which are based on the results of the clinical assessment. If it is determined that the person has the potential to drive, training is offered to develop proficiency in using the mobility equipment. For novice drivers, driver's education is included in the services. Following training, a vehicle equipment prescription is provided, with a referral to a mobility equipment dealer for equipment installation. When the installation is completed, the vehicle is checked for proper fit, with additional training provided as needed. In other instances, such as after an illness or injury, an assessment of the person's capacity for driving is required. No adaptive driving equipment may be needed; the focus is on identifying any changes in the person's sensory, motor, visual, perceptual, or cognitive ability. The clinical assessment is conducted first, followed by the on-road assessment, using a vehicle equipped with the passenger brake, mirror, and in some instances, an auxiliary steering wheel. If an individual does not possess the ability to drive, they are often referred to other therapy programs, such as wheelchair seating programs, occupational therapy, vision therapy, physical therapy, or cognitive therapy .
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https://en.wikipedia.org/wiki/Driver_rehabilitation
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msmarco_v2.1_doc_17_280386723#5_311826823
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Title: Driver rehabilitation - Wikipedia
Headings: Driver rehabilitation
Driver rehabilitation
Contents
History
Practice
Personnel
Education and training
References
External links
Content: In other instances, such as after an illness or injury, an assessment of the person's capacity for driving is required. No adaptive driving equipment may be needed; the focus is on identifying any changes in the person's sensory, motor, visual, perceptual, or cognitive ability. The clinical assessment is conducted first, followed by the on-road assessment, using a vehicle equipped with the passenger brake, mirror, and in some instances, an auxiliary steering wheel. If an individual does not possess the ability to drive, they are often referred to other therapy programs, such as wheelchair seating programs, occupational therapy, vision therapy, physical therapy, or cognitive therapy . For individuals who plan to be passengers only, driver rehabilitation evaluations are recommended to determine the person's ability to get in and out of the vehicle, the vehicle's appropriateness for safe transportation, and the safe transportation of mobility aids, e.g. scooters, manual or power wheelchairs, including proper securement of the mobility device. Recommendations for vehicle modifications may include the use of a wheelchair accessible van, wheelchair lift, or wheelchair ramp . Personnel
A driver rehabilitation specialist is a specialist who "plans, develops, coordinates and implements driving services for individuals with disabilities". Driver rehabilitation specialists work with physicians, allied health personnel, Department of Motor Vehicles personnel, and mobility equipment dealers. Driver rehabilitation programs are offered in a variety of settings, such as rehabilitation hospitals, hospital outpatient therapy departments, veteran's hospitals, or as private driving schools.
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https://en.wikipedia.org/wiki/Driver_rehabilitation
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msmarco_v2.1_doc_17_285577362#5_317625594
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Title: Drug policy - Wikipedia
Headings: Drug policy
Drug policy
Contents
International treaties
Drug policy by country
Australia
Bolivia
Canada
Colombia
Ecuador
Germany
India
Indonesia
Liberia
Netherlands
Peru
Portugal
Russia
Sweden
Switzerland
Thailand
Ukraine
United Kingdom
United States
See also
References
External links
Organizations
Articles and videos
Academic articles
Content: The leader of a coca grower group, Evo Morales, was elected President in 2005. Morales ended any U.S. backed War on Drugs. President Morales opposed the decriminalization of drugs but saw the coca crop as an important piece of indigenous history and a pillar of the community because of the traditional use of chewing coca leaves. In 2009, the Bolivian Constitution backed the legalization and industrialization of coca products. Canada
Main article: Drug policy of Canada
Colombia
coca plant
Under President Ronald Reagan, the United States declared War on Drugs in the late 1980s; the Colombian drug lords were widely viewed as the root of the cocaine issue in America. In the 1990s, Colombia was home to the world's two largest drug cartels: the Cali cartel and the Medellín cartel. It became Colombia's priority, as well as the priority of the other countries in the Andean Region, to extinguish the cartels and drug trafficking from the region.
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https://en.wikipedia.org/wiki/Drug_policy
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msmarco_v2.1_doc_17_285577362#6_317627132
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Title: Drug policy - Wikipedia
Headings: Drug policy
Drug policy
Contents
International treaties
Drug policy by country
Australia
Bolivia
Canada
Colombia
Ecuador
Germany
India
Indonesia
Liberia
Netherlands
Peru
Portugal
Russia
Sweden
Switzerland
Thailand
Ukraine
United Kingdom
United States
See also
References
External links
Organizations
Articles and videos
Academic articles
Content: Drug policy of Canada
Colombia
coca plant
Under President Ronald Reagan, the United States declared War on Drugs in the late 1980s; the Colombian drug lords were widely viewed as the root of the cocaine issue in America. In the 1990s, Colombia was home to the world's two largest drug cartels: the Cali cartel and the Medellín cartel. It became Colombia's priority, as well as the priority of the other countries in the Andean Region, to extinguish the cartels and drug trafficking from the region. In 1999, under President Andrés Pastrana, Colombia passed Plan Colombia. Plan Colombia funded the Andean Region's fight against the drug cartels and drug trafficking. With the implementation of Plan Colombia, the Colombian government aimed to destroy the coca crop. This prohibitionist regime has had controversial results, especially on human rights. Colombia has seen a significant decrease in coca cultivation.
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https://en.wikipedia.org/wiki/Drug_policy
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msmarco_v2.1_doc_17_286022883#1_318057373
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Title: Drug trafficking organizations - Wikipedia
Headings: Drug trafficking organizations
Drug trafficking organizations
Contents
History
Organization and structure
Structure
Mexican DTOs
Colombian and Dominican DTOs
Asian DTOs
Impact of DTOs
Finance, violence and terrorism
Gang involvement
Combating drug trafficking organizations
Enforcement
Public health
References
Content: Rising domestic enforcement of illegal growing and production operations, coupled with increasing legislation against illegal drugs, forced suppliers outside the country. Drug trafficking organizations from nations with lesser, or no drug laws emerged with the opportunity to make large profits from illegal trafficking into the United States. These organized crime syndicates would use any means necessary to exploit the weak border protection of the US. The drugs were shipped, flown, and trucked into the country and distributed from within. In many cases, "American mercenaries provided their services as pilots making trips between over 150 clandestine landing strips in South America and the US. In a 1986 Report from the President's Commission on Organized Crime, it was believed that nearly 2/3 of the cocaine from Colombia was flown into the country." Rampant drug epidemics and rising gang dealing would eventually lead to a massive operationalization of drug enforcement. The US formed federal agencies and initiatives such as the " Drug Enforcement Administration (DEA) in 1973, and High Intensity Drug Trafficking Area centers with the Anti-Drug Abuse Act of 1988, coordinating efforts to slow the flow across borders and within the country." These agencies, along with academics, would formally define the groups that traffic drugs and study their operations. Organization and structure
Structure
Over the past few decades, drug trafficking organizations have increased in number and diversified in structure.
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https://en.wikipedia.org/wiki/Drug_trafficking_organizations
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msmarco_v2.1_doc_17_286022883#5_318065899
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Title: Drug trafficking organizations - Wikipedia
Headings: Drug trafficking organizations
Drug trafficking organizations
Contents
History
Organization and structure
Structure
Mexican DTOs
Colombian and Dominican DTOs
Asian DTOs
Impact of DTOs
Finance, violence and terrorism
Gang involvement
Combating drug trafficking organizations
Enforcement
Public health
References
Content: Situations such as Mexico and Afghanistan today may support this claim, and perhaps, extend further connecting funds to terrorist groups. Mexican DTOs
Mexican drug trafficking organizations have taken control of the US market in recent years, superseding Dominican and Colombian groups that held it for decades. These groups began as hierarchical with clear and defined leadership and a ladder of command down to the street dealer. In response to increasing law enforcement efforts and understanding of this system, many Mexican DTOs have shifted their command structure to an equally organized, but more independent system of decentralized cells. According to a High Intensity Drug Trafficking Areas Initiative (HIDTA) in the Midwest, the Mexican DTOs have "compartmentalized duties, employed advanced security and communications techniques, gathered intelligence, and used violence and intimidation to control organization members and secure smuggling territories." With a state of virtual lawlessness, futile domestic enforcement efforts, and rampant corruption fueled by the drug money, Mexico has grown into a massive drug producer. Production is unmatched when it comes to marijuana, heroin, and cocaine with methamphetamines an increasing trend. Colombian and Dominican DTOs
Colombian and Dominican DTOs operate in hierarchical command structures and often launder money into non-drug legitimate industries such as real estate and high income businesses as an investigation by ICE learned in 2010 where a multibillion-dollar Colombian DTO was taken down. Controlling the US market for many years, these groups established undetectable transportation techniques and became deeply connected to domestic gangs. The insurgence of Mexican DTOs has brought increased violence and competition for large cities and territory control.
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https://en.wikipedia.org/wiki/Drug_trafficking_organizations
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msmarco_v2.1_doc_17_286022883#8_318072870
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Title: Drug trafficking organizations - Wikipedia
Headings: Drug trafficking organizations
Drug trafficking organizations
Contents
History
Organization and structure
Structure
Mexican DTOs
Colombian and Dominican DTOs
Asian DTOs
Impact of DTOs
Finance, violence and terrorism
Gang involvement
Combating drug trafficking organizations
Enforcement
Public health
References
Content: A variety of methods are used to conceal and move the cash made from the network of drug deals. Money laundering techniques involve the wiring and constant movement of funds from different banks and accounts. This technique makes tracking the money more difficult, and can cost banks millions in losses each year. Aside from financial detriment, these groups can be very violent extending their police record to countless offences. In a constant struggle for territory and control of the market, DTOs will not hesitate to use deadly force against rival organizations, or threats to their business. The use of automatic weapons, threats, and bribery are common in maintaining control. " Narcoterrorism " is not a new threat but has become a domestic fear for the US after the attacks on September 11. With the formation of terrorism task forces and intelligence community initiatives, a greater understanding of the relationship between drug trade and terrorism has taken place. Many terrorist organizations have the drug trade as their major income - for instance the Taliban controlled 96% of Afghanistan's poppy fields and made opium its largest source of taxation which became one of the mainstays of Taliban income and their war economy. According to Rashid, "drug money funded the weapons, ammunition and fuel for the war."
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https://en.wikipedia.org/wiki/Drug_trafficking_organizations
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msmarco_v2.1_doc_17_286022883#9_318074779
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Title: Drug trafficking organizations - Wikipedia
Headings: Drug trafficking organizations
Drug trafficking organizations
Contents
History
Organization and structure
Structure
Mexican DTOs
Colombian and Dominican DTOs
Asian DTOs
Impact of DTOs
Finance, violence and terrorism
Gang involvement
Combating drug trafficking organizations
Enforcement
Public health
References
Content: The use of automatic weapons, threats, and bribery are common in maintaining control. " Narcoterrorism " is not a new threat but has become a domestic fear for the US after the attacks on September 11. With the formation of terrorism task forces and intelligence community initiatives, a greater understanding of the relationship between drug trade and terrorism has taken place. Many terrorist organizations have the drug trade as their major income - for instance the Taliban controlled 96% of Afghanistan's poppy fields and made opium its largest source of taxation which became one of the mainstays of Taliban income and their war economy. According to Rashid, "drug money funded the weapons, ammunition and fuel for the war." In the New York Times, the Finance Minister of the United Front, Wahidullah Sabawoon, declared the Taliban had no annual budget but that they "appeared to spend US$300 million a year, nearly all of it on war." He added that the Taliban had come to increasingly rely on three sources of money: " poppy, the Pakistanis and bin Laden." According to Alfred McCoy, during the Cold War the CIA provided Afghan drug lord allies such as Gulbuddin Hekmatyar with transport, arms, and political protection in the fight against Soviet forces in Afghanistan. According to Loretta Napoleoni terrorism later shifted from being mainly state sponsored to gaining financial independence from their sponsors and becoming self-financed.
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https://en.wikipedia.org/wiki/Drug_trafficking_organizations
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msmarco_v2.1_doc_17_286022883#10_318076812
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Title: Drug trafficking organizations - Wikipedia
Headings: Drug trafficking organizations
Drug trafficking organizations
Contents
History
Organization and structure
Structure
Mexican DTOs
Colombian and Dominican DTOs
Asian DTOs
Impact of DTOs
Finance, violence and terrorism
Gang involvement
Combating drug trafficking organizations
Enforcement
Public health
References
Content: In the New York Times, the Finance Minister of the United Front, Wahidullah Sabawoon, declared the Taliban had no annual budget but that they "appeared to spend US$300 million a year, nearly all of it on war." He added that the Taliban had come to increasingly rely on three sources of money: " poppy, the Pakistanis and bin Laden." According to Alfred McCoy, during the Cold War the CIA provided Afghan drug lord allies such as Gulbuddin Hekmatyar with transport, arms, and political protection in the fight against Soviet forces in Afghanistan. According to Loretta Napoleoni terrorism later shifted from being mainly state sponsored to gaining financial independence from their sponsors and becoming self-financed. In a CBS news article, the Chief of Operations for the US Drug Enforcement Administration Michael Braun called "groups like the FARC, the Taliban, Hamas and Hezbollah: " hybrids" stating that they are one part terrorist organization, and are becoming one part global drug trafficking cartel." With this new "hybrid" threat, the violence aimed at political impact meets the already violent world of drug trafficking in a perfect storm. These narco-terrorist groups have been linked to car bombings, hostage situations, and mass killings of police and politicians which opposed the operation and could perhaps pose the greatest threat to the US in the future. Gang involvement
Operationally, DTOs rely on street gangs to distribute the product to their customers.
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https://en.wikipedia.org/wiki/Drug_trafficking_organizations
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msmarco_v2.1_doc_17_286022883#11_318078880
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Title: Drug trafficking organizations - Wikipedia
Headings: Drug trafficking organizations
Drug trafficking organizations
Contents
History
Organization and structure
Structure
Mexican DTOs
Colombian and Dominican DTOs
Asian DTOs
Impact of DTOs
Finance, violence and terrorism
Gang involvement
Combating drug trafficking organizations
Enforcement
Public health
References
Content: In a CBS news article, the Chief of Operations for the US Drug Enforcement Administration Michael Braun called "groups like the FARC, the Taliban, Hamas and Hezbollah: " hybrids" stating that they are one part terrorist organization, and are becoming one part global drug trafficking cartel." With this new "hybrid" threat, the violence aimed at political impact meets the already violent world of drug trafficking in a perfect storm. These narco-terrorist groups have been linked to car bombings, hostage situations, and mass killings of police and politicians which opposed the operation and could perhaps pose the greatest threat to the US in the future. Gang involvement
Operationally, DTOs rely on street gangs to distribute the product to their customers. This co
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https://en.wikipedia.org/wiki/Drug_trafficking_organizations
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msmarco_v2.1_doc_17_293423806#4_326818501
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Title: Dublin Suburban Rail - Wikipedia
Headings: Dublin Suburban Rail
Dublin Suburban Rail
Contents
Service frequency
Rolling stock
Routes
Northern Commuter
South Eastern Commuter
South Western Commuter
Western Commuter
Dublin Area Rapid Transit (DART)
See also
References
External links
Content: The 29000 Class DMUs are fitted with interior LEDs and automated information systems. 8100 Class electric multiple units form the backbone of the DART services, with 8500, 8510 and 8520 Classes also in use. Locomotive hauled services are no longer used on any DART/Commuter services, although these (typically Cravens trains) were a feature before the delivery of the 2800 Class DMUs in the year 2000. Currently, all Kildare Commuter services are operated by 22000 Class railcars. Routes
Northern Commuter
Fleet: 29000 Class and 22000 Class DMUs. Stations served - Dublin Pearse, Tara Street, Dublin Connolly, Howth Junction, Clongriffin, Portmarnock, Malahide, Donabate, Rush and Lusk, Skerries, Balbriggan, Gormanston, Laytown, Drogheda, Dundalk and Newry (limited service). Dunleer and/or Dundalk South have been mooted as possible additional stations. The track is shared with the Dublin- Belfast Enterprise service, and DART services as far as Malahide. The bridge at Drogheda is single track which may hinder high frequency services in the long term.
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https://en.wikipedia.org/wiki/Dublin_Suburban_Rail
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msmarco_v2.1_doc_17_330482712#0_368955792
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Title: Emergency Medical Treatment and Active Labor Act - Wikipedia
Headings: Emergency Medical Treatment and Active Labor Act
Emergency Medical Treatment and Active Labor Act
Contents
Mandated and non-mandated care
Non-covered medical conditions
Hospital obligations
Amendments
Effects
Improved health services for uninsured
Cost pressures on hospitals
See also
Notes and references
External links
Content: Emergency Medical Treatment and Active Labor Act - Wikipedia
Emergency Medical Treatment and Active Labor Act
From Wikipedia, the free encyclopedia
(Redirected from EMTALA)
Jump to navigation Jump to search
The Emergency Medical Treatment and Active Labor Act ( EMTALA) is an act of the United States Congress, passed in 1986 as part of the Consolidated Omnibus Budget Reconciliation Act (COBRA). It requires hospital Emergency Departments that accept payments from Medicare to provide an appropriate medical screening examination (MSE) to anyone seeking treatment for a medical condition, regardless of citizenship, legal status, or ability to pay. Participating hospitals may not transfer or discharge patients needing emergency treatment except with the informed consent or stabilization of the patient or when their condition requires transfer to a hospital better equipped to administer the treatment. EMTALA applies to "participating hospitals." The statute defines participating hospitals as those that accept payment from the Department of Health and Human Services, Centers for Medicare and Medicaid Services (CMS) under the Medicare program. Because there are very few hospitals that do not accept Medicare, the law applies to nearly all hospitals. The combined payments of Medicare and Medicaid, $602 billion in 2004, or roughly 44% of all medical expenditures in the U.S., make not participating in EMTALA impractical for nearly all hospitals. EMTALA's provisions apply to all patients, not just to Medicare patients. The cost of emergency care required by EMTALA is not directly covered by the federal government, so it has been characterized as an unfunded mandate. Uncompensated care represents 6% of total hospital costs.
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https://en.wikipedia.org/wiki/EMTALA
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msmarco_v2.1_doc_17_330482712#1_368958111
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Title: Emergency Medical Treatment and Active Labor Act - Wikipedia
Headings: Emergency Medical Treatment and Active Labor Act
Emergency Medical Treatment and Active Labor Act
Contents
Mandated and non-mandated care
Non-covered medical conditions
Hospital obligations
Amendments
Effects
Improved health services for uninsured
Cost pressures on hospitals
See also
Notes and references
External links
Content: Because there are very few hospitals that do not accept Medicare, the law applies to nearly all hospitals. The combined payments of Medicare and Medicaid, $602 billion in 2004, or roughly 44% of all medical expenditures in the U.S., make not participating in EMTALA impractical for nearly all hospitals. EMTALA's provisions apply to all patients, not just to Medicare patients. The cost of emergency care required by EMTALA is not directly covered by the federal government, so it has been characterized as an unfunded mandate. Uncompensated care represents 6% of total hospital costs. Contents
1 Mandated and non-mandated care
1.1 Non-covered medical conditions
2 Hospital obligations
3 Amendments
4 Effects
4.1 Improved health services for uninsured
4.2 Cost pressures on hospitals
5 See also
6 Notes and references
7 External links
Mandated and non-mandated care
Congress passed EMTALA to eliminate the practice of "patient dumping," i.e., refusal to treat people because of inability to pay or insufficient insurance, or transferring or discharging emergency patients on the basis of high anticipated diagnosis and treatment costs. The law applies when an individual seeks treatment for a medical condition "or a request is made on the individual's behalf for examination or treatment for that medical condition." The U.S. government defines an emergency department as "a specially equipped and staffed area of the hospital used a significant portion of the time for initial evaluation and treatment of outpatients for emergency medical conditions ." This means, for example, that outpatient clinics not equipped to handle medical emergencies are not obligated under EMTALA and can simply refer patients to a nearby emergency department for care. An emergency medical condition (EMC) is defined as "a condition manifesting itself by acute symptoms of sufficient severity (including severe pain) such that the absence of immediate medical attention could reasonably be expected to result in placing the individual's health [or the health of an unborn child] in serious jeopardy, serious impairment to bodily functions, or serious dysfunction of bodily organs."
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https://en.wikipedia.org/wiki/EMTALA
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msmarco_v2.1_doc_17_330482712#2_368960872
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Title: Emergency Medical Treatment and Active Labor Act - Wikipedia
Headings: Emergency Medical Treatment and Active Labor Act
Emergency Medical Treatment and Active Labor Act
Contents
Mandated and non-mandated care
Non-covered medical conditions
Hospital obligations
Amendments
Effects
Improved health services for uninsured
Cost pressures on hospitals
See also
Notes and references
External links
Content: Contents
1 Mandated and non-mandated care
1.1 Non-covered medical conditions
2 Hospital obligations
3 Amendments
4 Effects
4.1 Improved health services for uninsured
4.2 Cost pressures on hospitals
5 See also
6 Notes and references
7 External links
Mandated and non-mandated care
Congress passed EMTALA to eliminate the practice of "patient dumping," i.e., refusal to treat people because of inability to pay or insufficient insurance, or transferring or discharging emergency patients on the basis of high anticipated diagnosis and treatment costs. The law applies when an individual seeks treatment for a medical condition "or a request is made on the individual's behalf for examination or treatment for that medical condition." The U.S. government defines an emergency department as "a specially equipped and staffed area of the hospital used a significant portion of the time for initial evaluation and treatment of outpatients for emergency medical conditions ." This means, for example, that outpatient clinics not equipped to handle medical emergencies are not obligated under EMTALA and can simply refer patients to a nearby emergency department for care. An emergency medical condition (EMC) is defined as "a condition manifesting itself by acute symptoms of sufficient severity (including severe pain) such that the absence of immediate medical attention could reasonably be expected to result in placing the individual's health [or the health of an unborn child] in serious jeopardy, serious impairment to bodily functions, or serious dysfunction of bodily organs." For example, a pregnant woman with an emergency condition and/or currently in labor must be treated until delivery is complete, the mother and fetus are stabilized, or a qualified personnel identifies the labor as a "false labor", or Braxton Hicks contractions, unless a transfer under the statute is appropriate. Patients treated under EMTALA may not be able to pay or have insurance or other programs pay for the associated costs but are legally responsible for any costs incurred as a result of their care under civil law. Non-covered medical conditions
Not all medical conditions qualify for uncompensated mandated services imposed by EMTALA, which is contrary to the misperception that many individuals assume that if they are ill, they will be treated, regardless of their ability to pay. The sole purpose for the EMTALA mandated MSE is to require Emergency Department to make a determination whether an emergency medical condition does or does not exist, using their normal assessment and diagnostic protocols. Since the MSE is a mandated EMTALA service, health insurers are required to cover benefits for their subscribers.
