"Drawing on a wide range of case studies from across the globe, this book explores such areas as: health and population growth, conflict and security, global inequality and poverty, fair trade and trade liberalization, gender and education, foreign aid and debt, and sustainability and the environment. This issues-driven text focuses on the debates that have generated the most interest and passion among practitioners and non-practitioners alike. Always attentive to the contested and plural nature of the field, it makes the case for a genuinely interdisciplinary approach which takes full account of the impact of globalization."--Publisher
First published in 1997. An introduction to the theory and practices of development in the third world, tracing the evolution of development theory over 40 years, and examining why so many of the benefits of development are still not shared by millions.
This book addresses topical development issues in India, ranging from land acquisition, poverty alleviation programs, labor market issues, the public-private partnership (PPP) model and fiscal federalism. It offers an Indian perspective on the dynamics of economic development and the impact the country’s legal and public policies have on it. Economic development is a dynamic concept – old problems are solved, while at the same time new issues come to the fore. The emergence of these issues is unique to the development experience of an economy. The book includes sixteen recent contributions and is divided into four sections: law and contract; trade and foreign aid; issues in public economics; and the social sector and poverty alleviation. The chapters reflect on a number of development issues which were of concern for India in the recent past and will be important in her future development initiatives such as land acquisition, agricultural productivity, employment, protection of intellectual property rights, corruption, public-private partnership, regional development, poverty alleviations programs like the National Rural Employment Guarantee Act (NREGA) and the training of self-help group members, health and education of women, to name a few. The book is a valuable reference resource for policy practitioners and researchers working on the economics of development with special focus on developing economies.
A truly comprehensive introduction to the topic, Understanding Sustainable Development is designed to give students on a wide range of courses an appreciation of the key concepts and theories of sustainable development. Fully updated, the third edition includes detailed coverage of the Sustainable Development Goals and their impact on global development. Major challenges and topics are explored through a range of international case studies and media examples which maintain the ‘global to local’ structure of the previous edition. With an extensive website and pedagogy, Understanding Sustainable Development is the most complete guide to the subject for course leaders, undergraduates and postgraduates.
Developmental biology is seemingly well understood, with development widely accepted as being a series of programmed changes through which an egg turns into an adult organism, or a seed matures into a plant. However, the picture is much more complex than that: is it all genetically controlled or does environment have an influence? Is the final adult stage the target of development and everything else just a build-up to that point? Are developmental strategies the same in plants as in animals? How do we consider development in single-celled organisms? In this concise, engaging volume, Alessandro Minelli, a leading developmental biologist, addresses these key questions. Using familiar examples and easy-to-follow arguments, he offers fresh alternatives to a number of preconceptions and stereotypes, awakening the reader to the disparity of developmental phenomena across all main branches of the tree of life.
Understanding Cognitive Development provides a fresh, evidence-based research perspective on the story of children’s cognitive development in the first ten years of human life. Starting with a brief survey of the key theoretical positions that have come to define developmental psychology, the textbook then focuses on the different cognitive abilities as they emerge throughout early development. Uniquely, it examines these in terms of their interdependence; that is how skills such as perception, memory, language and reasoning relate to one another. This holistic treatment allows students to see the many important intersections in this critical phase of human life development. This textbook employs a novel design that will be of immense help to both students and instructors and is intended to be read at two levels: at the first level, it provides a fully referenced explanatory account of experimental research on cognitive development with complete attention to the needs of students who have never been exposed to experimental methodology nor studies in cognitive development before. At the second level, and mapped directly onto numbered sub-sections within the text, the author uses illustrative panels designed along the lines of PowerPoint presentations to summarise studies and key findings, employing lots of pictorial material together with bullet-points to give vividness and texture to the material covered. These panels are replicated on the accompanying companion website in PowerPoint for lecturers and students to make further use of in teaching and revision. Revision points are provided at the end of every chapter. Rich in academic coverage, including a widespread database of the most important empirical research in the field, this textbook will be essential reading for students of cognitive development and developmental psychology across psychology and education.
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Important parts of development practice, especially in key institutions such as the World Bank, are dominated by economists. In contrast, Development Studies is largely based upon multidisciplinary work in which anthropologists, human geographers, sociologists, and others play important roles. Hence, a tension has arisen between the claims made by Development Economics to be a scientific, measurable discipline prone to wide usage of mathematical modelling, and the more discursive, practice based approach favoured by Development Studies. The aim of this book is to show how the two disciplines have interacted, as well as how they differ. This is crucial in forming an understanding of development work, and to thinking about why policy recommendations can often lead to severe and continuing problems in developing countries. This book introduces Development Economics to those coming from two different but linked perspectives; economists and students of development who are not economists. In both explaining and critiquing Development Economics, the book is able to suggest the implications of these findings for Development Studies, and more broadly, for development policy and its outcomes.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
