Microfinance
There are several structural barriers that have inhibited the progress of women to high-power positions. There are basic social structures, but then there are also manifestations of those social structures. In many (almost all) societies, the prevailing social structure has viewed women as unsuitable for high power positions. Most of the time there has been room for the odd exception, but largely women are simply not given any opportunity. People in high-power positions are often groomed into those positions from an early age, or they benefit from having some opportunity open up later on. For the most part, women have had access to neither. Women will often be raised to see themselves in a light that does not encourage the pursuit of high level positions, taking them out of the race before the starting gun. As an example, studies of microfinance in Nicaragua showed that women tended to invest in smaller businesses with less growth potential -- their ambitions curtailed by their social standing (Haase, 2011).
These biases manifest in official policy. Bernasek (2003) notes that women have lower access to capital than men in most societies, and lower levels of land ownership. As a result, they have a lower starting point when it comes to acquiring wealth. A lower starting point and less access to the means by which wealth can be built equate to lower levels of wealth overall. The intersectional perspective adds the necessary layers to the issue, because it allows for context to be understood -- the gender context is one, but class, race, religion and culture are all important variables when understanding access to positions of high power. Understanding who these different dimensions intersect with one another will help in setting better...
Developmental Checklist Intelligence in Infancy Cognitive: The child shows many signs of normal cognitive behavior. He seems to understand that when he bangs the blocks together that they will make sound and also seems proud of this activity. He also understood that when the blocks fell that something was wrong and said "uh oh." This is a sign of cognitive understanding of what the blocks are supposed to do. Social/emotional: The social and emotional skills
Online Travel Agents and Its Impact on Old & Traditional Travel Agents This thesis looks at the development of online tourist agents, and its impact on traditional, high street travel agents, with a focus on European consumers. Online bookings for travel and tourism are increasing at a staggering rate, worldwide, and noticeably so in Europe, and particularly Britain. This thesis considers this development in its social and cultural context, by investigating
Aggression from a Heritability Perspective There is a social bias against the idea of aggression, so that many people conflate the ideas of aggression and violence, so that they cannot separate them. This suggests that aggression is negative, which is not necessarily the case. The result has been that suggestions that aggression is somehow genetic have been morphed into the notion that people carrying those genes must somehow be inferior
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In order to provide an age appropriate program with activities that enhance the numerous stages of growth and development in children, the adult should have a good understanding of where the child is developmentally coming from, where the child is currently, and where he or she is heading to into the near future. APPENDIX Checklist Middle Childhood a. Gross Motor Skills - with a list of specific skills and what those might look
Learning and Development Evaluation differs from or relates to: validation, assessment and monitoring in the following ways. Evaluation in the process of learning and development is a process that is used to study the outcome of the learning process with the aim of informing the design of future learning processes. It can be termed as a comparison between the actual and real expectations from a learning process with the predicted outcome from
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