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https://en.wikipedia.org/wiki/EMTALA
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msmarco_v2.1_doc_17_330482712#4_368966472
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Title: Emergency Medical Treatment and Active Labor Act - Wikipedia
Headings: Emergency Medical Treatment and Active Labor Act
Emergency Medical Treatment and Active Labor Act
Contents
Mandated and non-mandated care
Non-covered medical conditions
Hospital obligations
Amendments
Effects
Improved health services for uninsured
Cost pressures on hospitals
See also
Notes and references
External links
Content: They are also required to cover EMTALA mandated services necessary to stabilize individuals determined to have an EMC. EMTALA intentionally omitted any requirement for hospitals to provide uncompensated stabilizing treatment for individuals with medical conditions determined not to be an EMC. Therefore, such individuals are not eligible for further uncompensated examination and treatment beyond the MSE. A significant portion of emergency department visits are considered not to be EMCs as defined by EMTALA. The medical profession refers to these cases as "non-emergent". Regardless, this term is not recognized by the law as a condition defined by the EMTALA statute. A term more relevant for compliance with EMTALA is "non-emergency medical condition". If this "non-emergent" term is used in the context of EMTALA, it needs to be defined as medical conditions that fail to pass the criteria for determination of being a true EMC as defined by EMTALA statute. Admitted patients who experience a medical emergency while at the hospital are normally not covered by EMTALA, but instead they are protected by varying state laws and quality assurance under the deemed status of the facility. Hospital obligations
Hospitals have three obligations under EMTALA:
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https://en.wikipedia.org/wiki/EMTALA
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msmarco_v2.1_doc_17_330482712#5_368968316
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Title: Emergency Medical Treatment and Active Labor Act - Wikipedia
Headings: Emergency Medical Treatment and Active Labor Act
Emergency Medical Treatment and Active Labor Act
Contents
Mandated and non-mandated care
Non-covered medical conditions
Hospital obligations
Amendments
Effects
Improved health services for uninsured
Cost pressures on hospitals
See also
Notes and references
External links
Content: Regardless, this term is not recognized by the law as a condition defined by the EMTALA statute. A term more relevant for compliance with EMTALA is "non-emergency medical condition". If this "non-emergent" term is used in the context of EMTALA, it needs to be defined as medical conditions that fail to pass the criteria for determination of being a true EMC as defined by EMTALA statute. Admitted patients who experience a medical emergency while at the hospital are normally not covered by EMTALA, but instead they are protected by varying state laws and quality assurance under the deemed status of the facility. Hospital obligations
Hospitals have three obligations under EMTALA: Individuals requesting emergency care, or those for whom a representative has made a request if the patient is unable to do so, must receive a medical screening examination (MSE) to determine whether an emergency medical condition (EMC) exists. The participating hospital cannot delay examination and treatment to inquire about methods of payment or insurance coverage, or a patient's citizenship or legal status. The hospital may start the process of payment inquiry and billing only once they have ensured that doing so will not interfere with or otherwise compromise patient care. When an emergency department determines that an individual has an EMC, the hospital must provide further treatment and examination until the EMC is resolved or stabilized and the patient can provide self-care following discharge, or if unable to do so, can receive needed continual care. Inpatient care provided must be at an equal level for all patients, regardless of ability to pay.
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https://en.wikipedia.org/wiki/EMTALA
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msmarco_v2.1_doc_17_330482712#6_368970552
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Title: Emergency Medical Treatment and Active Labor Act - Wikipedia
Headings: Emergency Medical Treatment and Active Labor Act
Emergency Medical Treatment and Active Labor Act
Contents
Mandated and non-mandated care
Non-covered medical conditions
Hospital obligations
Amendments
Effects
Improved health services for uninsured
Cost pressures on hospitals
See also
Notes and references
External links
Content: Individuals requesting emergency care, or those for whom a representative has made a request if the patient is unable to do so, must receive a medical screening examination (MSE) to determine whether an emergency medical condition (EMC) exists. The participating hospital cannot delay examination and treatment to inquire about methods of payment or insurance coverage, or a patient's citizenship or legal status. The hospital may start the process of payment inquiry and billing only once they have ensured that doing so will not interfere with or otherwise compromise patient care. When an emergency department determines that an individual has an EMC, the hospital must provide further treatment and examination until the EMC is resolved or stabilized and the patient can provide self-care following discharge, or if unable to do so, can receive needed continual care. Inpatient care provided must be at an equal level for all patients, regardless of ability to pay. Hospitals cannot discharge a patient prior to stabilization if the patient's insurance is canceled or otherwise discontinues payment during course of stay. If the hospital does not have the capability to treat the condition, the hospital must make an "appropriate" transfer of the patient to another hospital with such capability. That includes a long-term care or rehabilitation facilities for patients unable to provide self-care. Hospitals with specialized capabilities must accept such transfers and may not discharge a patient until the condition is resolved and the patient is able to provide self-care or is transferred to another facility. Hospitals have no obligation under EMTALA to provide uncompensated services beyond the screening exam unless it determines that the patient has an emergency medical condition.
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https://en.wikipedia.org/wiki/EMTALA
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msmarco_v2.1_doc_17_330482712#7_368972925
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Title: Emergency Medical Treatment and Active Labor Act - Wikipedia
Headings: Emergency Medical Treatment and Active Labor Act
Emergency Medical Treatment and Active Labor Act
Contents
Mandated and non-mandated care
Non-covered medical conditions
Hospital obligations
Amendments
Effects
Improved health services for uninsured
Cost pressures on hospitals
See also
Notes and references
External links
Content: Hospitals cannot discharge a patient prior to stabilization if the patient's insurance is canceled or otherwise discontinues payment during course of stay. If the hospital does not have the capability to treat the condition, the hospital must make an "appropriate" transfer of the patient to another hospital with such capability. That includes a long-term care or rehabilitation facilities for patients unable to provide self-care. Hospitals with specialized capabilities must accept such transfers and may not discharge a patient until the condition is resolved and the patient is able to provide self-care or is transferred to another facility. Hospitals have no obligation under EMTALA to provide uncompensated services beyond the screening exam unless it determines that the patient has an emergency medical condition. Amendments
This section does not cite any sources. Please help improve this section by adding citations to reliable sources. Unsourced material may be challenged and removed. ( October 2017) ( Learn how and when to remove this template message)
Since its original passage, Congress has passed several amendments to the act. Additionally, state and local laws in some places have imposed additional requirements on hospitals.
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https://en.wikipedia.org/wiki/EMTALA
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msmarco_v2.1_doc_17_330482712#9_368976394
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Title: Emergency Medical Treatment and Active Labor Act - Wikipedia
Headings: Emergency Medical Treatment and Active Labor Act
Emergency Medical Treatment and Active Labor Act
Contents
Mandated and non-mandated care
Non-covered medical conditions
Hospital obligations
Amendments
Effects
Improved health services for uninsured
Cost pressures on hospitals
See also
Notes and references
External links
Content: These amendments include the following: A patient is defined as "stable," therefore ending a hospital's EMTALA obligations, if: The patient is conscious, alert, and oriented. The cause of all symptoms reported by the patient or representative, and all potentially life-threatening, limb-threatening, or organ-threatening symptoms discovered by hospital staff, has been ascertained to the best of the hospital's ability. Any conditions that are immediately life-threatening, limb-threatening, or organ-threatening have been treated to the best of the hospital's ability to ensure the patient does not need further inpatient care. The patient is able to care for himself or herself, with or without special equipment, which if needed, must be provided. The required abilities are: Breathing
Feeding
Mobility
Dressing
Personal hygiene
Toileting
Medicating
Communication
Another competent person is available and able to meet the patient's needs following discharge. All patients have EMTALA rights equally, regardless of age, race, religion, nationality, ethnicity, residence, citizenship, or legal status. If patient's status is found to be illegal, hospitals may not discharge a patient prior to completion of care, but law enforcement and hospital security may take necessary actions to prevent a patient from escaping or harming others.
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https://en.wikipedia.org/wiki/EMTALA
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msmarco_v2.1_doc_17_330482712#10_368978319
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Title: Emergency Medical Treatment and Active Labor Act - Wikipedia
Headings: Emergency Medical Treatment and Active Labor Act
Emergency Medical Treatment and Active Labor Act
Contents
Mandated and non-mandated care
Non-covered medical conditions
Hospital obligations
Amendments
Effects
Improved health services for uninsured
Cost pressures on hospitals
See also
Notes and references
External links
Content: The patient is able to care for himself or herself, with or without special equipment, which if needed, must be provided. The required abilities are: Breathing
Feeding
Mobility
Dressing
Personal hygiene
Toileting
Medicating
Communication
Another competent person is available and able to meet the patient's needs following discharge. All patients have EMTALA rights equally, regardless of age, race, religion, nationality, ethnicity, residence, citizenship, or legal status. If patient's status is found to be illegal, hospitals may not discharge a patient prior to completion of care, but law enforcement and hospital security may take necessary actions to prevent a patient from escaping or harming others. Treatment may be delayed as needed only to prevent patients from harming themselves or others. Overloaded hospitals may not discharge a patient unable to pay to make room for a patient who is able to pay or is otherwise viewed by society as a more valued citizen. If the emergency department is overloaded, patients must be treated in an order based on their determined medical needs, not their ability to pay. Hospitals may not deny or provide substandard services to a patient who already has outstanding debt to the hospital and may not withhold the patient's belongings, records, or other required services until the patient pays. Hospitals and related services cannot receive a judgment against the patient in court filings made m
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https://en.wikipedia.org/wiki/EMTALA
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msmarco_v2.1_doc_17_352470679#3_391389764
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Title: Line 2 (Sound Transit) - Wikipedia
Headings: Line 2 (Sound Transit)
Line 2 (Sound Transit)
Contents
History
Background and early proposals
Planning and ballot measures
Floating bridge engineering and litigation
Route refinement in Bellevue
Construction
Downtown Redmond Extension
Route
Stations
Service plans
References
External links
Content: Contents
1 History
1.1 Background and early proposals
1.2 Planning and ballot measures
1.3 Floating bridge engineering and litigation
1.4 Route refinement in Bellevue
1.5 Construction
1.6 Downtown Redmond Extension
2 Route
2.1 Stations
3 Service plans
4 References
5 External links
History
Background and early proposals
The Eastside suburbs underwent rapid development into bedroom communities after the 1940 opening of the first Lake Washington floating bridge, which replaced a cross-lake ferry system as the main connection to Seattle. While private bus operators ran routes over the Lake Washington Floating Bridge from Seattle to Eastside towns, the municipal Seattle Transit System opted not to extend its routes. The 1963 opening of the Evergreen Point Floating Bridge fueled further growth, leading to traffic congestion on both bridges during peak periods. By 1965, more than 150,000 people lived on the Eastside; the King County government predicted in 1965 that up to 550,000 people would live in Eastside cities by 1990. In the 1960s, the construction of a rapid transit system for the Seattle metropolitan area was explored by municipal and regional governments. The initial system, serving the city of Seattle, would be extended east to Bellevue via Mercer Island and an additional floating bridge in a later phase, to be built by 1990. The state government amended its plans for a parallel floating bridge to Mercer Island to include exclusive right of way for rapid transit. The Eastside section of the rapid transit system was expanded to include branches to Eastgate and the Bel-Red area, with provisions to extend the system to Redmond. Intermediate stations would be located at Rainier Avenue in Seattle, on Mercer Island, and in Downtown Bellevue.
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https://en.wikipedia.org/wiki/East_Link_Extension
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msmarco_v2.1_doc_17_352470679#5_391394170
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Title: Line 2 (Sound Transit) - Wikipedia
Headings: Line 2 (Sound Transit)
Line 2 (Sound Transit)
Contents
History
Background and early proposals
Planning and ballot measures
Floating bridge engineering and litigation
Route refinement in Bellevue
Construction
Downtown Redmond Extension
Route
Stations
Service plans
References
External links
Content: The proposal, funded with federal grants, was put to a public vote as part of the Forward Thrust referendums in 1968 and 1970, requiring a 60 percent majority in order to use increased property taxes. During both referendums, voters were unable to meet the required majority to approve the rapid transit plan; the first earned a simple majority, while the second failed due to local economic conditions. Metro Transit was created by a 1972 referendum to operate a countywide bus system and resumed planning work for a Seattle–Eastside transit system to be built using the new Interstate 90 floating bridge. A transit element for the new floating bridge was requested by the Puget Sound Council of Governments and a group of municipal leaders from Seattle and the Eastside, seeking to avoid additional traffic. A memorandum of agreement signed by the Washington State Highway Commission, Metro Transit, and local governments in late 1976 designated the center two lanes of the eight-lane bridge for use by transit and Mercer Island residents, with possible conversion to a fixed-guideway system in the future. The Puget Sound Council of Governments (PSCOG), a regional planning organization, determined in a 1981 study that light rail would be a feasible way to relieve traffic on the Interstate 90 corridor and recommended that Metro include it in their long-term plan. A joint study by Metro and the PSCOG in 1986 explored several alternative routes for an Eastside light rail system, recommending a route across the Interstate 90 bridge and branching from Downtown Bellevue to Kirkland and Bothell, via the Eastside railway, and Downtown Redmond, via State Route 520. While the light rail plan was left unfunded, provisions were made to accommodate a future Eastside light rail connection in the Downtown Seattle bus tunnel that opened in 1990. In 1990, the state legislature called for the creation of a regional transit authority to fund the construction of a light rail system serving the Seattle metropolitan area.
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https://en.wikipedia.org/wiki/East_Link_Extension
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msmarco_v2.1_doc_17_352470679#6_391396731
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Title: Line 2 (Sound Transit) - Wikipedia
Headings: Line 2 (Sound Transit)
Line 2 (Sound Transit)
Contents
History
Background and early proposals
Planning and ballot measures
Floating bridge engineering and litigation
Route refinement in Bellevue
Construction
Downtown Redmond Extension
Route
Stations
Service plans
References
External links
Content: A memorandum of agreement signed by the Washington State Highway Commission, Metro Transit, and local governments in late 1976 designated the center two lanes of the eight-lane bridge for use by transit and Mercer Island residents, with possible conversion to a fixed-guideway system in the future. The Puget Sound Council of Governments (PSCOG), a regional planning organization, determined in a 1981 study that light rail would be a feasible way to relieve traffic on the Interstate 90 corridor and recommended that Metro include it in their long-term plan. A joint study by Metro and the PSCOG in 1986 explored several alternative routes for an Eastside light rail system, recommending a route across the Interstate 90 bridge and branching from Downtown Bellevue to Kirkland and Bothell, via the Eastside railway, and Downtown Redmond, via State Route 520. While the light rail plan was left unfunded, provisions were made to accommodate a future Eastside light rail connection in the Downtown Seattle bus tunnel that opened in 1990. In 1990, the state legislature called for the creation of a regional transit authority to fund the construction of a light rail system serving the Seattle metropolitan area. A work group, known as the Joint Regional Policy Committee, drafted a transit plan in March 1993 that conceived of a 105-mile (169 km) rapid rail system with a line between Seattle, Bellevue, and Redmond served by through-trains from Snohomish County. The plan recommended a hybrid rail and bus system, with rail serving as the primary form of high-capacity transit on the Interstate 90 corridor. Later that year, the Central Puget Sound Regional Transit Authority, later renamed Sound Transit, was established and began planning a package of transit projects for a public referendum. The committee's plan was downsized to 69 miles (111 km) of light rail, including a line from Seattle to Bellevue and Overlake, and submitted to voters on March 14, 1995. The $6.7 billion transit package was rejected by voters, in part due to an opposition campaign funded by Bellevue developer Kemper Freeman.
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https://en.wikipedia.org/wiki/East_Link_Extension
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msmarco_v2.1_doc_17_352470679#7_391399372
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Title: Line 2 (Sound Transit) - Wikipedia
Headings: Line 2 (Sound Transit)
Line 2 (Sound Transit)
Contents
History
Background and early proposals
Planning and ballot measures
Floating bridge engineering and litigation
Route refinement in Bellevue
Construction
Downtown Redmond Extension
Route
Stations
Service plans
References
External links
Content: A work group, known as the Joint Regional Policy Committee, drafted a transit plan in March 1993 that conceived of a 105-mile (169 km) rapid rail system with a line between Seattle, Bellevue, and Redmond served by through-trains from Snohomish County. The plan recommended a hybrid rail and bus system, with rail serving as the primary form of high-capacity transit on the Interstate 90 corridor. Later that year, the Central Puget Sound Regional Transit Authority, later renamed Sound Transit, was established and began planning a package of transit projects for a public referendum. The committee's plan was downsized to 69 miles (111 km) of light rail, including a line from Seattle to Bellevue and Overlake, and submitted to voters on March 14, 1995. The $6.7 billion transit package was rejected by voters, in part due to an opposition campaign funded by Bellevue developer Kemper Freeman. A smaller, $3.9 billion system was proposed the following year, with a light rail line serving Seattle and Seattle–Tacoma International Airport instead of a system spanning the entire metropolitan area; express buses from Seattle to the Eastside would be funded by the package in place of light rail service. The removal of the Eastside light rail line was opposed by politicians and business groups in the area, with prominent developers funding an opposition campaign. The package was approved by the Puget Sound region's voters on November 5, 1996, earning a majority of votes in Eastside cities. Express buses between Seattle and the Eastside, funded by Sound Transit, began operating in 1999.
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https://en.wikipedia.org/wiki/East_Link_Extension
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msmarco_v2.1_doc_17_352470679#8_391401505
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Title: Line 2 (Sound Transit) - Wikipedia
Headings: Line 2 (Sound Transit)
Line 2 (Sound Transit)
Contents
History
Background and early proposals
Planning and ballot measures
Floating bridge engineering and litigation
Route refinement in Bellevue
Construction
Downtown Redmond Extension
Route
Stations
Service plans
References
External links
Content: A smaller, $3.9 billion system was proposed the following year, with a light rail line serving Seattle and Seattle–Tacoma International Airport instead of a system spanning the entire metropolitan area; express buses from Seattle to the Eastside would be funded by the package in place of light rail service. The removal of the Eastside light rail line was opposed by politicians and business groups in the area, with prominent developers funding an opposition campaign. The package was approved by the Puget Sound region's voters on November 5, 1996, earning a majority of votes in Eastside cities. Express buses between Seattle and the Eastside, funded by Sound Transit, began operating in 1999. Planning and ballot measures
In the late 1990s, Sound Transit and the Washington State Department of Transportation (WSDOT) co-led a study into congestion-relief measures on the State Route 520 corridor, including the use of light rail on either of the floating bridges. The final Trans-Lake Washington Study, published in 2002, recommended further development of a high-capacity fixed transit system on Interstate 90 to supplement a new floating bridge carrying State Route 520. While the Trans-Lake Washington Study was underway, Sound Transit formed a steering committee in 1998 to assess configuration options for Interstate 90 and its existing reversible express lane. The committee recommended the addition of high-occupancy vehicle lanes (HOV lanes) to both directions of Interstate 90 by narrowing the existing lanes, leaving the reversible lanes ready for future transit use. The lane conversion, coupled with additional HOV ramps on Mercer Island, was approved by Sound Transit, WSDOT, and the Federal Highway Administration (FHWA) in 2004.
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https://en.wikipedia.org/wiki/East_Link_Extension
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msmarco_v2.1_doc_17_353015004#5_391846482
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Title: East Midlands Railway - Wikipedia
Headings: East Midlands Railway
East Midlands Railway
East Midlands Railway
Contents
History
Franchise suspension and termination agreement
Services
Rolling stock
Current fleet
Future fleet
Past fleet
Depots
References
External links
Content: Rolling stock
East Midlands Railway inherited a fleet of 28 Class 43s, 21 Class 153s, 15 Class 156s, 26 Class 158s, and 27 Class 222s from East Midlands Trains. In January 2020 nine additional Class 156 units from Greater Anglia were introduced into service. Nine 8-carriage InterCity 125 sets have also been transferred from London North Eastern Railway, with the first set having entered service on 4 May 2020. They were replaced in May 2021. To replace the ex-Grand Central “buffered” HST sets, EMR commenced a lease of the 4 former Hull Trains Class 180 fleet despite their history of technical difficulties, with the first units entering service on 13 December 2020. On 16 May 2021. East Midlands Railway launched EMR Connect services to and from Corby and London St Pancras, which has enabled the final HSTs to be withdrawn. The Connect service is operated by Class 360s. By 2023 East Midlands Railway plans to run EMR Regional services using 40 Class 170s, and plans to run EMR Intercity services using 33 new bi-mode Class 810s by the end of 2023. The new and refurbished trains will provide:
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https://en.wikipedia.org/wiki/East_Midlands_Railway
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msmarco_v2.1_doc_17_353015004#6_391848063
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Title: East Midlands Railway - Wikipedia
Headings: East Midlands Railway
East Midlands Railway
East Midlands Railway
Contents
History
Franchise suspension and termination agreement
Services
Rolling stock
Current fleet
Future fleet
Past fleet
Depots
References
External links
Content: On 16 May 2021. East Midlands Railway launched EMR Connect services to and from Corby and London St Pancras, which has enabled the final HSTs to be withdrawn. The Connect service is operated by Class 360s. By 2023 East Midlands Railway plans to run EMR Regional services using 40 Class 170s, and plans to run EMR Intercity services using 33 new bi-mode Class 810s by the end of 2023. The new and refurbished trains will provide: a more reliable service
improved comfort
passenger information system displays
free on-board Wi-Fi
at-seat power sockets
USB points
air conditioning
tables at all seats
increased luggage space
Current fleet
Class
Family
Image
Type
Top Speed
Number
Cars
Routes operated and notes: Built
mph
km/h
Shunting locomotive
08
Shunter
15
24
4
N/A
Stock movements
1952–62
EMR Intercity
222 Meridian
Bombardier Voyager
DMU
125
200
4
4
Inter-City Midland Main Line
2003-05
17
5
6
7
180 Adelante
Alstom Coradia
125
200
4
5
Inter-City Midland Main Line
2000-01
EMR Connect
360
Siemens Desiro
EMU
110
180
21
4
London St Pancras – Corby
2002-03
EMR Regional
153 Super Sprinter
Sprinter
DMU
75
120
6
1
Regional routes
1987-88
156 Super Sprinter
24
2
Regional routes
1987-89
158/0 Express Sprinter
90
145
26
2
Regional routes
1989
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https://en.wikipedia.org/wiki/East_Midlands_Railway
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msmarco_v2.1_doc_17_361958917#0_400819275
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Title: Grid reference system - Wikipedia
Headings: Grid reference system
Grid reference system
Contents
Grid coordinates
Notation and conventions
Grid north
Types
See also
References
Content: Grid reference system - Wikipedia
Grid reference system
From Wikipedia, the free encyclopedia
(Redirected from Easting and northing)
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This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. Find sources: " Grid reference system" – news · newspapers · books · scholar · JSTOR (April 2015) ( Learn how and when to remove this template message)
A typical map with grid lines
"Easting and northing" redirects here. It is not to be confused with East north up. A grid reference system, also known as grid reference or grid system, is a geographic coordinate system that defines locations in maps using Cartesian coordinates based on a particular map projection. Grid lines on maps illustrate the underlying coordinate system. Such coordinate lines are numbered to provide a unique reference to each location on the map. Grid coordinates are normally eastings and northings.
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https://en.wikipedia.org/wiki/Easting_and_northing
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msmarco_v2.1_doc_17_361958917#1_400820709
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Title: Grid reference system - Wikipedia
Headings: Grid reference system
Grid reference system
Contents
Grid coordinates
Notation and conventions
Grid north
Types
See also
References
Content: It is not to be confused with East north up. A grid reference system, also known as grid reference or grid system, is a geographic coordinate system that defines locations in maps using Cartesian coordinates based on a particular map projection. Grid lines on maps illustrate the underlying coordinate system. Such coordinate lines are numbered to provide a unique reference to each location on the map. Grid coordinates are normally eastings and northings. Contents
1 Grid coordinates
1.1 Notation and conventions
2 Grid north
3 Types
4 See also
5 References
Grid coordinates
UTM zones on an equirectangular world map with irregular zones in red
Easting and northing are geographic Cartesian coordinates for a point. Easting is the eastward -measured distance (or the x - coordinate) and northing is the northward -measured distance (or the y -coordinate). When using common projections such as the transverse Mercator projection, these are distances projected on an imaginary surface similar to a bent sheet of paper, and are not the same as distances measured on the curved surface of the Earth . Easting and northing coordinates are commonly measured in metres from the axes of some horizontal datum. However, other units (e.g., survey feet) are also used.
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https://en.wikipedia.org/wiki/Easting_and_northing
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msmarco_v2.1_doc_17_361958917#2_400822349
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Title: Grid reference system - Wikipedia
Headings: Grid reference system
Grid reference system
Contents
Grid coordinates
Notation and conventions
Grid north
Types
See also
References
Content: Contents
1 Grid coordinates
1.1 Notation and conventions
2 Grid north
3 Types
4 See also
5 References
Grid coordinates
UTM zones on an equirectangular world map with irregular zones in red
Easting and northing are geographic Cartesian coordinates for a point. Easting is the eastward -measured distance (or the x - coordinate) and northing is the northward -measured distance (or the y -coordinate). When using common projections such as the transverse Mercator projection, these are distances projected on an imaginary surface similar to a bent sheet of paper, and are not the same as distances measured on the curved surface of the Earth . Easting and northing coordinates are commonly measured in metres from the axes of some horizontal datum. However, other units (e.g., survey feet) are also used. The coordinates are most commonly associated with the Universal Transverse Mercator coordinate system (UTM), which has unique zones that cover the Earth to provide detailed referencing. Notation and conventions
Locations can be found using easting/northing (or x, y) pairs. The pair is usually represented conventionally with easting first, northing second. For example, the peak of Mount Assiniboine (at
WikiMiniAtlas
50°52′10″N 115°39′03″W
/ 50.86944°N 115.65083°W / 50.86944; -115.65083
) in UTM Zone 11 is represented by 11U 594934 5636174.
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https://en.wikipedia.org/wiki/Easting_and_northing
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msmarco_v2.1_doc_17_361958917#3_400824143
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Title: Grid reference system - Wikipedia
Headings: Grid reference system
Grid reference system
Contents
Grid coordinates
Notation and conventions
Grid north
Types
See also
References
Content: The coordinates are most commonly associated with the Universal Transverse Mercator coordinate system (UTM), which has unique zones that cover the Earth to provide detailed referencing. Notation and conventions
Locations can be found using easting/northing (or x, y) pairs. The pair is usually represented conventionally with easting first, northing second. For example, the peak of Mount Assiniboine (at
WikiMiniAtlas
50°52′10″N 115°39′03″W
/ 50.86944°N 115.65083°W / 50.86944; -115.65083
) in UTM Zone 11 is represented by 11U 594934 5636174. Other conventions can also be used, such as a truncated grid reference, which would shorten the example coordinates to 949-361 . Negative northing and easting values indicate a position due south and west of the origin, respectively. Usually associated with a map projection is a natural origin, e.g., at which the ellipsoid and flat map surfaces coincide. To ensure that the northing and easting coordinates on a map are not negative, map projections may set up a false origin, specified in terms of false northing and false easting values, that offset the true origin. Grid north
Grid north ( GN) is a navigational term referring to the direction northwards along the grid lines of a map projection.
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https://en.wikipedia.org/wiki/Easting_and_northing
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msmarco_v2.1_doc_17_361958917#4_400825828
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Title: Grid reference system - Wikipedia
Headings: Grid reference system
Grid reference system
Contents
Grid coordinates
Notation and conventions
Grid north
Types
See also
References
Content: Other conventions can also be used, such as a truncated grid reference, which would shorten the example coordinates to 949-361 . Negative northing and easting values indicate a position due south and west of the origin, respectively. Usually associated with a map projection is a natural origin, e.g., at which the ellipsoid and flat map surfaces coincide. To ensure that the northing and easting coordinates on a map are not negative, map projections may set up a false origin, specified in terms of false northing and false easting values, that offset the true origin. Grid north
Grid north ( GN) is a navigational term referring to the direction northwards along the grid lines of a map projection. It is contrasted with true north (the direction of the North Pole) and magnetic north (the direction in which a compass needle points). Many topographic maps, including those of the United States Geological Survey and Great Britain's Ordnance Survey, indicate the difference between grid north, true north, and magnetic north. The grid lines on Ordnance Survey maps divide the UK into one-kilometre squares, east of an imaginary zero point in the Atlantic Ocean, west of Cornwall. The grid lines point to a Grid North, varying slightly from True North. This variation is zero on the central meridian (north-south line) of the map, which is at two degrees West of the Prime Meridian, and greatest at the map edges.
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https://en.wikipedia.org/wiki/Easting_and_northing
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msmarco_v2.1_doc_17_361958917#7_400830680
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Title: Grid reference system - Wikipedia
Headings: Grid reference system
Grid reference system
Contents
Grid coordinates
Notation and conventions
Grid north
Types
See also
References
Content: Types
Grid systems vary, but the most common is a square grid with grid lines intersecting each other at right angles and numbered sequentially from the origin at the bottom left of the map. The grid numbers on the east-west (horizontal) axis are called Eastings, and the grid numbers on the north-south (vertical) axis are called Northings. Numerical grid references consist of an even number of digits. Eastings are written before Northings. Thus in a 6 digit grid reference 123456, the Easting component is 123 and the Northing component is 456, i.e. if the smallest unit is 100 metres, it refers to a point 12.3 km east and 45.6 km north from the origin. Grids may be arbitrary, or can be based on specific distances, for example some maps use a one-kilometre square grid spacing. A grid reference locates a unique square region on the map. The precision of location varies, for example a simple town plan view may use a simple alphanumeric grid system with single letters for Eastings and single numbers for Northings. A grid reference in this system, such as 'H3', locates a particular square rather than a single point. Points can be located by grid references on maps that use a standard system for Eastings and Northings, such as the Universal Transverse Mercator used worldwide, or the Ordnance Survey National Grid used by Ordnance Survey in the UK.
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https://en.wikipedia.org/wiki/Easting_and_northing
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msmarco_v2.1_doc_17_361958917#8_400832413
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Title: Grid reference system - Wikipedia
Headings: Grid reference system
Grid reference system
Contents
Grid coordinates
Notation and conventions
Grid north
Types
See also
References
Content: Grids may be arbitrary, or can be based on specific distances, for example some maps use a one-kilometre square grid spacing. A grid reference locates a unique square region on the map. The precision of location varies, for example a simple town plan view may use a simple alphanumeric grid system with single letters for Eastings and single numbers for Northings. A grid reference in this system, such as 'H3', locates a particular square rather than a single point. Points can be located by grid references on maps that use a standard system for Eastings and Northings, such as the Universal Transverse Mercator used worldwide, or the Ordnance Survey National Grid used by Ordnance Survey in the UK. These points can then be located by someone else using grid references, even if using maps of a different scale. In the Universal Transverse Mercator (UTM) system, grid reference is given by three numbers: zone, easting and northing. In the UTM system, the Earth is divided into 60 zones. Northing values are given by the metres north, or south (in the southern hemisphere) of the equator.
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https://en.wikipedia.org/wiki/Easting_and_northing
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msmarco_v2.1_doc_17_365055689#3_404788849
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Title: Ebola - Wikipedia
Headings: Ebola
Ebola
Contents
Signs and symptoms
Onset
Bleeding
Recovery and death
Cause
Virology
Transmission
Initial case
Reservoir
Pathophysiology
Immune system evasion
Diagnosis
Laboratory testing
Differential diagnosis
Prevention
Vaccines
Infection control
Caregivers
Patients and household members
Disinfection
General population
Bushmeat
Corpses, burial
Transport, travel, contact
Laboratory
Putting on protective equipment
Removing protective equipment
Isolation
Contact tracing
Management
Standard support
Intensive care
Prognosis
Epidemiology
1976
Sudan
Zaire
1995–2014
2013–2016 West Africa
2014 spread outside West Africa
2017 Democratic Republic of the Congo
2018 Équateur province
2018–2020 Kivu
2020 Équateur province
2021 North Kivu (ongoing)
2021 Guinea (ongoing)
Society and culture
Weaponisation
Literature
Other animals
Wild animals
Domestic animals
Reston virus
Research
Treatments
Diagnostic tests
Disease models
See also
References
Bibliography
External links
Content: Fruit bats are believed to be the normal carrier in nature, able to spread the virus without being affected by it. Other diseases such as malaria, cholera, typhoid fever, meningitis and other viral haemorrhagic fevers may resemble EVD. Blood samples are tested for viral RNA, viral antibodies or for the virus itself to confirm the diagnosis. Control of outbreaks requires coordinated medical services and community engagement. This includes rapid detection, contact tracing of those who have been exposed, quick access to laboratory services, care for those infected, and proper disposal of the dead through cremation or burial. Samples of body fluids and tissues from people with the disease should be handled with special caution. Prevention includes limiting the spread of disease from infected animals to humans by handling potentially infected bushmeat only while wearing protective clothing, and by thoroughly cooking bushmeat before eating it. It also includes wearing proper protective clothing and washing hands when around a person with the disease. An Ebola vaccine was approved in the United States in December 2019. While there is no approved treatment for Ebola as of 2019
[update]
, two treatments ( atoltivimab/maftivimab/odesivimab and ansuvimab) are associated with improved outcomes.
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https://en.wikipedia.org/wiki/Ebola
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msmarco_v2.1_doc_17_365055689#4_404791417
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Title: Ebola - Wikipedia
Headings: Ebola
Ebola
Contents
Signs and symptoms
Onset
Bleeding
Recovery and death
Cause
Virology
Transmission
Initial case
Reservoir
Pathophysiology
Immune system evasion
Diagnosis
Laboratory testing
Differential diagnosis
Prevention
Vaccines
Infection control
Caregivers
Patients and household members
Disinfection
General population
Bushmeat
Corpses, burial
Transport, travel, contact
Laboratory
Putting on protective equipment
Removing protective equipment
Isolation
Contact tracing
Management
Standard support
Intensive care
Prognosis
Epidemiology
1976
Sudan
Zaire
1995–2014
2013–2016 West Africa
2014 spread outside West Africa
2017 Democratic Republic of the Congo
2018 Équateur province
2018–2020 Kivu
2020 Équateur province
2021 North Kivu (ongoing)
2021 Guinea (ongoing)
Society and culture
Weaponisation
Literature
Other animals
Wild animals
Domestic animals
Reston virus
Research
Treatments
Diagnostic tests
Disease models
See also
References
Bibliography
External links
Content: Samples of body fluids and tissues from people with the disease should be handled with special caution. Prevention includes limiting the spread of disease from infected animals to humans by handling potentially infected bushmeat only while wearing protective clothing, and by thoroughly cooking bushmeat before eating it. It also includes wearing proper protective clothing and washing hands when around a person with the disease. An Ebola vaccine was approved in the United States in December 2019. While there is no approved treatment for Ebola as of 2019
[update]
, two treatments ( atoltivimab/maftivimab/odesivimab and ansuvimab) are associated with improved outcomes. Supportive efforts also improve outcomes. This includes either oral rehydration therapy (drinking slightly sweetened and salty water) or giving intravenous fluids as well as treating symptoms. Atoltivimab/maftivimab/odesivimab (Inmazeb) was approved for medical use in the United States in October 2020, for the treatment of infection caused by Zaire ebolavirus. The disease was first identified in 1976, in two simultaneous outbreaks: one in Nzara (a town in South Sudan) and the other in Yambuku ( Democratic Republic of the Congo ), a village near the Ebola River from which the disease takes its name.
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https://en.wikipedia.org/wiki/Ebola
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msmarco_v2.1_doc_17_368758684#8_409752346
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Title: Ecological art - Wikipedia
Headings: Ecological art
Ecological art
Contents
Historical precedents
Theories
Principles
Approaches
Orientations
See also
References
Bibliography
External links
Content: Reclaim, restore, and remediate damaged environments. Inform the public about ecological dynamics and the environmental problems we face. Revise ecological relationships, creatively proposing new possibilities for coexistence, sustainability, and healing. Approaches
Ecological art involves numerous diverse approaches, including: Representational artwork: reveals information and conditions through image-making and object-making with the intention of stimulating dialogue. Remediation projects: reclaim or restore polluted and disrupted environments – these artists often work with environmental scientists, landscape architects and urban planners. Activist and protest art: engage, inform, energize and activate change of behaviors and/or public policy.
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https://en.wikipedia.org/wiki/Ecological_art
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msmarco_v2.1_doc_17_368758684#9_409753491
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Title: Ecological art - Wikipedia
Headings: Ecological art
Ecological art
Contents
Historical precedents
Theories
Principles
Approaches
Orientations
See also
References
Bibliography
External links
Content: reveals information and conditions through image-making and object-making with the intention of stimulating dialogue. Remediation projects: reclaim or restore polluted and disrupted environments – these artists often work with environmental scientists, landscape architects and urban planners. Activist and protest art: engage, inform, energize and activate change of behaviors and/or public policy. Social sculptures: are socially engaged, time-based artwork that involve communities in monitoring their landscapes, and take a participatory role in sustainable practices and lifestyles. Ecopoetic art: initiate a re-envisioning of the natural world, inspiring co-existence with other species. Direct encounter artworks:
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https://en.wikipedia.org/wiki/Ecological_art
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msmarco_v2.1_doc_17_372334706#0_412723212
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Title: Economic history of Germany - Wikipedia
Headings: Economic history of Germany
Economic history of Germany
From Wikipedia, the free encyclopedia
Contents
Medieval Germany
Towns and cities
Hanseatic League
Change and reform
Early Modern Germany
Thirty Years' War
Peasants and rural life
Industrial Revolution
Regions
Coal
Banks and cartels
Class and the welfare state
Railways
Agriculture
Chemicals
Steel
Foreign direct investment
Early 20th century
World War I
Weimar Republic
Nazi economy
Post-World War II
Marshall Plan and productivity
Social market economy
Economic miracle and beyond
German reunification and its aftermath
21st century
See also
Notes
Further reading
Primary sources
Content: Economic history of Germany - Wikipedia
Economic history of Germany
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
Aspect of German history
Part of a series on the
History of Germany
Topics
Chronology
Historiography
Military history
Economic history
Women's history
Territorial evolution
List of German monarchs
Early history
Germanic peoples
Migration Period
Frankish Empire
Middle Ages
East Francia
Kingdom of Germany
Holy Roman Empire
Eastward settlement
Early Modern period
Sectionalism
18th century
Kingdom of Prussia
Unification
Confederation of the Rhine
German Confederation
Zollverein
German revolutions of 1848–49
North German Confederation
German Reich
German Empire
1871–1918
World War I
1914–1918
Weimar Republic
1918–1933
Nazi Germany
1933–1945
World War II
1939–1945
Contemporary Germany
Occupation
Ostgebiete
1945–1949/1952
Expulsion of Germans
1944–1950
West - East division
1949–1990
Reunification
New states
1990
Modern history
since 1990
Germany portal
v
t
e
Until the early 19th century Germany, a federation of numerous states of varying size and development, retained its pre-industrial character, where trade centered around a number of free cities. After the extensive development of the railway network during the 1840s, rapid economic growth and modernisation sparked the process of industrialisation. The largest economy in Europe by 1900, Germany had established a primary position in several key sectors, like the Chemical industry and steel production. High production capacity, permanent competitiveness and subsequent protectionist policies fought out with the USA and Britain were essential factors for Germany's entry into the World Wars. By the end of World War II, the country's economic infrastructure was completely destroyed. West Germany embarked in its program of reconstruction with financial support provided by the Marshall Plan and, guided by the economic principles of the Minister of Economics Ludwig Erhard excelled in the economic miracle during the 1950s and 1960s. East Germany's last remaining economic facilities were dismantled by the Soviet occupation force as one of the first steps of the war reparations plan. The country was embedded in the Eastern Bloc system of socialist planned economy. Contemporary Germany employs a highly skilled work force in the largest national economy as the largest exporter of high quality goods in Europe, like cars, machinery, pharmaceutics, chemical and electrical products with a GDP of 3.67 trillion USD in 2017. Contents
1 Medieval Germany
1.1 Towns and cities
1.2 Hanseatic League
1.3 Change and reform
2 Early Modern Germany
2.1 Thirty Years' War
2.2 Peasants and rural life
3 Industrial Revolution
3.1 Regions
3.2 Coal
3.3 Banks and cartels
3.4 Class and the welfare state
3.5 Railways
3.6 Agriculture
3.7 Chemicals
3.8 Steel
3.9 Foreign direct investment
4 Early 20th century
4.1 World War I
4.2 Weimar Republic
5 Nazi economy
6 Post-World War II
6.1 Marshall Plan and productivity
7 Social market economy
8 Economic miracle and beyond
9 German reunification and its aftermath
10 21st century
11 See also
12 Notes
13 Further reading
13.1 Primary sources
Medieval Germany
Medieval Germany, lying on the open Northern European Plain, was divided into hundreds of contending kingdoms, principalities, dukedoms/ duchies, bishoprics/ dioceses, and free cities.
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https://en.wikipedia.org/wiki/Economic_history_of_Germany
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msmarco_v2.1_doc_17_373173358#0_413032486
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Title: Economic history of Vietnam - Wikipedia
Headings: Economic history of Vietnam
Economic history of Vietnam
Contents
Pre-colonial Vietnam
Vietnam under Chinese rule
Nascent economy in feudalist society
Why early foreign trade gone?
Industry in Nguyễn Tây Sơn
Colonial Period
French Administration
Effects of French colonial rule
1954-1975
Subsidy phase: 1976-1986
The Second Five-Year Plan (1976-80)
The Third Five Year Plan (1981-85)
1986-2000
2000-present
GDP by year
See also
References
Sources
Content: Economic history of Vietnam - Wikipedia
Economic history of Vietnam
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
Until French colonization in the middle of the 19th century, the economy of Vietnam was mainly agrarian and village-oriented. French colonizers, however, deliberately developed the regions differently, designating the South for agricultural production and the North for manufacturing. Though the plan exaggerated regional divisions, the development of exports-- coal from the North, rice from the South—and the importation of French manufactured goods stimulated internal commerce. When the North and South were divided politically in 1954, they also adopted different economic ideologies: communist in the North and capitalist in the South. Destruction caused by the 1954-1975 Second Indochina War (commonly known as the Vietnam War) seriously strained Vietnam's economy. Across Vietnam, the situation was worsened by the country's 3 million military and civilian deaths and its later exodus of 2 million refugees, including tens of thousands of professionals, intellectuals, technicians, and skilled workers. Between 1976 and 1986, for annual growth rates for industry, agriculture, and national income and aimed to integrate the North and the South, the plan's aims were not achieved: the economy remained dominated by small-scale production, low labor productivity, unemployment, material and technological shortfalls, and insufficient food and consumer goods. The more modest goals of the Third Five-Year Plan (1981–1985) were a compromise between ideological and pragmatic factions;
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https://en.wikipedia.org/wiki/Economic_history_of_Vietnam
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msmarco_v2.1_doc_17_373173358#1_413034851
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Title: Economic history of Vietnam - Wikipedia
Headings: Economic history of Vietnam
Economic history of Vietnam
Contents
Pre-colonial Vietnam
Vietnam under Chinese rule
Nascent economy in feudalist society
Why early foreign trade gone?
Industry in Nguyễn Tây Sơn
Colonial Period
French Administration
Effects of French colonial rule
1954-1975
Subsidy phase: 1976-1986
The Second Five-Year Plan (1976-80)
The Third Five Year Plan (1981-85)
1986-2000
2000-present
GDP by year
See also
References
Sources
Content: Destruction caused by the 1954-1975 Second Indochina War (commonly known as the Vietnam War) seriously strained Vietnam's economy. Across Vietnam, the situation was worsened by the country's 3 million military and civilian deaths and its later exodus of 2 million refugees, including tens of thousands of professionals, intellectuals, technicians, and skilled workers. Between 1976 and 1986, for annual growth rates for industry, agriculture, and national income and aimed to integrate the North and the South, the plan's aims were not achieved: the economy remained dominated by small-scale production, low labor productivity, unemployment, material and technological shortfalls, and insufficient food and consumer goods. The more modest goals of the Third Five-Year Plan (1981–1985) were a compromise between ideological and pragmatic factions; they emphasized the development of agriculture and industry. Efforts were also made to decentralize planning and improve the managerial skills of government officials. In 1986 Vietnam launched a political and economic renewal campaign ( Doi Moi) that introduced reforms intended to facilitate the transition from a centrally planned economy to form of market socialism officially termed " Socialist-oriented market economy ." Doi Moi combined economic planning with free-market incentives and encouraged the establishment of private businesses in the production of consumer goods and foreign investment, including foreign-owned enterprises. By the late 1990s, the success of the business and agricultural reforms ushered in under Doi Moi was evident.
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https://en.wikipedia.org/wiki/Economic_history_of_Vietnam
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msmarco_v2.1_doc_17_374731219#13_413924935
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Title: Economic mobility - Wikipedia
Headings: Economic mobility
Economic mobility
Contents
Types of mobility
United States
Intergenerational mobility
Intragenerational mobility
Relative vs. absolute
Worldwide
Men and women
Black and white families
Education
Immigration
See also
Further reading
References
External links
Content: However, much of this can be attributed to employment rates. The employment rate of women in their 30s has increased from 39% in 1964 to 70% in 2004; whereas, the rate of employment for men in this same age group has decreased from 91% in 1964 to 86% in 2004. This sharp increase in income for working women, in addition to stable male salaries, is the reason upward economic mobility is attributed to women. See: De-industrialization crisis
Black and white families
Average income for both White and Black families has increased since the 1970s. However, average income for White families in their 30s has increased from $50,000 to $60,000 from 1975 to 2005, compared to an increase from $32,000 to $35,000 for Black families of the same age over the same period. So in addition to receiving a lower average income, its growth is also less for Black families (10% growth) than their White counterparts (19% growth). One way this can be explained is that even though marriage rates have declined for both races, Blacks are 25% less likely to be in a married couple. However, Blacks also have less economic mobility and are less likely to surpass their parents' income or economic standing than Whites.
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https://en.wikipedia.org/wiki/Economic_mobility
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msmarco_v2.1_doc_17_374731219#14_413926655
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Title: Economic mobility - Wikipedia
Headings: Economic mobility
Economic mobility
Contents
Types of mobility
United States
Intergenerational mobility
Intragenerational mobility
Relative vs. absolute
Worldwide
Men and women
Black and white families
Education
Immigration
See also
Further reading
References
External links
Content: De-industrialization crisis
Black and white families
Average income for both White and Black families has increased since the 1970s. However, average income for White families in their 30s has increased from $50,000 to $60,000 from 1975 to 2005, compared to an increase from $32,000 to $35,000 for Black families of the same age over the same period. So in addition to receiving a lower average income, its growth is also less for Black families (10% growth) than their White counterparts (19% growth). One way this can be explained is that even though marriage rates have declined for both races, Blacks are 25% less likely to be in a married couple. However, Blacks also have less economic mobility and are less likely to surpass their parents' income or economic standing than Whites. Two of three White children born into families in the middle quintile have achieved a higher family income than their parents. Conversely, o
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https://en.wikipedia.org/wiki/Economic_mobility
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msmarco_v2.1_doc_17_375507100#1_414356788
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Title: Economic rent - Wikipedia
Headings: Economic rent
Economic rent
Contents
Definitions
Classical rent (land rent)
Neoclassical Paretian rent
Monopoly rent
Labour
Terminology relating to rent
Gross rent
Scarcity rent
Differential rent
Contract rent
Information rent
See also
References
Further reading
External links
Content: In the moral economy of neoclassical economics, economic rent includes income gained by labor or state beneficiaries of other "contrived" (assuming the market is natural, and does not come about by state and social contrivance) exclusivity, such as labor guilds and unofficial corruption. In the moral economy of the economics tradition broadly, economic rent is opposed to producer surplus, or normal profit, both of which are theorized to involve productive human action. Economic rent is also independent of opportunity cost, unlike economic profit, where opportunity cost is an essential component. Economic rent is viewed as unearned revenue while economic profit is a narrower term describing surplus income earned by choosing between risk-adjusted alternatives. Unlike economic profit, economic rent cannot be theoretically eliminated by competition because any actions the recipient of the income may take such as improving the object to be rented will then change the total income to contract rent. Still, the total income is made up of economic profit (earned) plus economic rent (unearned). For a produced commodity, economic rent may be due to the legal ownership of a patent (a politically enforced right to the use of a process or ingredient). For education and occupational licensing, it is the knowledge, performance, and ethical standards, as well as the cost of permits and licenses that are collectively controlled as to their number, regardless of the competence and willingness of those who wish to compete on price alone in the area being licensed. In regard to labor, economic rent can be created by the existence of mass education, labor laws, state social reproduction supports, democracy, guilds, and labor unions (e.g., higher pay for some workers, where collective action creates a scarcity of such workers, as opposed to an ideal condition where labor competes with other factors of production on price alone). For most other production, including agriculture and extraction, economic rent is due to a scarcity (uneven distribution) of natural resources (e.g., land, oil, or minerals).
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https://en.wikipedia.org/wiki/Economic_rent
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msmarco_v2.1_doc_17_375507100#8_414372011
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Title: Economic rent - Wikipedia
Headings: Economic rent
Economic rent
Contents
Definitions
Classical rent (land rent)
Neoclassical Paretian rent
Monopoly rent
Labour
Terminology relating to rent
Gross rent
Scarcity rent
Differential rent
Contract rent
Information rent
See also
References
Further reading
External links
Content: Observing that a tax on the unearned rent of land would not distort economic activities, Henry George proposed that publicly collected land rents ( land value taxation) should be the primary ( or only) source of public revenue, though he also advocated public ownership, taxation, and regulation of natural monopolies and monopolies of scale that cannot be eliminated by regulation. Neoclassical Paretian rent
Neoclassical economics extends the concept of rent to include factors other than natural resource rents. "The excess earnings over the amount necessary to keep the factor in its current occupation." "The difference between what a factor of production is paid and how much it would need to be paid to remain in its current use." "A return over and above opportunity costs, or the normal return necessary to keep a resource in its current use." The labeling of this version of rent as "Paretian" may be a misnomer in that Vilfredo Pareto, the economist for whom this kind of rent was named, may or may not have proffered any conceptual formulation of rent. Monopoly rent
Monopoly rent refers to those economic rents derived from monopolies, which can result from (1) denial of access to an asset or (2) the unique qualities of an asset. Examples of monopoly rent include: rents associated from legally enforced knowledge monopolies derived from intellectual property like patents or copyrights; rents associated with 'de facto' monopolies of companies like Microsoft and Intel who control the underlying standards in an industry or product line (e.g. Microsoft Office);
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https://en.wikipedia.org/wiki/Economic_rent
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msmarco_v2.1_doc_17_377016426#10_415962527
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Title: Economy of Austria - Wikipedia
Headings: Economy of Austria
Economy of Austria
Economy of Austria
Contents
History
Currency
Privatisation, state participation and labour movements
Agriculture, industry and services
Health care services
Trade position
Mergers and acquisitions
Data
See also
References
External links
Content: Austria became a member of the EU on 1 January 1995. Membership brought economic benefits and challenges and has drawn an influx of foreign investors attracted by Austria's access to the single European market. Austria also has made progress in generally increasing its international competitiveness. As a member of the economic and monetary union of the European Union (EMU), Austria's economy is closely integrated with other EU member countries, especially with Germany. On 1 January 1999, Austria introduced the new Euro currency for accounting purposes. In January 2002, Euro notes and coins were introduced, replacing those of the Austrian schilling . Currency
This section does not cite any sources. Please help improve this section by adding citations to reliable sources. Unsourced material may be challenged and removed. ( September 2009) ( Learn how and when to remove this template message)
Main article:
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https://en.wikipedia.org/wiki/Economy_of_Austria
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msmarco_v2.1_doc_17_377086952#8_416024674
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Title: Economy of Bahrain - Wikipedia
Headings: Economy of Bahrain
Economy of Bahrain
From Wikipedia, the free encyclopedia
Contents
Economy overview
Diversification
Macro-economic trend
Investment
Hydrocarbon industry
Taxation
References
Notes
Bibliography
External links
Content: Bahrain is a rich country in the middle east and the north africa (MENA) region and it's economy depends on oil & gas, international banking and tourism. In 2003 and 2004, the balance of payments improved due to rising oil prices and increased receipts from the services sector. As a result, the current account balance registered a surplus of US$219 million in 2003 and a surplus of US$442 million in 2004, compared to a deficit of US$35 million in 2002. Bahrain's gross international reserves increased substantially in 2004 to US$1.6 billion, up from US$1.4 billion in the previous three years (2001-2003). Diversification
Graphical depiction of Bahrain's product exports in 28 color-coded categories as of 2010. Though Current GDP per capita shrank by 2.4% in the 1980s, it bounced back to a growth of 36% in the 1990s as a result of successful diversification initiatives. Bahrain's urgency in embracing economic liberalisation is due to its need to diversify the economy away from its limited oil supplies. Unlike its Persian Gulf neighbours, Bahrain has little oil wealth and the economy has expanded into banking, heavy industries, retail and tourism. The Kingdom is the main banking hub for the Persian Gulf and a centre for Islamic finance, which has been attracted by the strong regulatory framework for the industry. According to the International Monetary Fund 's Financial System Stability Assessment of Bahrain's financial regulatory environment, published on 6 March 2006, found:
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https://en.wikipedia.org/wiki/Economy_of_Bahrain
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msmarco_v2.1_doc_17_379191809#14_417476253
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Title: Economy of Germany - Wikipedia
Headings: Economy of Germany
Economy of Germany
From Wikipedia, the free encyclopedia
Economy of Germany
Contents
History
Age of Industrialization
Weimar Republic and Third Reich
West Germany
East Germany
Federal Republic
Data
1980 to 1995
1996 to 2010
2011 to 2018
Companies
Mergers and Acquisitions
Economic region
German states
Wealth
Sectors
Primary
Industry
Services
Government finances
Infrastructure
Energy
Transport
Technology
Challenges
See also
References
Notes
Further reading
External links
Content: Many companies, such as steam-machine producer J. Kemna, modeled themselves on English industry. The invention of the automobile. Bertha Benz and Karl Benz in a Benz Viktoria, model 1894. The invention of the cruise ship. Albert Ballin 's SS Auguste Viktoria in 1890. Railway construction as an expression of the industrial revolution (here the Bonn-Cölner railway around 1844)
The establishment of the Deutscher Zollverein (German Customs Union) in 1834 and the expansion of railway systems were the main drivers of Germany's industrial development and political union. From 1834, tariff barriers between increasing numbers of the Kleindeutschland German states were eliminated. In 1835 the first German railway linked the Franconian cities of Nuremberg and Fürth – it proved so successful that the decade of the 1840s saw "railway mania" in all the German states. Between 1845 and 1870, 8,000 kilometres (5,000 mi) of rail had been built and in 1850 Germany was building its own locomotives. Over time, other German states joined the customs union and started linking their railroads, which began to connect the corners of Germany together.
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https://en.wikipedia.org/wiki/Economy_of_Germany
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msmarco_v2.1_doc_17_379191809#15_417478168
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Title: Economy of Germany - Wikipedia
Headings: Economy of Germany
Economy of Germany
From Wikipedia, the free encyclopedia
Economy of Germany
Contents
History
Age of Industrialization
Weimar Republic and Third Reich
West Germany
East Germany
Federal Republic
Data
1980 to 1995
1996 to 2010
2011 to 2018
Companies
Mergers and Acquisitions
Economic region
German states
Wealth
Sectors
Primary
Industry
Services
Government finances
Infrastructure
Energy
Transport
Technology
Challenges
See also
References
Notes
Further reading
External links
Content: Railway construction as an expression of the industrial revolution (here the Bonn-Cölner railway around 1844)
The establishment of the Deutscher Zollverein (German Customs Union) in 1834 and the expansion of railway systems were the main drivers of Germany's industrial development and political union. From 1834, tariff barriers between increasing numbers of the Kleindeutschland German states were eliminated. In 1835 the first German railway linked the Franconian cities of Nuremberg and Fürth – it proved so successful that the decade of the 1840s saw "railway mania" in all the German states. Between 1845 and 1870, 8,000 kilometres (5,000 mi) of rail had been built and in 1850 Germany was building its own locomotives. Over time, other German states joined the customs union and started linking their railroads, which began to connect the corners of Germany together. The growth of free trade and of a rail system across Germany intensified economic development which opened up new markets for local products, created a pool of middle managers, increased the demand for engineers, architects and skilled machinists, and stimulated investments in coal and iron. Another factor which propelled German industry forward was the unification of the monetary system, made possible in part by political unification. The Deutsche Mark, a new monetary coinage system backed by gold, was introduced in 1871. However, this system did not fully come into use as silver coins retained their value until 1907. The victory of Prussia and her allies over Napoleon III of France in the Franco-Prussian War of 1870-1871 marked the end of French hegemony in Europe and resulted in the proclamation of the German Empire in 1871.
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https://en.wikipedia.org/wiki/Economy_of_Germany
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msmarco_v2.1_doc_17_383887006#9_420678633
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Title: Economy of Saudi Arabia - Wikipedia
Headings: Economy of Saudi Arabia
Economy of Saudi Arabia
Contents
Economic overview
History
Foreign investment
Diversification and the development plans
Future plans
Employment
Non-petroleum sector
Real estate
Private sector
Trade
Challenges
Income drop
Demographics
Education
Innovation
Bureaucracy
Corruption
Poverty
Housing
Further diversification
Private sector growth
Investment
Doing business
Companies
Saudi ARAMCO
SABIC
Ma'aden (company)
ICT Services
See also
References
Notes
Further reading
External links
Content: Stable
Foreign reserves
$472.171 billion (April 2020) ( 5th)
Main data source: CIA World Fact Book
All values, unless otherwise stated, are in US dollars. The economy of Saudi Arabia is one of the top twenty economies in the world, and the largest economy in the Arab world and the Middle East. Saudi Arabia is part of the G20 group of countries. With a total worth of $ 34.4 trillion, Saudi Arabia has the second most valuable natural resources in the world. The country has the second-largest proven petroleum reserves, and is the largest exporter of petroleum in the world. It also has the fifth-largest proven natural gas reserves and is considered an "Energy Superpower". The economy of Saudi Arabia is heavily dependent on oil, and is a member of OPEC. In 2016 the Saudi Government launched its Saudi Vision 2030 to reduce the country's dependency on oil and diversify its economic resources. In the first quarter of 2019, Saudi Arabia's budget has accomplished its first surplus since 2014.
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https://en.wikipedia.org/wiki/Economy_of_Saudi_Arabia
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msmarco_v2.1_doc_17_383887006#10_420680415
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Title: Economy of Saudi Arabia - Wikipedia
Headings: Economy of Saudi Arabia
Economy of Saudi Arabia
Contents
Economic overview
History
Foreign investment
Diversification and the development plans
Future plans
Employment
Non-petroleum sector
Real estate
Private sector
Trade
Challenges
Income drop
Demographics
Education
Innovation
Bureaucracy
Corruption
Poverty
Housing
Further diversification
Private sector growth
Investment
Doing business
Companies
Saudi ARAMCO
SABIC
Ma'aden (company)
ICT Services
See also
References
Notes
Further reading
External links
Content: The country has the second-largest proven petroleum reserves, and is the largest exporter of petroleum in the world. It also has the fifth-largest proven natural gas reserves and is considered an "Energy Superpower". The economy of Saudi Arabia is heavily dependent on oil, and is a member of OPEC. In 2016 the Saudi Government launched its Saudi Vision 2030 to reduce the country's dependency on oil and diversify its economic resources. In the first quarter of 2019, Saudi Arabia's budget has accomplished its first surplus since 2014. This surplus that is accounted for $10.40 billion has been achieved due to the increase of the oil and non-oil revenues. Contents
1 Economic overview
2 History
2.1 Foreign investment
2.2 Diversification and the development plans
2.3 Future plans
3 Employment
4 Non-petroleum sector
5 Real estate
6 Private sector
7 Trade
8 Challenges
8.1 Income drop
8.2 Demographics
8.3 Education
8.4 Innovation
8.5 Bureaucracy
8.6 Corruption
8.7 Poverty
8.8 Housing
8.9 Further diversification
8.10 Private sector growth
9 Investment
9.1 Doing business
9.2 Companies
9.2.1 Saudi ARAMCO
9.2.2 SABIC
9.2.3 Ma'aden (company)
9.2.4 ICT Services
10 See also
11 References
12 Notes
13 Further reading
14 External links
Economic overview
Saudi oil reserves are the second largest in the world, and Saudi Arabia is the world's leading oil exporter and second largest producer. Proven reserves, according to figures provided by the Saudi government, are estimated to be 260 billion barrels (41 km 3 ), which is about one-quarter of world oil reserves. Petroleum in Saudi Arabia is not only plentiful but under pressure and close to the earth's surface. This makes it far cheaper and thus far more profitable to extract petroleum in Saudi Arabia than in many other places.
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https://en.wikipedia.org/wiki/Economy_of_Saudi_Arabia
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msmarco_v2.1_doc_17_383887006#11_420683017
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Title: Economy of Saudi Arabia - Wikipedia
Headings: Economy of Saudi Arabia
Economy of Saudi Arabia
Contents
Economic overview
History
Foreign investment
Diversification and the development plans
Future plans
Employment
Non-petroleum sector
Real estate
Private sector
Trade
Challenges
Income drop
Demographics
Education
Innovation
Bureaucracy
Corruption
Poverty
Housing
Further diversification
Private sector growth
Investment
Doing business
Companies
Saudi ARAMCO
SABIC
Ma'aden (company)
ICT Services
See also
References
Notes
Further reading
External links
Content: This surplus that is accounted for $10.40 billion has been achieved due to the increase of the oil and non-oil revenues. Contents
1 Economic overview
2 History
2.1 Foreign investment
2.2 Diversification and the development plans
2.3 Future plans
3 Employment
4 Non-petroleum sector
5 Real estate
6 Private sector
7 Trade
8 Challenges
8.1 Income drop
8.2 Demographics
8.3 Education
8.4 Innovation
8.5 Bureaucracy
8.6 Corruption
8.7 Poverty
8.8 Housing
8.9 Further diversification
8.10 Private sector growth
9 Investment
9.1 Doing business
9.2 Companies
9.2.1 Saudi ARAMCO
9.2.2 SABIC
9.2.3 Ma'aden (company)
9.2.4 ICT Services
10 See also
11 References
12 Notes
13 Further reading
14 External links
Economic overview
Saudi oil reserves are the second largest in the world, and Saudi Arabia is the world's leading oil exporter and second largest producer. Proven reserves, according to figures provided by the Saudi government, are estimated to be 260 billion barrels (41 km 3 ), which is about one-quarter of world oil reserves. Petroleum in Saudi Arabia is not only plentiful but under pressure and close to the earth's surface. This makes it far cheaper and thus far more profitable to extract petroleum in Saudi Arabia than in many other places. The petroleum sector accounts for roughly 87% of Saudi budget revenues, 90% of export earnings, and 42% of GDP. Saudi Arabia's oil reserves and production are largely managed by the state-owned corporation Saudi Aramco. Another 40% of GDP comes from the private sector. An estimated 7.5 (2013) million foreigners work legally in Saudi Arabia, playing a crucial role in the Saudi economy, for example, in the oil and service sectors. The government has encouraged private sector growth for many years to lessen the kingdom's dependence on oil, and to increase employment opportunities for the swelling Saudi population.
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https://en.wikipedia.org/wiki/Economy_of_Saudi_Arabia
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msmarco_v2.1_doc_17_384687596#2_421122534
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Title: Economy of Spokane, Washington - Wikipedia
Headings: Economy of Spokane, Washington
Economy of Spokane, Washington
Contents
Economic history overview
Trade
Mining boom
Logging, forestry, and agribusiness
Stagnation
Economy diversification
Head offices
Prominent industries
Agriculture
Mining and forestry products
Manufacturing
Transportation and distribution
Tourism and hospitality
Energy and technology
Healthcare
Economic development
See also
References
Bibliography
External links
Content: Major trade in the city started with the first permanent European settlement in the Spokane area and Washington state with the fur trade, with the westward expansion and establishment of the North West Company ’s Spokane House in 1810. The Spokane House was the center of the fur trade between the Rockies and the Cascades for 16 years. The Spokane area is considered to be one of the most productive mining districts in North America. In the late 19th century, gold and silver were discovered in the Inland Northwest, leading to intensive development of mines in the region. After the mining rushes ended at the turn of the 20th century, agriculture and logging became the primary influences in the Spokane economy. The expansion and growth of Spokane abruptly stopped in the 1910s and was followed by a period of population decline due to economic factors such as capital flight, low commodity prices, and loss of industry. A later stabilization of the economy came with diversification away from natural resources. Contents
1 Economic history overview
1.1 Trade
1.2 Mining boom
1.3 Logging, forestry, and agribusiness
1.4 Stagnation
1.5 Economy diversification
2 Head offices
3 Prominent industries
3.1 Agriculture
3.2 Mining and forestry products
3.3 Manufacturing
3.4 Transportation and distribution
3.5 Tourism and hospitality
3.6 Energy and technology
3.7 Healthcare
4 Economic development
5 See also
6 References
6.1 Bibliography
7 External links
Economic history overview
Main article: History of Spokane, Washington
Stereoscopic image of placer mining in the Silver Valley
Trade
In search of furs, explorer David Thompson sent out two trappers, Jacques Raphael Finlay and Finan McDonald, to construct a fur trading post on the Spokane River in Washington and trade with the local Indians. In operation from 1810 to 1826, it was ran by the British North West Company and later the Hudson's Bay Company, and the post was the headquarters of the fur trade between the Rocky and Cascade mountains for 16 years.
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https://en.wikipedia.org/wiki/Economy_of_Spokane,_Washington
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msmarco_v2.1_doc_17_384687596#3_421125286
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Title: Economy of Spokane, Washington - Wikipedia
Headings: Economy of Spokane, Washington
Economy of Spokane, Washington
Contents
Economic history overview
Trade
Mining boom
Logging, forestry, and agribusiness
Stagnation
Economy diversification
Head offices
Prominent industries
Agriculture
Mining and forestry products
Manufacturing
Transportation and distribution
Tourism and hospitality
Energy and technology
Healthcare
Economic development
See also
References
Bibliography
External links
Content: The expansion and growth of Spokane abruptly stopped in the 1910s and was followed by a period of population decline due to economic factors such as capital flight, low commodity prices, and loss of industry. A later stabilization of the economy came with diversification away from natural resources. Contents
1 Economic history overview
1.1 Trade
1.2 Mining boom
1.3 Logging, forestry, and agribusiness
1.4 Stagnation
1.5 Economy diversification
2 Head offices
3 Prominent industries
3.1 Agriculture
3.2 Mining and forestry products
3.3 Manufacturing
3.4 Transportation and distribution
3.5 Tourism and hospitality
3.6 Energy and technology
3.7 Healthcare
4 Economic development
5 See also
6 References
6.1 Bibliography
7 External links
Economic history overview
Main article: History of Spokane, Washington
Stereoscopic image of placer mining in the Silver Valley
Trade
In search of furs, explorer David Thompson sent out two trappers, Jacques Raphael Finlay and Finan McDonald, to construct a fur trading post on the Spokane River in Washington and trade with the local Indians. In operation from 1810 to 1826, it was ran by the British North West Company and later the Hudson's Bay Company, and the post was the headquarters of the fur trade between the Rocky and Cascade mountains for 16 years. Mining boom
The 1883 discovery of gold, silver, and lead in the Coeur d'Alene region of northern Idaho lured prospectors. The Inland Empire erupted with numerous mining rushes from 1883 to 1892. At the onset of the initial 1883 gold rush in the nearby Coeur d'Alene mining district, Spokane became popular with prospectors, offering low prices on everything "from a horse to a frying pan". It would keep this status for subsequent rushes in the region due to its trade center status and accessibility to railroad infrastructure. Locomotive in Spokane's classification yard
Spokane became an important rail and shipping center because of its location between mining and farming areas (namely the Silver Valley and the Palouse).
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https://en.wikipedia.org/wiki/Economy_of_Spokane,_Washington
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msmarco_v2.1_doc_17_384687596#7_421136142
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Title: Economy of Spokane, Washington - Wikipedia
Headings: Economy of Spokane, Washington
Economy of Spokane, Washington
Contents
Economic history overview
Trade
Mining boom
Logging, forestry, and agribusiness
Stagnation
Economy diversification
Head offices
Prominent industries
Agriculture
Mining and forestry products
Manufacturing
Transportation and distribution
Tourism and hospitality
Energy and technology
Healthcare
Economic development
See also
References
Bibliography
External links
Content: As with the mining industry, lumberjacks and millmen working in the hundreds of mills along the railroads, rivers, and lakes of northern Washington and Idaho were provisioning themselves in Spokane. In Idaho, lumber production reached its height in the late 1910s and 1920s; in 1925 there were seven lumber mills operating in the area that were producing 500 million board feet of lumber. Spokane became a noted leader in the manufacture of doors, window sashes, blinds, and other planing mill products. The city also became noted for processing and distributing dairy and orchard products and for producing products milled from timber. By the early 20th century Spokane was primarily a commercial center rather than an industrial center. The agricultural hinterland of the Inland Northwest was a breadbasket and was able to develop and grow further with the completion of several railroad networks as well as a highway system that began to center around the city, aiding farmers from around the region in distributing their products to market at low cost. As with mining in the late 1880s, Spokane was an important agricultural market and trade and supply center. Stagnation
The Industrial Worker began publication in Spokane in 1909. This work was produced during the US Panic of 1910–1911
Expansion abruptly stopped in the 1910s and was followed by a period of population decline, due in large part to Spokane's slowing economy.
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https://en.wikipedia.org/wiki/Economy_of_Spokane,_Washington
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msmarco_v2.1_doc_17_384687596#8_421138286
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Title: Economy of Spokane, Washington - Wikipedia
Headings: Economy of Spokane, Washington
Economy of Spokane, Washington
Contents
Economic history overview
Trade
Mining boom
Logging, forestry, and agribusiness
Stagnation
Economy diversification
Head offices
Prominent industries
Agriculture
Mining and forestry products
Manufacturing
Transportation and distribution
Tourism and hospitality
Energy and technology
Healthcare
Economic development
See also
References
Bibliography
External links
Content: By the early 20th century Spokane was primarily a commercial center rather than an industrial center. The agricultural hinterland of the Inland Northwest was a breadbasket and was able to develop and grow further with the completion of several railroad networks as well as a highway system that began to center around the city, aiding farmers from around the region in distributing their products to market at low cost. As with mining in the late 1880s, Spokane was an important agricultural market and trade and supply center. Stagnation
The Industrial Worker began publication in Spokane in 1909. This work was produced during the US Panic of 1910–1911
Expansion abruptly stopped in the 1910s and was followed by a period of population decline, due in large part to Spokane's slowing economy. Control of regional mines and resources became increasingly dominated by national corporations rather than local people and organizations, diverting capital outside of Spokane and decreasing growth and investment opportunities in the city. The Inland Northwest region was heavily dependent on natural resources and extractive goods produced from mines, forests, and farms, which experienced a fall in demand. After the 1929 stock market crash and during the Great Depression, the lumber industry demand began to wane and by the mid 1930s about half the woodworkers in northern Idaho were laid off and the surviving mills were producing only 160 million board feet of lumber per year. The situation improved slightly with the start of World War II as defense aluminum production commenced in Spokane due to the area's cheap electricity (produced from regional dams) and the increased demand for airplanes. The two aluminum plants, the Mead Works reduction plant and Trentwood Works rolling mill brought thousands of heavy industry manufacturing jobs to the Spokane area and supplied the materials to make landing craft for use in the Pacific Theater .
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https://en.wikipedia.org/wiki/Economy_of_Spokane,_Washington
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msmarco_v2.1_doc_17_384687596#9_421140944
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Title: Economy of Spokane, Washington - Wikipedia
Headings: Economy of Spokane, Washington
Economy of Spokane, Washington
Contents
Economic history overview
Trade
Mining boom
Logging, forestry, and agribusiness
Stagnation
Economy diversification
Head offices
Prominent industries
Agriculture
Mining and forestry products
Manufacturing
Transportation and distribution
Tourism and hospitality
Energy and technology
Healthcare
Economic development
See also
References
Bibliography
External links
Content: Control of regional mines and resources became increasingly dominated by national corporations rather than local people and organizations, diverting capital outside of Spokane and decreasing growth and investment opportunities in the city. The Inland Northwest region was heavily dependent on natural resources and extractive goods produced from mines, forests, and farms, which experienced a fall in demand. After the 1929 stock market crash and during the Great Depression, the lumber industry demand began to wane and by the mid 1930s about half the woodworkers in northern Idaho were laid off and the surviving mills were producing only 160 million board feet of lumber per year. The situation improved slightly with the start of World War II as defense aluminum production commenced in Spokane due to the area's cheap electricity (produced from regional dams) and the increased demand for airplanes. The two aluminum plants, the Mead Works reduction plant and Trentwood Works rolling mill brought thousands of heavy industry manufacturing jobs to the Spokane area and supplied the materials to make landing craft for use in the Pacific Theater . Economy diversification
The growth witnessed in the late 1970s and early 1980s was interrupted by another U.S. recession in 1981, in which silver, timber, and farm prices dropped. The period of decline for the city lasted into the 1990s and was also marked by a loss of many steady family-wage jobs in the manufacturing sector. Although this was a tough period, Spokane's economy had started to benefit from some measure of economic diversification; growing companies such as Key Tronic and other research
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https://en.wikipedia.org/wiki/Economy_of_Spokane,_Washington
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msmarco_v2.1_doc_17_385773392#15_421902627
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Title: Economy of Vietnam - Wikipedia
Headings: Economy of Vietnam
Economy of Vietnam
From Wikipedia, the free encyclopedia
Economy of Vietnam
Contents
History
Before 1858
1858–1975
GDP per capita in Vietnam, 1956–1974 (in US$/year)
1976–1997
Development since 1997
Data
Economic sectors
Agriculture, fishery and forestry
In addition to smaller productions of other agricultural products.
Energy, mining and minerals
Industry and manufacturing
Services and tourism
Tourism
Banking and finance
Banking
Finance
Currency, exchange rate and inflation
Currency
Exchange rate
Inflation
Mergers and acquisitions
Trade
Foreign trade
Trades and balance of trade
Exports
Imports
External debt, foreign aid and foreign investment
Free trade agreements
Economic development strategy
Guiding principle
Industrialization and Modernization (IM)
Socialist-Oriented Market Economy (SOME)
Development strategy
Trade liberalization
Domestic reform
Human and physical capital investment
Sustainable growth
Economic indicators and international rankings
Literature
Notes
References
External links
Content: Domestic and foreign trade were centered around the Saigon-Cholon area. Industry in the South consisted mostly of food-processing plants and factories producing consumer goods. When the North and South were divided politically in 1954, they also adopted different economic ideologies: communism in the North and capitalism in the South. Destruction caused by the Second Indochina War from 1954 to 1975 seriously strained the economy. The situation was worsened by the country's 1.5 million military and civilian deaths, and the subsequent exodus of 1 million refugees, including tens of thousands of professionals, intellectuals, technicians and skilled workers. GDP per capita in Vietnam, 1956–19
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https://en.wikipedia.org/wiki/Economy_of_Vietnam
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msmarco_v2.1_doc_17_386590718#10_422535898
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Title: Economy of the European Union - Wikipedia
Headings: Economy of the European Union
Economy of the European Union
From Wikipedia, the free encyclopedia
Economy of the European Union
Contents
Currency
Budget
Sectors
Services
Agriculture
Tourism
Energy
Companies
Economies of member states
Wealth
EU member states by GDP (nominal) in billions of €
Labour market
Unemployment rate
Unemployment rate by country (base month is March of each year)
Economic freedom
Public finance
Trade
Main trading partners (2016)
Regional variation
NUTS-1 and NUTS-2 regions
See also
References
External links
Content: Euronext is the main stock exchange of the Eurozone and the world's sixth largest by market capitalisation. The European Union's largest trading partners are the United States, China, the United Kingdom, Switzerland, Russia, Turkey, Japan, Norway, South Korea, India, and Canada. Since the beginning of the public debt crisis in 2009, opposite economic situations have emerged between Southern Europe on one hand, and Central and Northern Europe on the other hand: a higher unemployment rate and public debt in the Mediterranean countries with the exception of Malta, and a lower unemployment rate with higher GDP growth rate in the Eastern and in Northern member countries. In 2018, public debt in the European Union was 80% of GDP, with disparities between the lowest rate, Estonia with 8.4%, and the highest, Greece with 181.1%. Contents
1 Currency
2 Budget
3 Sectors
3.1 Services
3.2 Agriculture
3.3 Tourism
3.4 Energy
4 Companies
5 Economies of member states
5.1 Wealth
5.2 Labour market
5.2.1 Unemployment rate
5.2.2 Economic freedom
5.3 Public finance
6 Trade
7 Regional variation
7.1 NUTS-1 and NUTS-2 regions
8 See also
9 References
10 External links
Currency
Main articles: Euro, Eurozone, and Single Euro Payments Area
The Eurozone or euro area (dark blue) represents 343 million people. The euro is the second-largest reserve currency in the world. Beginning in the year 1999 with some EU member states, now 19 out of 27 EU states use the euro as official currency in a currency union. The remaining 8 states continued to use their own currency with the possibility to join the euro later.
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https://en.wikipedia.org/wiki/Economy_of_the_European_Union
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msmarco_v2.1_doc_17_386590718#11_422538339
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Title: Economy of the European Union - Wikipedia
Headings: Economy of the European Union
Economy of the European Union
From Wikipedia, the free encyclopedia
Economy of the European Union
Contents
Currency
Budget
Sectors
Services
Agriculture
Tourism
Energy
Companies
Economies of member states
Wealth
EU member states by GDP (nominal) in billions of €
Labour market
Unemployment rate
Unemployment rate by country (base month is March of each year)
Economic freedom
Public finance
Trade
Main trading partners (2016)
Regional variation
NUTS-1 and NUTS-2 regions
See also
References
External links
Content: Contents
1 Currency
2 Budget
3 Sectors
3.1 Services
3.2 Agriculture
3.3 Tourism
3.4 Energy
4 Companies
5 Economies of member states
5.1 Wealth
5.2 Labour market
5.2.1 Unemployment rate
5.2.2 Economic freedom
5.3 Public finance
6 Trade
7 Regional variation
7.1 NUTS-1 and NUTS-2 regions
8 See also
9 References
10 External links
Currency
Main articles: Euro, Eurozone, and Single Euro Payments Area
The Eurozone or euro area (dark blue) represents 343 million people. The euro is the second-largest reserve currency in the world. Beginning in the year 1999 with some EU member states, now 19 out of 27 EU states use the euro as official currency in a currency union. The remaining 8 states continued to use their own currency with the possibility to join the euro later. The euro is also the most widely used currency in the EU. Since 1992 the Maastricht Treaty sets out rigid economic and fiscal convergence criteria for the states joining the euro. Starting 1997, the Stability and Growth Pact has been started to ensure continuing economic and fiscal stability and convergence. Denmark is not a part of the eurozone due to its special opt-outs concerning the later joining of the euro. In contrast, Sweden can effectively opt out by choosing when or whether to join the European Exchange Rate Mechanism, which is the preliminary step towards joining.
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https://en.wikipedia.org/wiki/Economy_of_the_European_Union
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msmarco_v2.1_doc_17_386895870#4_422766957
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Title: Economy of the Middle East - Wikipedia
Headings: Economy of the Middle East
Economy of the Middle East
Contents
Overview
By country and territory
Bahrain
Lebanon
Egypt
Iran
Iraq
Main article: Economy of Iraq
Israel
Jordan
Kuwait
Oman
Palestine
Qatar
Saudi Arabia
Syria
Main article: Economy of Syria
Turkey
United Arab Emirates
Yemen
Job index
Economic reform
Background
Religious issues
Integration into the global economy
Reforms in new age of the Middle East
Subsidy Reform
History of price subsidies in the Middle East
Pressure for reform
Reform
Economic diversification
Saudi Arabia Vision 2030
Abu Dhabi Economic Vision 2030
Value added tax in the GCC
Implications
History
Around 1800
Early nineteenth century
20th century
See also
References
Further reading
External links
Content: about half of them (49%) thought they would become worse. By country and territory
Bahrain
Main article: Economy of Bahrain
Central Manama
In 2018 Bahrain has a per capita GDP of US$ 50,700. Bahrain has the Persian Gulf's first "post-oil" economy. Since the late 20th century, Bahrain has heavily invested in the banking and tourism sectors. The country's capital, Manama, is home to many large financial institutions. Bahrain has a high Human Development Index (ranked 48th in the world) and was recognised by the World Bank as a high income economy. Bahrain has expanded its industrial capacity to include aluminum production and signed a Free Trade Agreement with the United States in an effort to expand its export base. Bahrain has also positioned itself as a strong player in Islamic banking in an effort to expand beyond resource exports and into a greater role in the international service industry. Lebanon
Beirut is known for its nightlife, religious and hospitalization tourism, and serves as a financial center.
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https://en.wikipedia.org/wiki/Economy_of_the_Middle_East
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msmarco_v2.1_doc_17_387408926#6_423081084
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Title: Economy of the United Arab Emirates - Wikipedia
Headings: Economy of the United Arab Emirates
Economy of the United Arab Emirates
From Wikipedia, the free encyclopedia
Contents
Historical background
Overview
Data
External trade
Diversification of UAE's economy
Foreign trade
Human Resources and Employment
Investment
Outward investment
Inward investment
Corporate Governance Code
Banking
Real estate
Real-estate projects
Financial centers
See also
References
Notes
External links
Content: Stable
Foreign reserves
$95.37 billion (31 December 2017 est.) Main data source: CIA World Fact Book
All values, unless otherwise stated, are in US dollars. The economy of the United Arab Emirates (or UAE) is the fourth largest in the Middle East (after Turkey, Saudi Arabia and Iran), with a gross domestic product (GDP) of US$421 billion (AED 1.5 trillion) in 2020. The UAE has been successfully diversifying its economy, particularly in Dubai, but still remains heavily reliant on revenues from petroleum and natural gas, which continue to play a central role in its economy, especially in Abu Dhabi. More than 85% of the UAE's economy was based on the oil exports in 2009. While Abu Dhabi and other UAE emirates have remained relatively conservative in their approach to diversification, Dubai, which has far smaller oil reserves, was bolder in its diversification policy. In 2011, oil exports accounted for 77% of the UAE's state budget. Tourism is one of the bigger non-oil sources of revenue in the UAE, with some of the world's most luxurious hotels being based in the UAE. A massive construction boom, an expanding manufacturing base, and a thriving services sector are helping the UAE diversify its economy.
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https://en.wikipedia.org/wiki/Economy_of_the_United_Arab_Emirates
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msmarco_v2.1_doc_17_387408926#7_423083009
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Title: Economy of the United Arab Emirates - Wikipedia
Headings: Economy of the United Arab Emirates
Economy of the United Arab Emirates
From Wikipedia, the free encyclopedia
Contents
Historical background
Overview
Data
External trade
Diversification of UAE's economy
Foreign trade
Human Resources and Employment
Investment
Outward investment
Inward investment
Corporate Governance Code
Banking
Real estate
Real-estate projects
Financial centers
See also
References
Notes
External links
Content: More than 85% of the UAE's economy was based on the oil exports in 2009. While Abu Dhabi and other UAE emirates have remained relatively conservative in their approach to diversification, Dubai, which has far smaller oil reserves, was bolder in its diversification policy. In 2011, oil exports accounted for 77% of the UAE's state budget. Tourism is one of the bigger non-oil sources of revenue in the UAE, with some of the world's most luxurious hotels being based in the UAE. A massive construction boom, an expanding manufacturing base, and a thriving services sector are helping the UAE diversify its economy. Nationwide, there is currently $350 billion worth of active construction projects. The UAE is a member of the World Trade Organization and OPEC . The UAE government has long been investing in the economy to diversify and reduce its dependence on oil revenue. Contents
1 Historical background
2 Overview
3 Data
4 External trade
5 Diversification of UAE's economy
6 Foreign trade
7 Human Resources and Employment
8 Investment
8.1 Outward investment
8.2 Inward investment
9 Corporate Governance Code
10 Banking
11 Real estate
11.1 Real-estate projects
12 Financial centers
13 See also
14 References
15 Notes
16 External links
Historical background
Prior to independence from the UK and unification in 1971, each emirate was responsible for its own economy. At the time, pearl diving, seafaring and fishing were together the mainstay of the economy, until the development of Japanese cultured pearls and the discovery of commercial quantities of oil.
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https://en.wikipedia.org/wiki/Economy_of_the_United_Arab_Emirates
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msmarco_v2.1_doc_17_387408926#8_423085295
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Title: Economy of the United Arab Emirates - Wikipedia
Headings: Economy of the United Arab Emirates
Economy of the United Arab Emirates
From Wikipedia, the free encyclopedia
Contents
Historical background
Overview
Data
External trade
Diversification of UAE's economy
Foreign trade
Human Resources and Employment
Investment
Outward investment
Inward investment
Corporate Governance Code
Banking
Real estate
Real-estate projects
Financial centers
See also
References
Notes
External links
Content: Nationwide, there is currently $350 billion worth of active construction projects. The UAE is a member of the World Trade Organization and OPEC . The UAE government has long been investing in the economy to diversify and reduce its dependence on oil revenue. Contents
1 Historical background
2 Overview
3 Data
4 External trade
5 Diversification of UAE's economy
6 Foreign trade
7 Human Resources and Employment
8 Investment
8.1 Outward investment
8.2 Inward investment
9 Corporate Governance Code
10 Banking
11 Real estate
11.1 Real-estate projects
12 Financial centers
13 See also
14 References
15 Notes
16 External links
Historical background
Prior to independence from the UK and unification in 1971, each emirate was responsible for its own economy. At the time, pearl diving, seafaring and fishing were together the mainstay of the economy, until the development of Japanese cultured pearls and the discovery of commercial quantities of oil. Previous UAE President Zayed Bin Sultan Al Nahyan is credited with bringing the country forward into the 20th century and using the revenue from oil exports to fund all the necessary development. Likewise, former UAE vice-president Rashid Bin Saeed Al Maktoum had a bold vision for the Emirate of Dubai and foresaw the future in not petroleum alone, but also other industries. In the 1980s Dubai's diversification centred around trade and the creation of shipping and logistics centres, notably Port Rashid and the port and Free Zone of Jebel Ali as well as Dubai International Airport, leading to a number of major global plays in shipping, transportation and logistics ( DP World, Emirates, DNATA ). The emergence of Dubai's lively real estate market was briefly checked by the global financial crisis of 2007–8, when Dubai was bailed out by Abu Dhabi. The recovery from the overheated market led to tighter regulation and oversight and a more realistic market for real estate throughout the UAE with many 'on hold' projects restarting.
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https://en.wikipedia.org/wiki/Economy_of_the_United_Arab_Emirates
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msmarco_v2.1_doc_17_403917493#6_441439569
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Title: Education NGOs - Wikipedia
Headings: Education NGOs
Education NGOs
Contents
Historical background
Influence of Education
The Role of NGOs, Non-State Actors, and Globalization in Education
Effects of Globalization on Education
Millennium Development Goals
Sustainable Development Goals
Impact of World Citizenship on NGOs
United States Education Nonprofits
United States Public Policy
Main Concerns with the U.S Education System
General Goals of Education NGOs in the United States
Human Right
Prominent Education Nonprofit Institutions
Active Intergovernmental Institutions
Active Non-Governmental Organizations
References
Content: Jacques Rousseau proposed this nationalistic form of education; " It is education," he said, "that should put the national stamp on men's minds and give the direction to their opinions and tastes which will make them patriots... National education is the privilege of free men who share common interests and are united under law". Rousseau's philosophy shaped and reflects the current system of nation-states in the international system. It also exposes the political nature of education; public education under this philosophy is, therefore, a tool of the nation-state which is used to consolidate a certain identity and will. The Role of NGOs, Non-State Actors, and Globalization in Education
Effects of Globalization on Education
Education is rapidly becoming essential to attaining social mobility and economic stability, especially in an increasingly globalized world where technical skills and knowledge are necessary to participate in the economy. Considering this reality, more educational institutions are seeking to incorporate more STEM courses and career training into their curriculums. However, these educational opportunities are not widely offered, which many scholars have argued has led to greater global inequality. Globalization has also generated a greater push for common, global educational standards such as the United Nations' Millennium Development Goals and Sustainable Development Goals. Yet, some critics argue that these standards pushes a Westernized concept of quality education and focuses on economic benefits rather than the goals of sustainable development and global equality.
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https://en.wikipedia.org/wiki/Education_NGOs
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msmarco_v2.1_doc_17_403917493#7_441442011
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Title: Education NGOs - Wikipedia
Headings: Education NGOs
Education NGOs
Contents
Historical background
Influence of Education
The Role of NGOs, Non-State Actors, and Globalization in Education
Effects of Globalization on Education
Millennium Development Goals
Sustainable Development Goals
Impact of World Citizenship on NGOs
United States Education Nonprofits
United States Public Policy
Main Concerns with the U.S Education System
General Goals of Education NGOs in the United States
Human Right
Prominent Education Nonprofit Institutions
Active Intergovernmental Institutions
Active Non-Governmental Organizations
References
Content: The Role of NGOs, Non-State Actors, and Globalization in Education
Effects of Globalization on Education
Education is rapidly becoming essential to attaining social mobility and economic stability, especially in an increasingly globalized world where technical skills and knowledge are necessary to participate in the economy. Considering this reality, more educational institutions are seeking to incorporate more STEM courses and career training into their curriculums. However, these educational opportunities are not widely offered, which many scholars have argued has led to greater global inequality. Globalization has also generated a greater push for common, global educational standards such as the United Nations' Millennium Development Goals and Sustainable Development Goals. Yet, some critics argue that these standards pushes a Westernized concept of quality education and focuses on economic benefits rather than the goals of sustainable development and global equality. Where education has been the role of the nation-state, globalization has created new institutions including global regulatory organizations, global mass media and the aforementioned global flow of populations, which have contributed to the weakening of the nation-state in education. Global regulatory organizations include the intergovernmental organizations, such as membership organizations like the World Bank and World Trade Organization that regulate the world economy, as well as other international organizations such as the United Nations. These organizations operate within a context of global norms that are established, and laws that are passed, with the influence of non-state actors, or non-governmental organizations. While global regulatory organizations focus on the establishment and enforcement of policies by exerting influence over the conditions of monetary loans, NGOs attempt to establish and enforce norms through exerting a certain sense of moral authority. The governments of some African countries do not fully welcome the idea of NGO contributions towards education;
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https://en.wikipedia.org/wiki/Education_NGOs
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msmarco_v2.1_doc_17_404094605#6_441629730
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Title: Education during the slave period in the United States - Wikipedia
Headings: Education during the slave period in the United States
Education during the slave period in the United States
Contents
Legislation and prohibitions
Education and subversion in the Antebellum Era
Free black schools
References
External links
Content: Racial segregation in schools, de jure and then de facto, and inadequate funding of schools for African Americans, if they existed at all, continued into the later twentieth century and continues in many areas. Contents
1 Legislation and prohibitions
2 Education and subversion in the Antebellum Era
3 Free black schools
4 References
5 External links
Legislation and prohibitions
South Carolina passed the first laws prohibiting slave education in 1740. While there were no limitations on reading or drawing, it became illegal to teach slaves to write. This legislation followed the 1739 Stono Rebellion. As fears proliferated among plantation owners concerning the spread of abolitionist materials, forged passes, and other incendiary writings, the perceived need to restrict slaves’ ability to communicate with one another became more pronounced. For this reason, the State Assembly enacted the following: " Be it therefore Enacted by the Authority aforesaid, That all and every Person and Persons whatsoever, who shall hereafter teach or cause any Slave to be taught to write, or shall use to employ any slave as a Scribe in any Manner of Writing whatsoever, hereafter taught to write, every such offense forfeit the Sum of One Hundred Pounds current Money." While the law does not clarify any consequences for the slaves who might attain this more highly prized form of literacy, the financial consequences for teachers are clear. In 1759, Georgia modeled its own ban on teaching slaves to write after South Carolina's earlier legislation. Again, reading was not prohibited.
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https://en.wikipedia.org/wiki/Education_during_the_Slave_Period
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msmarco_v2.1_doc_17_404411674#0_441935643
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Title: Education in Australia - Wikipedia
Headings: Education in Australia
Education in Australia
Education in Australia
Contents
Regulation and funding
Preschool
Primary and secondary education
History of school education in Australia
Compulsory attendance requirements
Australian Curriculum
Types of schools
School years
Primary schools
Secondary schools
Middle schools
Combined and central schools
Organisational structures
Government schools
Government educational authority by state/territory
Non-government schools
Catholic schools
Independent schools
Australian independent schools broadly fall into the following categories:
Types of Australian independent schools
Specialist organisational structures
Special schools
Selective schools
Specialist schools
International schools
Mixed-sex and single-sex education
Day and boarding schools
Qualifications
Basic skills tests
Provider of school education to international students
Issues in Australian school education
Government education policy
Indigenous primary and secondary education
Religious education in government schools
School violence
Tertiary education
International tertiary students
Rankings
See also
Notes
References
Further reading
External links
Content: Education in Australia - Wikipedia
Education in Australia
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
Overview of education in Australia
Education in Australia
Australian Government
Minister for Education
Dan Tehan
National education budget (2015)
Budget
A$ 111.8 billion
5.9 percent of GDP
General details
Primary languages
English
System type
State
Established compulsory education
1830s
1870s
Literacy (2003)
Total
99%
Male
99%
Female
99%
Enrollment (2008)
Total
20.4% of population
Primary
1.9 million
Secondary
1.4 million
Post secondary
1 million
Education in Australia encompasses the sectors of early childhood education (preschool) and primary education (primary schools), followed by secondary education (high schools), tertiary education ( universities and Registered Training Organisations (RTO's). Regulation and funding of education is primarily the responsibility of the States and territories, however the Australian Government also plays a funding role. Education in Australia is compulsory between the ages of four, five, or six and fifteen, sixteen or seventeen, depending on the State or territory and date of birth. For primary and secondary education, government schools educate approximately 60 percent of Australian students, with approximately 40 percent in non-government schools. At the tertiary level, the majority of Australia's universities are public, and student fees are subsidised through a student loan program where payment becomes due when debtors reach a certain income level. Underpinned by the Australian Qualifications Framework, implemented in 1995, Australia has adopted a national system of qualifications, encompassing higher education, vocational education and training (VET), and school-based education. For primary and secondary schools, a national Australian Curriculum has been progressively developed and implemented since 2010. Australia is a leading global provider of education to international students; and, after the United States and the United Kingdom, is ranked as the third-largest provider of international education. Australia has the highest ratio of international students per head of population in the world by a large margin, with 812,000 international students enrolled in the nation's universities and vocational institutions in 2019.
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https://en.wikipedia.org/wiki/Education_in_Australia
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msmarco_v2.1_doc_17_404411674#1_441939455
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Title: Education in Australia - Wikipedia
Headings: Education in Australia
Education in Australia
Education in Australia
Contents
Regulation and funding
Preschool
Primary and secondary education
History of school education in Australia
Compulsory attendance requirements
Australian Curriculum
Types of schools
School years
Primary schools
Secondary schools
Middle schools
Combined and central schools
Organisational structures
Government schools
Government educational authority by state/territory
Non-government schools
Catholic schools
Independent schools
Australian independent schools broadly fall into the following categories:
Types of Australian independent schools
Specialist organisational structures
Special schools
Selective schools
Specialist schools
International schools
Mixed-sex and single-sex education
Day and boarding schools
Qualifications
Basic skills tests
Provider of school education to international students
Issues in Australian school education
Government education policy
Indigenous primary and secondary education
Religious education in government schools
School violence
Tertiary education
International tertiary students
Rankings
See also
Notes
References
Further reading
External links
Content: Underpinned by the Australian Qualifications Framework, implemented in 1995, Australia has adopted a national system of qualifications, encompassing higher education, vocational education and training (VET), and school-based education. For primary and secondary schools, a national Australian Curriculum has been progressively developed and implemented since 2010. Australia is a leading global provider of education to international students; and, after the United States and the United Kingdom, is ranked as the third-largest provider of international education. Australia has the highest ratio of international students per head of population in the world by a large margin, with 812,000 international students enrolled in the nation's universities and vocational institutions in 2019. The Education Index, published with the UN 's Human Development Index in 2018, based on data from 2017, listed Australia as 0.929, the second-highest in the world. In 1966 the Australian Government signed the Convention against Discrimination in Education, that aimed to combat discrimination and racial segregation in the field of education. Contents
1 Regulation and funding
2 Preschool
3 Primary and secondary education
3.1 History of school education in Australia
3.2 Compulsory attendance requirements
3.3 Australian Curriculum
3.4 Types of schools
3.4.1 School years
3.4.1.1 Primary schools
3.4.1.2 Secondary schools
3.4.1.3 Middle schools
3.4.1.4 Combined and central schools
3.4.2 Organisational structures
3.4.2.1 Government schools
3.4.2.2 Non-government schools
3.4.2.2.1 Catholic schools
3.4.2.2.2 Independent schools
3.4.3 Specialist organisational structures
3.4.3.1 Special schools
3.4.3.2 Selective schools
3.4.3.3 Specialist schools
3.4.3.4 International schools
3.4.4 Mixed-sex and single-sex education
3.4.5 Day and boarding schools
3.5 Qualifications
3.5.1 Basic skills tests
3.6 Provider of school education to international students
3.7 Issues in Australian school education
3.7.1 Government education policy
3.7.2 Indigenous primary and secondary education
3.7.3 Religious education in government schools
3.7.4 School violence
4 Tertiary education
4.1 International tertiary students
4.2 Rankings
5 See also
6 Notes
7 References
8 Further reading
9 External links
Regulation and funding
The regulation, operation, and funding of education is the responsibility of the States and territories, because the Australian Government does not have a specific constitutional power to pass laws with respect to education. However, the Federal government helps to fund non-government schools, helps to fund public universities and subsidises tertiary education through a national student loan scheme, and regulates vocational education providers. Post-compulsory education is regulated within the Australian Qualifications Framework, a unified system of national qualifications in schools, vocational education and training, and the tertiary education sector.
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https://en.wikipedia.org/wiki/Education_in_Australia
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msmarco_v2.1_doc_17_404411674#2_441943904
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Title: Education in Australia - Wikipedia
Headings: Education in Australia
Education in Australia
Education in Australia
Contents
Regulation and funding
Preschool
Primary and secondary education
History of school education in Australia
Compulsory attendance requirements
Australian Curriculum
Types of schools
School years
Primary schools
Secondary schools
Middle schools
Combined and central schools
Organisational structures
Government schools
Government educational authority by state/territory
Non-government schools
Catholic schools
Independent schools
Australian independent schools broadly fall into the following categories:
Types of Australian independent schools
Specialist organisational structures
Special schools
Selective schools
Specialist schools
International schools
Mixed-sex and single-sex education
Day and boarding schools
Qualifications
Basic skills tests
Provider of school education to international students
Issues in Australian school education
Government education policy
Indigenous primary and secondary education
Religious education in government schools
School violence
Tertiary education
International tertiary students
Rankings
See also
Notes
References
Further reading
External links
Content: The Education Index, published with the UN 's Human Development Index in 2018, based on data from 2017, listed Australia as 0.929, the second-highest in the world. In 1966 the Australian Government signed the Convention against Discrimination in Education, that aimed to combat discrimination and racial segregation in the field of education. Contents
1 Regulation and funding
2 Preschool
3 Primary and secondary education
3.1 History of school education in Australia
3.2 Compulsory attendance requirements
3.3 Australian Curriculum
3.4 Types of schools
3.4.1 School years
3.4.1.1 Primary schools
3.4.1.2 Secondary schools
3.4.1.3 Middle schools
3.4.1.4 Combined and central schools
3.4.2 Organisational structures
3.4.2.1 Government schools
3.4.2.2 Non-government schools
3.4.2.2.1 Catholic schools
3.4.2.2.2 Independent schools
3.4.3 Specialist organisational structures
3.4.3.1 Special schools
3.4.3.2 Selective schools
3.4.3.3 Specialist schools
3.4.3.4 International schools
3.4.4 Mixed-sex and single-sex education
3.4.5 Day and boarding schools
3.5 Qualifications
3.5.1 Basic skills tests
3.6 Provider of school education to international students
3.7 Issues in Australian school education
3.7.1 Government education policy
3.7.2 Indigenous primary and secondary education
3.7.3 Religious education in government schools
3.7.4 School violence
4 Tertiary education
4.1 International tertiary students
4.2 Rankings
5 See also
6 Notes
7 References
8 Further reading
9 External links
Regulation and funding
The regulation, operation, and funding of education is the responsibility of the States and territories, because the Australian Government does not have a specific constitutional power to pass laws with respect to education. However, the Federal government helps to fund non-government schools, helps to fund public universities and subsidises tertiary education through a national student loan scheme, and regulates vocational education providers. Post-compulsory education is regulated within the Australian Qualifications Framework, a unified system of national qualifications in schools, vocational education and training, and the tertiary education sector. The Australian Government's involvement in education has been the responsibility of a number of departments over the years, [note a] with the Department of Education, Skills and Employment being formed in 2020. The academic year in Australia varies between States and institutions, however generally runs from late January/early February until early/mid-December for primary and secondary schools, with slight variations in the inter-term holidays and TAFE colleges, and from late February until mid-November for universities with seasonal holidays and breaks for each educational institute. Preschool
Preschool and pre-prep programmes in Australia are relatively unregulated, and are not compulsory. The first exposure many Australian children have to learning with others outside of traditional parenting is day care or a parent-run playgroup. This sort of activity is not generally considered schooling, as preschool education is separate from primary school in all states and territories, except Western Australia where pre-school education is taught as part of the primary school system and Victoria where the state framework, the Victorian Early Years Learning and Development Framework (VEYLDF) covers children from birth to 8 years old, is used by some schools over the national framework.
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https://en.wikipedia.org/wiki/Education_in_Australia
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msmarco_v2.1_doc_17_406416379#0_443340777
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Title: Education in Latin America - Wikipedia
Headings: Education in Latin America
Education in Latin America
Contents
Retention and completion
Education inputs
Learning
PISA
School bullying
Central America
South America
Education and growth
Primary and secondary education
Higher education
Overview
History
Women and men led quite different lives in 19th century Latin America. Virtually every aspect of their lives were determined by the gender they were assigned at birth, based on sex. This began at infancy, and carried on through education, marriage, and old age. Beginning in childhood boys and girls would have been encouraged to partake in very different activities. In education boys would have been taught reading, writing, mathematics, as well as religious subjects. Young girls, however, were rarely enrolled in education to begin with, this was reserved for the daughters of the elite. In these cases girls' education was centered around homemaking, though they dabbled in reading. Home making was a vital aspect of their education after all they would grow to be responsible for the next generation, specifically the next generation of young men. It was important that these boys grew up in the “ideal” family setting and were taken care of by their mothers before this became their wives role.
This not only had a large impact on how they were raised and what roles they came to expect of themselves in the future, but also affected what they were able to do, regardless of their perceived role. Limiting education in this way by gendered circumstances actively limited womens abilities to be independent in any way, or to take an active role in financially supporting themselves or their families. This left women susceptible to harmful home lives. It left them vulnerable to abuse and forced early marriage. Without marriage from a young age women grew to be less likely to get married with every passing year and more likely to become a burden on her parents long term. This motivated parents to educate their daughters on how to be good homemakers and wives as it was perceived that this was the only way to allow them to have a future outside of their immediate family. There were, of course, exceptions to this that will be explored below.
Further into adulthood, careers and societal roles were limited by gender. Men went on to participate in education, politics, religion, medicine etc. as well as physical labor. Women, on the other hand, were limited to house work and occasionally merchant work. Merchant work became one of the only ways women, particularly women of color, had an opportunity to care after themselves. Some slave women were even able to participate in this and earn their own freedom, One's role within society was determined just as much by race or ethnicity as it was gender. Slavery was still widespread in Latin America throughout the 19th century. Enslaved women had particular hardships compared to others. Their bodies were susceptible to the whims of those that believed they owned them. It was common for enslaved women to be tasked with raising, breastfeeding, and caring after the children of the head family. Breastfeeding was a particularly traumatic experience for these women, particularly those who had lost their own children and were still forced to breastfeed someone else's as described in “Black Nurse, White Milk: Wet Nursing and Slavery in Brazil” by Cassia Roth.
Gender roles influencing one's role in society can be seen in Gender, Sexuality, and Power in Latin America Since Independence by William French and Katherine Bliss with "gender performance is not an act of the individual but rather a negotiation between the individual and his or her society" (pg 60). It was common that presenting oneself with more masculine traits, though generally frowned upon, had its benefits. In the case of Madame Durocher, for example, she was a woman in the medical field that chose to present herself with masculine traits, giving her a certain level of authority and credibility. She recognized this connection between masculinity and power with " emphasi [ing] that her decision to dress in masculine attire... for practice reasons... She describes herself against the backdrop of other women... whose frivolous nature prevents them from being respected as midwives" (pg 60). Madame Durocher is a prime example of both the idea that men and women experienced "gendered spheres" but also that it was possible to live outside these boundaries, though it would require taking on a gender performance that may not align with how one would actually identify. This was not only unique to the 19th century, however. As the Poem Queer Theory: According to My Grandmother by Richard Blanco describes, what is and is not allowed of each gender seems incredibly clear in the minds of many people to this day. Things like showing affection, even for family, is firmly distasteful behavior of men to the author's grandmother. Even the use of everyday items like shampoo and conditioner are off limits to men and reserved for women. Gendered spheres, though perhaps less strict and with more wiggle room, are still a defined aspect of many individuals lives.
Institutions in Latin American higher education
Higher education funding
Student opportunities and future challenges
Gender Gap
Migration
Educational Labor Unions in Latin America
Effects of Labor Union on Latin American education
Effects of Labor Unions
Professionalization of Teachers in Unions
Addition of Incentives
Bolivia
Peru
Violence Against Labor Unions
Difficulty in Assessing Effect of Labor Union on Education
See also
Sources
References
External links
Content: Education in Latin America - Wikipedia
Education in Latin America
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
Despite significant progress, education remains a challenge in Latin America. The region has made great progress in educational coverage; almost all children attend primary school and access to secondary education has increased considerably complete on average two more years of schooling than their parents' generation. Most educational systems in the region have implemented various types of administrative and institutional reforms that have enabled reach for places and communities that had no access to education services in the early 90s. However, there are still 23 million children in the region between the ages of 4 and 17 outside of the formal education system. Estimates indicate that 30% of preschool age children (ages 4 –5) do not attend school, and for the most vulnerable populations – poor, rural, indigenous and afro-descendants – this calculation exceeds 40 percent. Among primary school age children (ages 6 to 12), coverage is almost universal; however there is still a need to incorporate 5 million children in the primary education system. These children live mostly in remote areas, are indigenous or Afro-descendants and live in extreme poverty. Among people between the ages of 13 and 17 years, only 80% are enrolled in the education system;
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https://en.wikipedia.org/wiki/Education_in_Latin_America
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msmarco_v2.1_doc_17_406416379#1_443348121
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Title: Education in Latin America - Wikipedia
Headings: Education in Latin America
Education in Latin America
Contents
Retention and completion
Education inputs
Learning
PISA
School bullying
Central America
South America
Education and growth
Primary and secondary education
Higher education
Overview
History
Women and men led quite different lives in 19th century Latin America. Virtually every aspect of their lives were determined by the gender they were assigned at birth, based on sex. This began at infancy, and carried on through education, marriage, and old age. Beginning in childhood boys and girls would have been encouraged to partake in very different activities. In education boys would have been taught reading, writing, mathematics, as well as religious subjects. Young girls, however, were rarely enrolled in education to begin with, this was reserved for the daughters of the elite. In these cases girls' education was centered around homemaking, though they dabbled in reading. Home making was a vital aspect of their education after all they would grow to be responsible for the next generation, specifically the next generation of young men. It was important that these boys grew up in the “ideal” family setting and were taken care of by their mothers before this became their wives role.
This not only had a large impact on how they were raised and what roles they came to expect of themselves in the future, but also affected what they were able to do, regardless of their perceived role. Limiting education in this way by gendered circumstances actively limited womens abilities to be independent in any way, or to take an active role in financially supporting themselves or their families. This left women susceptible to harmful home lives. It left them vulnerable to abuse and forced early marriage. Without marriage from a young age women grew to be less likely to get married with every passing year and more likely to become a burden on her parents long term. This motivated parents to educate their daughters on how to be good homemakers and wives as it was perceived that this was the only way to allow them to have a future outside of their immediate family. There were, of course, exceptions to this that will be explored below.
Further into adulthood, careers and societal roles were limited by gender. Men went on to participate in education, politics, religion, medicine etc. as well as physical labor. Women, on the other hand, were limited to house work and occasionally merchant work. Merchant work became one of the only ways women, particularly women of color, had an opportunity to care after themselves. Some slave women were even able to participate in this and earn their own freedom, One's role within society was determined just as much by race or ethnicity as it was gender. Slavery was still widespread in Latin America throughout the 19th century. Enslaved women had particular hardships compared to others. Their bodies were susceptible to the whims of those that believed they owned them. It was common for enslaved women to be tasked with raising, breastfeeding, and caring after the children of the head family. Breastfeeding was a particularly traumatic experience for these women, particularly those who had lost their own children and were still forced to breastfeed someone else's as described in “Black Nurse, White Milk: Wet Nursing and Slavery in Brazil” by Cassia Roth.
Gender roles influencing one's role in society can be seen in Gender, Sexuality, and Power in Latin America Since Independence by William French and Katherine Bliss with "gender performance is not an act of the individual but rather a negotiation between the individual and his or her society" (pg 60). It was common that presenting oneself with more masculine traits, though generally frowned upon, had its benefits. In the case of Madame Durocher, for example, she was a woman in the medical field that chose to present herself with masculine traits, giving her a certain level of authority and credibility. She recognized this connection between masculinity and power with " emphasi [ing] that her decision to dress in masculine attire... for practice reasons... She describes herself against the backdrop of other women... whose frivolous nature prevents them from being respected as midwives" (pg 60). Madame Durocher is a prime example of both the idea that men and women experienced "gendered spheres" but also that it was possible to live outside these boundaries, though it would require taking on a gender performance that may not align with how one would actually identify. This was not only unique to the 19th century, however. As the Poem Queer Theory: According to My Grandmother by Richard Blanco describes, what is and is not allowed of each gender seems incredibly clear in the minds of many people to this day. Things like showing affection, even for family, is firmly distasteful behavior of men to the author's grandmother. Even the use of everyday items like shampoo and conditioner are off limits to men and reserved for women. Gendered spheres, though perhaps less strict and with more wiggle room, are still a defined aspect of many individuals lives.
Institutions in Latin American higher education
Higher education funding
Student opportunities and future challenges
Gender Gap
Migration
Educational Labor Unions in Latin America
Effects of Labor Union on Latin American education
Effects of Labor Unions
Professionalization of Teachers in Unions
Addition of Incentives
Bolivia
Peru
Violence Against Labor Unions
Difficulty in Assessing Effect of Labor Union on Education
See also
Sources
References
External links
Content: Estimates indicate that 30% of preschool age children (ages 4 –5) do not attend school, and for the most vulnerable populations – poor, rural, indigenous and afro-descendants – this calculation exceeds 40 percent. Among primary school age children (ages 6 to 12), coverage is almost universal; however there is still a need to incorporate 5 million children in the primary education system. These children live mostly in remote areas, are indigenous or Afro-descendants and live in extreme poverty. Among people between the ages of 13 and 17 years, only 80% are enrolled in the education system; among those, only 66% attend secondary school. The remaining 14% are still attending primary school. These percentages are higher among vulnerable population groups: 75% of the poorest youth between the ages of 13 and 17 years attend school. Tertiary education has the lowest coverage, with only 70% of people between the ages of 18 and 25 years outside of the education system.
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https://en.wikipedia.org/wiki/Education_in_Latin_America
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msmarco_v2.1_doc_17_406416379#2_443355031
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Title: Education in Latin America - Wikipedia
Headings: Education in Latin America
Education in Latin America
Contents
Retention and completion
Education inputs
Learning
PISA
School bullying
Central America
South America
Education and growth
Primary and secondary education
Higher education
Overview
History
Women and men led quite different lives in 19th century Latin America. Virtually every aspect of their lives were determined by the gender they were assigned at birth, based on sex. This began at infancy, and carried on through education, marriage, and old age. Beginning in childhood boys and girls would have been encouraged to partake in very different activities. In education boys would have been taught reading, writing, mathematics, as well as religious subjects. Young girls, however, were rarely enrolled in education to begin with, this was reserved for the daughters of the elite. In these cases girls' education was centered around homemaking, though they dabbled in reading. Home making was a vital aspect of their education after all they would grow to be responsible for the next generation, specifically the next generation of young men. It was important that these boys grew up in the “ideal” family setting and were taken care of by their mothers before this became their wives role.
This not only had a large impact on how they were raised and what roles they came to expect of themselves in the future, but also affected what they were able to do, regardless of their perceived role. Limiting education in this way by gendered circumstances actively limited womens abilities to be independent in any way, or to take an active role in financially supporting themselves or their families. This left women susceptible to harmful home lives. It left them vulnerable to abuse and forced early marriage. Without marriage from a young age women grew to be less likely to get married with every passing year and more likely to become a burden on her parents long term. This motivated parents to educate their daughters on how to be good homemakers and wives as it was perceived that this was the only way to allow them to have a future outside of their immediate family. There were, of course, exceptions to this that will be explored below.
Further into adulthood, careers and societal roles were limited by gender. Men went on to participate in education, politics, religion, medicine etc. as well as physical labor. Women, on the other hand, were limited to house work and occasionally merchant work. Merchant work became one of the only ways women, particularly women of color, had an opportunity to care after themselves. Some slave women were even able to participate in this and earn their own freedom, One's role within society was determined just as much by race or ethnicity as it was gender. Slavery was still widespread in Latin America throughout the 19th century. Enslaved women had particular hardships compared to others. Their bodies were susceptible to the whims of those that believed they owned them. It was common for enslaved women to be tasked with raising, breastfeeding, and caring after the children of the head family. Breastfeeding was a particularly traumatic experience for these women, particularly those who had lost their own children and were still forced to breastfeed someone else's as described in “Black Nurse, White Milk: Wet Nursing and Slavery in Brazil” by Cassia Roth.
Gender roles influencing one's role in society can be seen in Gender, Sexuality, and Power in Latin America Since Independence by William French and Katherine Bliss with "gender performance is not an act of the individual but rather a negotiation between the individual and his or her society" (pg 60). It was common that presenting oneself with more masculine traits, though generally frowned upon, had its benefits. In the case of Madame Durocher, for example, she was a woman in the medical field that chose to present herself with masculine traits, giving her a certain level of authority and credibility. She recognized this connection between masculinity and power with " emphasi [ing] that her decision to dress in masculine attire... for practice reasons... She describes herself against the backdrop of other women... whose frivolous nature prevents them from being respected as midwives" (pg 60). Madame Durocher is a prime example of both the idea that men and women experienced "gendered spheres" but also that it was possible to live outside these boundaries, though it would require taking on a gender performance that may not align with how one would actually identify. This was not only unique to the 19th century, however. As the Poem Queer Theory: According to My Grandmother by Richard Blanco describes, what is and is not allowed of each gender seems incredibly clear in the minds of many people to this day. Things like showing affection, even for family, is firmly distasteful behavior of men to the author's grandmother. Even the use of everyday items like shampoo and conditioner are off limits to men and reserved for women. Gendered spheres, though perhaps less strict and with more wiggle room, are still a defined aspect of many individuals lives.
Institutions in Latin American higher education
Higher education funding
Student opportunities and future challenges
Gender Gap
Migration
Educational Labor Unions in Latin America
Effects of Labor Union on Latin American education
Effects of Labor Unions
Professionalization of Teachers in Unions
Addition of Incentives
Bolivia
Peru
Violence Against Labor Unions
Difficulty in Assessing Effect of Labor Union on Education
See also
Sources
References
External links
Content: among those, only 66% attend secondary school. The remaining 14% are still attending primary school. These percentages are higher among vulnerable population groups: 75% of the poorest youth between the ages of 13 and 17 years attend school. Tertiary education has the lowest coverage, with only 70% of people between the ages of 18 and 25 years outside of the education system. Currently, more than half of low income children or people living in rural areas fail to complete nine years of education. Contents
1 Retention and completion
2 Education inputs
3 Learning
4 PISA
5 School bullying
5.1 Central America
5.2 South America
6 Education and growth
7 Primary and secondary education
8 Higher education
8.1 Overview
8.2 History
8.3 Institutions in Latin American higher education
8.4 Higher education funding
8.5 Student opportunities and future challenges
9 Gender Gap
9.1 Migration
10 Educational Labor Unions in Latin America
11 See also
12 Sources
13 References
14 External links
Retention and completion
Distribution of youth by schooling condition and educational attainment in Latin American countries
In Mexico, access to education has increased with 87% of the population today completing their primary schooling compared to 46.6% in 1980. The countries of the region show wide differences in their averages and gaps in completion rates, especially at the secondary level. While on average 55% of youth in the region complete the first cycle of secondary education, in countries such as Guatemala and Nicaragua this estimation falls to 30%. In Chile, it approaches 80%.
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https://en.wikipedia.org/wiki/Education_in_Latin_America
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msmarco_v2.1_doc_17_406416379#3_443362560
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Title: Education in Latin America - Wikipedia
Headings: Education in Latin America
Education in Latin America
Contents
Retention and completion
Education inputs
Learning
PISA
School bullying
Central America
South America
Education and growth
Primary and secondary education
Higher education
Overview
History
Women and men led quite different lives in 19th century Latin America. Virtually every aspect of their lives were determined by the gender they were assigned at birth, based on sex. This began at infancy, and carried on through education, marriage, and old age. Beginning in childhood boys and girls would have been encouraged to partake in very different activities. In education boys would have been taught reading, writing, mathematics, as well as religious subjects. Young girls, however, were rarely enrolled in education to begin with, this was reserved for the daughters of the elite. In these cases girls' education was centered around homemaking, though they dabbled in reading. Home making was a vital aspect of their education after all they would grow to be responsible for the next generation, specifically the next generation of young men. It was important that these boys grew up in the “ideal” family setting and were taken care of by their mothers before this became their wives role.
This not only had a large impact on how they were raised and what roles they came to expect of themselves in the future, but also affected what they were able to do, regardless of their perceived role. Limiting education in this way by gendered circumstances actively limited womens abilities to be independent in any way, or to take an active role in financially supporting themselves or their families. This left women susceptible to harmful home lives. It left them vulnerable to abuse and forced early marriage. Without marriage from a young age women grew to be less likely to get married with every passing year and more likely to become a burden on her parents long term. This motivated parents to educate their daughters on how to be good homemakers and wives as it was perceived that this was the only way to allow them to have a future outside of their immediate family. There were, of course, exceptions to this that will be explored below.
Further into adulthood, careers and societal roles were limited by gender. Men went on to participate in education, politics, religion, medicine etc. as well as physical labor. Women, on the other hand, were limited to house work and occasionally merchant work. Merchant work became one of the only ways women, particularly women of color, had an opportunity to care after themselves. Some slave women were even able to participate in this and earn their own freedom, One's role within society was determined just as much by race or ethnicity as it was gender. Slavery was still widespread in Latin America throughout the 19th century. Enslaved women had particular hardships compared to others. Their bodies were susceptible to the whims of those that believed they owned them. It was common for enslaved women to be tasked with raising, breastfeeding, and caring after the children of the head family. Breastfeeding was a particularly traumatic experience for these women, particularly those who had lost their own children and were still forced to breastfeed someone else's as described in “Black Nurse, White Milk: Wet Nursing and Slavery in Brazil” by Cassia Roth.
Gender roles influencing one's role in society can be seen in Gender, Sexuality, and Power in Latin America Since Independence by William French and Katherine Bliss with "gender performance is not an act of the individual but rather a negotiation between the individual and his or her society" (pg 60). It was common that presenting oneself with more masculine traits, though generally frowned upon, had its benefits. In the case of Madame Durocher, for example, she was a woman in the medical field that chose to present herself with masculine traits, giving her a certain level of authority and credibility. She recognized this connection between masculinity and power with " emphasi [ing] that her decision to dress in masculine attire... for practice reasons... She describes herself against the backdrop of other women... whose frivolous nature prevents them from being respected as midwives" (pg 60). Madame Durocher is a prime example of both the idea that men and women experienced "gendered spheres" but also that it was possible to live outside these boundaries, though it would require taking on a gender performance that may not align with how one would actually identify. This was not only unique to the 19th century, however. As the Poem Queer Theory: According to My Grandmother by Richard Blanco describes, what is and is not allowed of each gender seems incredibly clear in the minds of many people to this day. Things like showing affection, even for family, is firmly distasteful behavior of men to the author's grandmother. Even the use of everyday items like shampoo and conditioner are off limits to men and reserved for women. Gendered spheres, though perhaps less strict and with more wiggle room, are still a defined aspect of many individuals lives.
Institutions in Latin American higher education
Higher education funding
Student opportunities and future challenges
Gender Gap
Migration
Educational Labor Unions in Latin America
Effects of Labor Union on Latin American education
Effects of Labor Unions
Professionalization of Teachers in Unions
Addition of Incentives
Bolivia
Peru
Violence Against Labor Unions
Difficulty in Assessing Effect of Labor Union on Education
See also
Sources
References
External links
Content: Currently, more than half of low income children or people living in rural areas fail to complete nine years of education. Contents
1 Retention and completion
2 Education inputs
3 Learning
4 PISA
5 School bullying
5.1 Central America
5.2 South America
6 Education and growth
7 Primary and secondary education
8 Higher education
8.1 Overview
8.2 History
8.3 Institutions in Latin American higher education
8.4 Higher education funding
8.5 Student opportunities and future challenges
9 Gender Gap
9.1 Migration
10 Educational Labor Unions in Latin America
11 See also
12 Sources
13 References
14 External links
Retention and completion
Distribution of youth by schooling condition and educational attainment in Latin American countries
In Mexico, access to education has increased with 87% of the population today completing their primary schooling compared to 46.6% in 1980. The countries of the region show wide differences in their averages and gaps in completion rates, especially at the secondary level. While on average 55% of youth in the region complete the first cycle of secondary education, in countries such as Guatemala and Nicaragua this estimation falls to 30%. In Chile, it approaches 80%. Desertion is also a challenge for Latin America. According to Inter-American Development Bank studies, 20% of students enter primary school with one or more lagging years. During this cycle, about 10% repeat 1st and 2nd grade, and 8% repeat grades 3 and 4. Only 40% of children enter secondary school at the expected age. At the secondary level, approximately 10% of youth in each grade level repeat their grade.
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https://en.wikipedia.org/wiki/Education_in_Latin_America
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msmarco_v2.1_doc_17_406416379#5_443377316
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Title: Education in Latin America - Wikipedia
Headings: Education in Latin America
Education in Latin America
Contents
Retention and completion
Education inputs
Learning
PISA
School bullying
Central America
South America
Education and growth
Primary and secondary education
Higher education
Overview
History
Women and men led quite different lives in 19th century Latin America. Virtually every aspect of their lives were determined by the gender they were assigned at birth, based on sex. This began at infancy, and carried on through education, marriage, and old age. Beginning in childhood boys and girls would have been encouraged to partake in very different activities. In education boys would have been taught reading, writing, mathematics, as well as religious subjects. Young girls, however, were rarely enrolled in education to begin with, this was reserved for the daughters of the elite. In these cases girls' education was centered around homemaking, though they dabbled in reading. Home making was a vital aspect of their education after all they would grow to be responsible for the next generation, specifically the next generation of young men. It was important that these boys grew up in the “ideal” family setting and were taken care of by their mothers before this became their wives role.
This not only had a large impact on how they were raised and what roles they came to expect of themselves in the future, but also affected what they were able to do, regardless of their perceived role. Limiting education in this way by gendered circumstances actively limited womens abilities to be independent in any way, or to take an active role in financially supporting themselves or their families. This left women susceptible to harmful home lives. It left them vulnerable to abuse and forced early marriage. Without marriage from a young age women grew to be less likely to get married with every passing year and more likely to become a burden on her parents long term. This motivated parents to educate their daughters on how to be good homemakers and wives as it was perceived that this was the only way to allow them to have a future outside of their immediate family. There were, of course, exceptions to this that will be explored below.
Further into adulthood, careers and societal roles were limited by gender. Men went on to participate in education, politics, religion, medicine etc. as well as physical labor. Women, on the other hand, were limited to house work and occasionally merchant work. Merchant work became one of the only ways women, particularly women of color, had an opportunity to care after themselves. Some slave women were even able to participate in this and earn their own freedom, One's role within society was determined just as much by race or ethnicity as it was gender. Slavery was still widespread in Latin America throughout the 19th century. Enslaved women had particular hardships compared to others. Their bodies were susceptible to the whims of those that believed they owned them. It was common for enslaved women to be tasked with raising, breastfeeding, and caring after the children of the head family. Breastfeeding was a particularly traumatic experience for these women, particularly those who had lost their own children and were still forced to breastfeed someone else's as described in “Black Nurse, White Milk: Wet Nursing and Slavery in Brazil” by Cassia Roth.
Gender roles influencing one's role in society can be seen in Gender, Sexuality, and Power in Latin America Since Independence by William French and Katherine Bliss with "gender performance is not an act of the individual but rather a negotiation between the individual and his or her society" (pg 60). It was common that presenting oneself with more masculine traits, though generally frowned upon, had its benefits. In the case of Madame Durocher, for example, she was a woman in the medical field that chose to present herself with masculine traits, giving her a certain level of authority and credibility. She recognized this connection between masculinity and power with " emphasi [ing] that her decision to dress in masculine attire... for practice reasons... She describes herself against the backdrop of other women... whose frivolous nature prevents them from being respected as midwives" (pg 60). Madame Durocher is a prime example of both the idea that men and women experienced "gendered spheres" but also that it was possible to live outside these boundaries, though it would require taking on a gender performance that may not align with how one would actually identify. This was not only unique to the 19th century, however. As the Poem Queer Theory: According to My Grandmother by Richard Blanco describes, what is and is not allowed of each gender seems incredibly clear in the minds of many people to this day. Things like showing affection, even for family, is firmly distasteful behavior of men to the author's grandmother. Even the use of everyday items like shampoo and conditioner are off limits to men and reserved for women. Gendered spheres, though perhaps less strict and with more wiggle room, are still a defined aspect of many individuals lives.
Institutions in Latin American higher education
Higher education funding
Student opportunities and future challenges
Gender Gap
Migration
Educational Labor Unions in Latin America
Effects of Labor Union on Latin American education
Effects of Labor Unions
Professionalization of Teachers in Unions
Addition of Incentives
Bolivia
Peru
Violence Against Labor Unions
Difficulty in Assessing Effect of Labor Union on Education
See also
Sources
References
External links
Content: On average, a child who attends 7.2 years of school completes only 6 years of education (primary), while a person attending 12 years of school only completes 9 years of education (high school). By the age of 18, only 1 in every 6 rural men and women are still in school. Therefore, only a small number or poor rural youth have the chance to attend a university. A study published by the Inter-American Development Bank also revealed that school dropout rates in Latin America can be significantly reduced by improving the quality of school's infrastructure, such as access to clean water and electricity. The study shows that, in Brazil, a universalization program focused on providing electricity to rural and indigenous schools ( Light for All ), reduced 27% the dropout rates of schools treated by the program when compared to schools without electricity. In El Salvador, a reform known as the EDUCO (Educación y Cooperación Para el Desarrollo) system has been implemented by the El Salvadorian government with the support of the World Bank and the United Nations Educational, Scientific and Cultural Organization. This system was put in place to improve retention rates and student outcomes. EDUCO is a form of community-managed schools, in which the community is in charge of school administration, including the hiring and firing of teachers and decisions such as how long the students go to school for and for how many days. A study conducted from 1996 to 1998 found that students in EDUCO schools were 5% more likely to continue their education than those in traditional schools and that weekly visits by the community and parent organizations that run the schools increased probability of school retention by 19%. Education inputs
The 2007 Teacher Evaluation Census in Peru and Chilean Teacher Evaluation System (DocenteMás), indicated that teacher quality in the region is very low.
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https://en.wikipedia.org/wiki/Education_in_Latin_America
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msmarco_v2.1_doc_17_406778263#2_443674439
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Title: Education in Mexico - Wikipedia
Headings: Education in Mexico
Education in Mexico
Contents
Structure of the basic education system
Primary school
Junior high school
High school
Educational integration
Challenges to educational integration
Quality of education in Mexico
Higher education
Undergraduate studies
Postgraduate studies
Intercultural Universities
International education
Educational years
School years
History of education
Education in Mesoamerica Before the Spanish
Colonial-era education, 1521–1821
Education of the indigenous in Central Mexico
Education of elite Creole men
Education of girls and mixed-race children
National period – 1821–present
Post-Independence Era, 1821–1850
Reform era, 1850–1876
Porfiriato, 1876–1910
1920–1940
Education, post-1940
See also
References
ABOUT >
Sources
Further reading
History, Colonial era
History, Post-independence period
External links
Content: The mid-nineteenth-century Liberal Reform separated church and state, which had a direct impact on education. President Benito Juárez sought the expansion of public schools. During the long tenure of President Porfirio Díaz, the expansion of education became a priority under a cabinet-level post held by Justo Sierra; Sierra also served President Francisco I. Madero in the early years of the Mexican Revolution . The 1917 Constitution strengthened the Mexican state's power in education, undermining the power of the Roman Catholic Church to shape the educational development of Mexicans. During the presidency of Álvaro Obregón in the early 1920s, his Minister of Public Education José Vasconcelos implemented a massive expansion of access to public, secular education and expanded access to secular schooling in rural areas. This work was built on and expanded in the administration of Plutarco Elías Calles by Moisés Sáenz. In the 1930s, the Mexican government under Lázaro Cárdenas mandated socialist education in Mexico and there was considerable push back from the Roman Catholic Church as an institution. Socialist education was repealed during the 1940s, with the administration of Manuel Ávila Camacho. A number of private universities have opened since the mid-twentieth century.
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https://en.wikipedia.org/wiki/Education_in_Mexico
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msmarco_v2.1_doc_17_406778263#3_443676935
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Title: Education in Mexico - Wikipedia
Headings: Education in Mexico
Education in Mexico
Contents
Structure of the basic education system
Primary school
Junior high school
High school
Educational integration
Challenges to educational integration
Quality of education in Mexico
Higher education
Undergraduate studies
Postgraduate studies
Intercultural Universities
International education
Educational years
School years
History of education
Education in Mesoamerica Before the Spanish
Colonial-era education, 1521–1821
Education of the indigenous in Central Mexico
Education of elite Creole men
Education of girls and mixed-race children
National period – 1821–present
Post-Independence Era, 1821–1850
Reform era, 1850–1876
Porfiriato, 1876–1910
1920–1940
Education, post-1940
See also
References
ABOUT >
Sources
Further reading
History, Colonial era
History, Post-independence period
External links
Content: During the presidency of Álvaro Obregón in the early 1920s, his Minister of Public Education José Vasconcelos implemented a massive expansion of access to public, secular education and expanded access to secular schooling in rural areas. This work was built on and expanded in the administration of Plutarco Elías Calles by Moisés Sáenz. In the 1930s, the Mexican government under Lázaro Cárdenas mandated socialist education in Mexico and there was considerable push back from the Roman Catholic Church as an institution. Socialist education was repealed during the 1940s, with the administration of Manuel Ávila Camacho. A number of private universities have opened since the mid-twentieth century. The Mexican Teachers' Union (SNTE), founded in the late 1940s, has had tremendous national political power. The Mexican federal government has undertaken reforms to improve education in Mexico, which have been resisted by the SNTE. Education in Mexico is currently regulated by the Secretariat of Public Education ( Spanish: Secretaría de Educación Pública) ( SEP ). Education standards are set by this Ministry at all levels except in "autonomous" universities chartered by the government (e.g., Universidad Nacional Autónoma de México ).
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https://en.wikipedia.org/wiki/Education_in_Mexico
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msmarco_v2.1_doc_17_409618916#0_445981371
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Title: Education policy - Wikipedia
Headings: Education policy
Education policy
Contents
Education reform in the United States
Teacher policy
Nine key dimensions
Teacher Recruitment and Retention
Teacher Education (Initial and Continuing)
Gender equality
See also
Sources
References
External links
Content: Education policy - Wikipedia
Education policy
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
Rules which govern schooling systems
Education policy consists of the principles and government policies in the educational sphere as well as the collection of laws and rules that govern the operation of education systems. Education occurs in many forms for many purposes through many institutions. Examples include early childhood education, kindergarten through to 12th grade, two and four year colleges or universities, graduate and professional education, adult education and job training. Therefore, education policy can directly affect the education people engage in at all ages. Examples of areas subject to debate in education policy, specifically from the field of schools, include school size, class size, school choice, school privatization, tracking, teacher selection, education and certification, teacher pay, teaching methods, curricular content, graduation requirements, school infrastructure investment, and the values that schools are expected to uphold and model. Issues in education policy also address problems within higher education. The Pell Institute analyzes the barriers experienced by teachers and students within community colleges and universities. These issues involve undocumented students, sex education, and federal grant aides. Education policy analysis is the scholarly study of education policy. It seeks to answer questions about the purpose of education, the objectives (societal and personal) that it is designed to attain, the methods for attaining them and the tools for measuring their success or failure.
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https://en.wikipedia.org/wiki/Education_policy
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msmarco_v2.1_doc_17_410079299#1_446449667
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Title: Educational equity - Wikipedia
Headings: Educational equity
Educational equity
Contents
Equity vs. equality
Equity
Educational Tracking
Tracking and Equity
Tracking systems
Socio-economic equity in education
Costs of education
Racial equity in education
Higher education
Gender equity in education
Causes of gender discrimination in education
Impact of gender discrimination on the economy
Reputable research centers and associations
Notable publications and reports
Race equality in education - a survey report by England
Race equality and education – by UK educational system
The equity and excellence commission - US education
Racial equity in education: how far has South Africa come?
Race in education: an argument for integrative analysis
Equity and quality in education: supporting disadvantaged students and schools–from OECD
Challenges in educational equity
Societal structure and costs
Increase migration and diversity
See also
References
External links
Content: June 2016) ( Learn how and when to remove this template message)
Education
Disciplines
Evaluation
History
Organization
Philosophy
Psychology ( school)
Technology ( electronic marking)
International education
School counseling
Special education
Female education
Teacher education
Right to education
Free education
Curricular domains
Arts
Business
Computer science
Early childhood
Engineering
Language
Literacy
Mathematics
Performing arts
Science
Social science
Technology
Vocational
Methods
Case method
Conversation analysis
Discourse analysis
Factor analysis
Factorial experiment
Focus group
Meta-analysis
Multivariate statistics
Participant observation
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Educational equity, also referred to as "Equity in education", is a measure of achievement, fairness, and opportunity in education. The study of education equity is often linked with the study of excellence and equity . Educational equity depends on two main factors. The first is fairness, which implies that factors specific to one's personal conditions should not interfere with the potential of academic success. The second important factor is inclusion, which refers to a comprehensive standard that applies to everyone in a certain education system. These two factors are closely related and depend on each other for an educational system's success. This is one of the targets of the United Nations Sustainable Development Goal 4 in recognition of the importance of education equity. The growing importance of education equity is based on the premise that an individual's level of education directly correlates to future quality of life. Therefore, an academic system that practices educational equity is a strong foundation of a society that is fair and thriving. However, inequity in education is challenging to avoid, and can be broken down into inequity due to socioeconomic standing, race, gender or disability.
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https://en.wikipedia.org/wiki/Educational_equity
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msmarco_v2.1_doc_17_410079299#4_446458320
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Title: Educational equity - Wikipedia
Headings: Educational equity
Educational equity
Contents
Equity vs. equality
Equity
Educational Tracking
Tracking and Equity
Tracking systems
Socio-economic equity in education
Costs of education
Racial equity in education
Higher education
Gender equity in education
Causes of gender discrimination in education
Impact of gender discrimination on the economy
Reputable research centers and associations
Notable publications and reports
Race equality in education - a survey report by England
Race equality and education – by UK educational system
The equity and excellence commission - US education
Racial equity in education: how far has South Africa come?
Race in education: an argument for integrative analysis
Equity and quality in education: supporting disadvantaged students and schools–from OECD
Challenges in educational equity
Societal structure and costs
Increase migration and diversity
See also
References
External links
Content: an argument for integrative analysis
7.6 Equity and quality in education: supporting disadvantaged students and schools–from OECD
8 Challenges in educational equity
8.1 Societal structure and costs
8.2 Increase migration and diversity
9 See also
10 References
11 External links
Equity vs. equality
Often, the terms "equity" and "equality" are interchanged when referring to educational equity. Although similar, there can be important distinctions between the two. Equity
Equity recognizes that some are at a larger disadvantage than others and aims at compensating for these peoples misfortunes and disabilities to ensure that everyone can attain the same type of healthy lifestyle. Examples of this are: “ When libraries offer literacy programs, when schools offer courses in English as a second language, and when foundations target scholarships to students from poor families, they operationalize a belief in equity of access as fairness and as justice”. Equity recognizes this uneven playing field and aims to take extra measures by giving those who are in need more than others who are not. Equity aims at making sure that everyone's lifestyle is equal even if it may come at the cost of unequal distribution of access and goods. Social justice leaders in education strive to ensure equitable outcomes for their students. === Equality === The American Library Association defines equality as: “
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https://en.wikipedia.org/wiki/Educational_equity
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msmarco_v2.1_doc_17_410079299#5_446460942
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Title: Educational equity - Wikipedia
Headings: Educational equity
Educational equity
Contents
Equity vs. equality
Equity
Educational Tracking
Tracking and Equity
Tracking systems
Socio-economic equity in education
Costs of education
Racial equity in education
Higher education
Gender equity in education
Causes of gender discrimination in education
Impact of gender discrimination on the economy
Reputable research centers and associations
Notable publications and reports
Race equality in education - a survey report by England
Race equality and education – by UK educational system
The equity and excellence commission - US education
Racial equity in education: how far has South Africa come?
Race in education: an argument for integrative analysis
Equity and quality in education: supporting disadvantaged students and schools–from OECD
Challenges in educational equity
Societal structure and costs
Increase migration and diversity
See also
References
External links
Content: When libraries offer literacy programs, when schools offer courses in English as a second language, and when foundations target scholarships to students from poor families, they operationalize a belief in equity of access as fairness and as justice”. Equity recognizes this uneven playing field and aims to take extra measures by giving those who are in need more than others who are not. Equity aims at making sure that everyone's lifestyle is equal even if it may come at the cost of unequal distribution of access and goods. Social justice leaders in education strive to ensure equitable outcomes for their students. === Equality === The American Library Association defines equality as: “ access to channels of communication and sources of information that is made available on even terms to all--a level playing field--is derived from the concept of fairness as uniform distribution, where everyone is entitled to the same level of access and can avail themselves if they so choose.” In this definition of equality no one person has an unfair advantage. Everyone is given equal opportunities and accessibility and are then free to do what they please with it. However, this is not to say that everyone is then inherently equal. Some people may choose to seize these open and equal opportunities while others let them pass by.
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https://en.wikipedia.org/wiki/Educational_equity
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msmarco_v2.1_doc_17_410180157#6_446609268
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Title: Educational inequality - Wikipedia
Headings: Educational inequality
Educational inequality
Contents
Family background
Gender
Female disadvantage
Male disadvantage
Race
In the United States
Immigration status
In the United States
Latino students and college preparednessess
Latino migration
Education
College preparation
Standardized tests
Rural and inner-city education
Standardized tests
School resources
Family resources
Family values
Gifted and talented education
Special education
History of educational oppression
United States
Resources
State conflicts
Measurement
Effects
Social mobility
Remedies
Assessment
Education for All Act
Global Partnership for Education
Multicultural education
Massive online classes
Policy implications
Global evidence
Albania
Bangladesh
South Africa
Inequality in higher education
United Kingdom
Sudan Republic
United States
Property tax dilemma
International comparisons
See also
References
External links
Content: These courses almost always demand less from their students, creating a group that is conditioned to lack educational drive. These courses are generally non-college bound and are taught by less qualified teachers. Also, family background influences cultural knowledge and perceptions. Middle class knowledge of norms and customs allows students with this background to better navigate the school system. Parents from this class and above also have social networks that prove to be more beneficial than networks based in lower classes. These connections may help students gain access to the right schools, activities, etc. Additionally, children from poorer families, who are often minorities, come from families that distrust institutions. America's history of racism and discrimination has created a perceived and/or existent ceiling on opportunities for many poor and minority citizens. This ceiling muffles academic inspirations and muffles growth. The recent and drastic increase of Latino immigrants has created another major factor in educational inequality.
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https://en.wikipedia.org/wiki/Educational_inequality
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msmarco_v2.1_doc_17_410290814#0_446674230
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Title: Educational management - Wikipedia
Headings: Educational management
Educational management
Contents
Scope
Co-curricular activities
Curriculum planning and development
Preschool
Primary education
Secondary education
Tertiary education
Educational technology
Finances
Health and physical development
Human resources
Information technology
Special education
Student development
Objectives
Educator level
Ministerial-departmental level
Institutional level
National examples
Australia
Finland
Singapore
See also
References
Further reading
Content: Educational management - Wikipedia
Educational management
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
administration of education systems
The examples and perspective in this article may not represent a worldwide view of the subject. You may improve this article, discuss the issue on the talk page, or create a new article, as appropriate. ( November 2018) ( Learn how and when to remove this template message)
Overview of educational management
Educational management refers to the administration of the education system in which a group combines human and material resources to supervise, plan, strategise, and implement structures to execute an education system. Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences. The education system is an ecosystem of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political heads, principals, teaching staff, non-teaching staff, administrative personnel and other educational professionals working together to enrich and enhance. At all levels of the educational ecosystem, management is required; management involves the planning, organising, implementation, review, evaluation, and integration of an institution. Contents
1 Scope
1.1 Co-curricular activities
1.2 Curriculum planning and development
1.2.1 Preschool
1.2.2 Primary education
1.2.3 Secondary education
1.2.4 Tertiary education
1.3 Educational technology
1.4 Finances
1.5 Health and physical development
1.6 Human resources
1.7 Information technology
1.8 Special education
1.9 Student development
2 Objectives
2.1 Educator level
2.2 Ministerial-departmental level
2.3 Institutional level
3 National examples
3.1 Australia
3.2 Finland
3.3 Singapore
4 See also
5 References
6 Further reading
Scope
Co-curricular activities
Co-curricular activities help students maintain a holistic education, expressing their interests and talents. The activities help foster a sense of social integration, and add a sense of commitment and belonging to one's community and country.
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https://en.wikipedia.org/wiki/Educational_management
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msmarco_v2.1_doc_17_410332735#9_446728002
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Title: Educational music - Wikipedia
Headings: Educational music
Educational music
Contents
Forms
Video
Audio
Improvised
Hip hop
Programs that integrate music with education
Changing Education Through the Arts (CETA)
Arts Horizons
Effects of music on education
References
Content: They integrate music, as well as other arts, into learning to help children gain appreciation for the arts as well as stimulate children “through the arts to improve their proficiency in reading, writing and math.” [ 12]
Arts Horizons has a variety of programs, including: Interactive live performances by professional artists from Broadway, Lincoln Center and around the world
Artist in residence programs, custom-designed for your school, that make connections between the arts and the classroom curriculum
Three Professional development inspires teachers to introduce innovative, creative approaches in the classroom and implement state learning standards. [ 13]
An example of an assembly provided by Arts Horizons is the Peter and the Wolf program. In this program, an actor tells the tale of Peter and the Wolf while a woodwind quintet plays the music of Prokofiev to bring the story to life. After the story, students have a chance to learn about the woodwind instruments that were used in the story, as well as other woodwind instruments, and hear other folk tales. [ 14]
Effects of music on education
CETA has concrete evidence on the following: Rising student test scores on the state exams. For example, Fort Hunt Elementary progressed from “not being accredited” to being “provisionally accredited” to being “fully accredited” within the course of three years. Fewer student disciplinary referrals to the office.
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https://en.wikipedia.org/wiki/Educational_music
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msmarco_v2.1_doc_17_412635403#0_448891725
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Title: Edward Gardner (conductor) - Wikipedia
Headings: Edward Gardner (conductor)
Edward Gardner (conductor)
Contents
Biography
Honours
Personal life
References
External links
Content: Edward Gardner (conductor) - Wikipedia
Edward Gardner (conductor)
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
For other people named Edward Gardner, see Edward Gardner (disambiguation). Edward Gardner in September 2011
Edward Gardner OBE (born 22 November 1974) is an English conductor. Contents
1 Biography
2 Honours
3 Personal life
4 References
5 External links
Biography
Gardner was born in Gloucester, and sang as a chorister at Gloucester Cathedral. As a youth, he played piano, clarinet and organ. He attended the King's School, Gloucester and Eton College. At the University of Cambridge, he continued as a music student, and was a choral scholar in King's College Choir. He had begun choral conducting at Eton, and continued conducting at Cambridge. He also studied at the Royal Academy of Music, where his teachers included Colin Metters. He graduated from the RAM in 2000. From 1997 until 2002, Gardner was Musical Director of Wokingham Choral Society, a post previously held by Graeme Jenkins, Paul Daniel, and Stephen Layton.
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https://en.wikipedia.org/wiki/Edward_Gardner_%28conductor%29
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msmarco_v2.1_doc_17_419621463#0_455779403
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Title: Effective schools - Wikipedia
Headings: Effective schools
Effective schools
Contents
History
Current use
Implementation
References
Content: Effective schools - Wikipedia
Effective schools
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
"Effective Schools" is both an educational movement and body of research which examines school-based factors which positively influence learning outcomes in K-12 schools. Effective schools research has been widely adopted by school districts worldwide. Contents
1 History
2 Current use
3 Implementation
4 References
History
Early research into the essential qualities of successful schools emerged in North America as a response to the controversial 1966 Coleman Report, which concluded that family background and socio-economics were the major determinants of student achievement. Research published by Christopher Jencks in 1972 contributed to Coleman's findings, suggesting that "school quality has little effect on achievement." The Coleman Report prompted U.S. policymakers to focus on "compensatory programs" which focused on changing the behavior of less advantaged students. The report also stimulated vigorous reaction from educational researchers who believed, to the contrary, that schools could make a significant difference on student achievement. Their research formed the foundation of the 'Effective Schools Movement', and enabled them to assert that "all children can learn and that the school controls the factors necessary to assure student mastery of the core curriculum." Early effective schools researchers attempted to locate schools that were successful in educating students of all backgrounds, regardless of socio-economic status or family background. Such schools were found in varying locations and communities, and researchers tried to isolate which philosophies, policies, and practices those schools had in common. Larry Lezotte and Wilbur B. Brookover conducted studies at eight Michigan elementary schools in the mid-1970s, identifying characteristics of schools that were improving or declining.
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https://en.wikipedia.org/wiki/Effective_schools
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msmarco_v2.1_doc_17_419621463#9_455791249
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Title: Effective schools - Wikipedia
Headings: Effective schools
Effective schools
Contents
History
Current use
Implementation
References
Content: Resources. Safe and Effective Learning Environment. Family and Community Engagement. Data-Driven Decision Making. Implementation
A key finding regarding the implementation of effective schools reforms is that the positive support the school principal is fundamental to success. Also, teacher support for, belief in, and commitment to a particular reform tended to follow months or years of successful practice. References
^ Downer, Donovan F. (Fall 1991). " Review of Research on Effective Schools". McGill Journal of Education. ^ a b Raptis, Helen;
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https://en.wikipedia.org/wiki/Effective_schools
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msmarco_v2.1_doc_17_421657401#8_457330057
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Title: Effects of economic inequality - Wikipedia
Headings: Effects of economic inequality
Effects of economic inequality
Contents
Health
Social cohesion
Crime
Redistribution and welfare
Poverty
Housing
Aggregate demand, consumption and debt
Monopolization of labor, consolidation, and competition
Economic incentives
Economic growth
Theories
Evidence
Mechanisms
Equitable growth
Environment
Political outcomes
War, terrorism and political instability
See also
References
Content: It is argued that inequality levels influence how citizens imagine the trustworthiness of fellow citizens. In this model social trust is not about relations to people you meet (as in Putnam's model) but about people you imagine. The economist Joseph Stiglitz has argued that economic inequality has led to distrust of business and government. Crime
Main articles: Incarceration in the United States and Race in the United States criminal justice system
Homicide rates are higher in more unequal rich countries or in more unequal US states
Crime rate has also been shown to be correlated with inequality in society. Most studies looking into the relationship have concentrated on homicides – since homicides are almost identically defined across all nations and jurisdictions. Daly et al. 2001 estimated that about half of all variation in homicide rates among U.S. states and Canadian provinces can be accounted for by differences in the amount of inequality in each province or state. Fajnzylber et al. ( 2002) found a similar relationship worldwide.
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https://en.wikipedia.org/wiki/Effects_of_economic_inequality
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msmarco_v2.1_doc_17_421657401#9_457331800
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Title: Effects of economic inequality - Wikipedia
Headings: Effects of economic inequality
Effects of economic inequality
Contents
Health
Social cohesion
Crime
Redistribution and welfare
Poverty
Housing
Aggregate demand, consumption and debt
Monopolization of labor, consolidation, and competition
Economic incentives
Economic growth
Theories
Evidence
Mechanisms
Equitable growth
Environment
Political outcomes
War, terrorism and political instability
See also
References
Content: Most studies looking into the relationship have concentrated on homicides – since homicides are almost identically defined across all nations and jurisdictions. Daly et al. 2001 estimated that about half of all variation in homicide rates among U.S. states and Canadian provinces can be accounted for by differences in the amount of inequality in each province or state. Fajnzylber et al. ( 2002) found a similar relationship worldwide. Among comments in academic literature on the relationship between homicides and inequality are: The most consistent finding in cross-national research on homicides has been that of a positive association between income inequality and homicides. Economic inequality is positively and significantly related to rates of homicide despite an extensive list of conceptually relevant controls. The fact that this relationship is found with the most recent data and using a different measure of economic inequality from previous research, suggests that the finding is very robust. A 2016 study, controlling for different factors than previous studies, challenges the aforementioned findings.
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https://en.wikipedia.org/wiki/Effects_of_economic_inequality
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msmarco_v2.1_doc_17_422122116#5_457518814
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Title: Effects of climate change on oceans - Wikipedia
Headings: Effects of climate change on oceans
Effects of climate change on oceans
Contents
Sea level
Coasts
Society
Global issue
Ocean currents
Ocean acidification
Effects of acidification
Oxygen depletion
Marine life
Weather
Seafloor
Predictions
See also
References
Further reading
External links
Content: The connection between sea level rise and ocean thermal expansion follows from Charles's law (also known as the law of volumes) put simply states that the volume of a given mass is proportional to its temperature. This contribution to sea level is monitored by oceanographers using a succession of temperature measuring profiling instruments, which is then compiled at national data centers such as the United States National Oceanographic Data Center. The International Panel on Climate Change (IPCC) Fifth Assessment Report estimates that the upper ocean (surface to 750 m deep) has warmed by 0.09 to 0.13 degrees C per decade over the past 40 years. Other processes important in influencing global sea level include changes to groundwater storage including dams and reservoirs. Global warming also has an enormous impact with respect to melting glaciers and ice sheets. Higher global temperatures melt glaciers such as the one in Greenland, which flow into the oceans, adding to the amount of seawater. A large rise (on the order of several feet) in global sea levels poses many threats. According to the U.S. Environmental Protection Agency (EPA), “such a rise would inundate coastal wetlands and lowlands, erode beaches, increase the risk of flooding, and increase the salinity of estuaries, aquifers, and wetlands.” The seasonal cycles are closely linked with the seasonal changes in sea ice and sea surface temperatures. The timing and amplitude of the seasonal cycle has been altered by global warming.
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https://en.wikipedia.org/wiki/Effects_of_global_warming_on_oceans
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msmarco_v2.1_doc_17_422122116#12_457533188
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Title: Effects of climate change on oceans - Wikipedia
Headings: Effects of climate change on oceans
Effects of climate change on oceans
Contents
Sea level
Coasts
Society
Global issue
Ocean currents
Ocean acidification
Effects of acidification
Oxygen depletion
Marine life
Weather
Seafloor
Predictions
See also
References
Further reading
External links
Content: Wetlands in the U.S. are rapidly disappearing due to an increase in housing, industry, and agriculture, and rising sea levels contribute to this dangerous trend. As a result of rising sea levels, the outer boundaries of wetlands tend to erode, forming new wetlands more inland. According to the EPA, “the amount of newly created wetlands, however, could be much smaller than the lost area of wetlands— especially in developed areas protected with bulkheads, dikes, and other structures that keep new wetlands from forming inland.” When estimating a sea level rise within the next century of 50 cm (20 inches), the U.S. would lose 38% to 61% of its existing coastal wetlands. A rise in sea level will have a negative impact not only on coastal property and economy but on our supply of fresh water. According to the EPA, “Rising sea level increases the salinity of both surface water and ground water through salt water intrusion.” Coastal estuaries and aquifers, therefore, are at a high risk of becoming too saline from rising sea levels. With respect to estuaries, an increase in salinity would threaten aquatic animals and plants that cannot tolerate high levels of salinity. Aquifers often serve as a primary water
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https://en.wikipedia.org/wiki/Effects_of_global_warming_on_oceans
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msmarco_v2.1_doc_17_422250250#0_457587742
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Title: Effects of marriage - Wikipedia
Headings: Effects of marriage
Effects of marriage
Contents
Traditional marriage
Same-sex marriage
Polygamy
Differences between sex, race, and education
Divorce
See also
References
Content: Effects of marriage - Wikipedia
Effects of marriage
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. Find sources: " Effects of marriage" – news · newspapers · books · scholar · JSTOR (December 2009) ( Learn how and when to remove this template message)
In family law, effects of marriage is a legal term of art used to describe all of the rights and obligations that individuals may be subject and entitled to if they are in a common-law marriage, an annulled marriage, domestic partnership or a civil union . Thus, even if the underlying marriage is held to be void there may still be rights and obligations that continue and are recognized by court order. An example may be an annulled marriage where the court awards alimony to the weaker, poorer or less well educated spouse to allow them a period of time to go back to school or re-enter the work force. There are a few positive and negative influences of marriage on an individual. Life after marriage depends on individual and partner. First of all, an individual becomes excited that they will begin to share their life with someone who cares for them, and whom they feel comforted by.
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https://en.wikipedia.org/wiki/Effects_of_marriage
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