B Block Human Geography - Today we'll examine the Key Issue "Why Does Development Vary by Gender"? From the UN HDI GII..."Gender inequality remains a major barrier to human development. Girls and women have made major strides since 1990, but they have not yet gained gender equity. The disadvantages facing women and girls are a major source of inequality. All too often, women and girls are discriminated against in health, education, political representation, labour market, etc. with negative consequences for development of their capabilities and their freedom of choice".
UNICEF USA: Towards Gender Equality from UNICEF USA on Vimeo.
The GII measures gender inequalities in three important aspects of human development:
- Reproductive health; measured by maternal mortality ratio and adolescent birth rates;
- Empowerment; measured by proportion of parliamentary seats occupied by females and proportion of adult females and males aged 25 years and older with at least some secondary education and
- Economic status; expressed as labour market participation and measured by labour force participation rate of female and male populations aged 15 years and older.
Better educated women tend to be healthier, participate more in the formal labor market, earn higher incomes, have fewer children, marry at a later age, and enable better health care and education for their children, should they choose to become mothers. All these factors combined can help lift households, communities, and nations out of poverty. According to UNESCO estimates, 130 million girls between the age of 6 and 17 are out of school and 15 million girls of primary-school age—half of them in sub-Saharan Africa— will never enter a classroom. Poverty remains the most important factor for determining whether a girl can access an education. Studies consistently reinforce that girls who face multiple disadvantages — such as low family income, living in remote or underserved locations, disability or belonging to a minority ethno-linguistic group — are farthest behind in terms of access to and completion of education.And from the World Economic Forum’s Global Gender Gap Report 2020:
- The top country for gender parity remained Iceland (for the 11th year running).
- The most-improved countries were Albania, Ethiopia, Mali, Mexico and Spain.
- Of the 149 countries ranked, 101 improved their scores on the 2019 index (this excludes the five new countries that have joined the ranking this year).
- A further 48 saw their performance unchanged, while the top 10th percentile saw their scores improve more than 3.3% year-on-year.
- A total of 35 countries have achieved gender parity in education.
- In healthcare, 48 countries have achieved near-parity and 71 have closed at least 97% of the gap.
HOWEVER
- Globally, gender parity stands at 68.6% and the bottom 10 countries have closed just 40% of the gender gap.
- Political empowerment scores are poor. In terms of parliamentary representation, globally women have secured just 25% of available positions, a figure that slips to 21% at a ministerial level. At this level, there are nine where they have no representation.
- In the past 50 years, 85 states have had no female head of state.
- In terms of economic participation, the gender gap will take 257 years to close (compared to 202 years in the 2019 report).
- Globally, only 55% of women (aged 15-64) are engaged in the labour market as opposed to 78% of men.
- There are 72 countries where women are barred from opening bank accounts or obtaining credit.
- There is no country where men spend the same amount of time on unpaid work as women. In countries where the ratio is lowest, it is still 2:1.
While looking deeper into the topic, I'll have you work on three questions for me:
- Based on the world maps included in Key Issue 2, which two of the nine world regions appear to have the highest levels of inequality? Do these two regions have high or low HDIs?
- What has been the trend in gender inequality since the 1990s?
- Review the major economic, social, and demographic characteristics that contribute to a country’s level of development. Which indicators can vary significantly by gender within countries and between countries at various levels of development? Why?
At a basic level of understanding, the concept of justice is understood differently by Indigenous peoples. For most Indigenous peoples, the traditional method of addressing wrongs committed against community members involved restoring or healing relationships rather than punishing the offender. The offender and victim(s) would discuss the harm caused by the offense. The offender would be expected to understand the consequences and take responsibility for the harm, and together, they would discuss appropriate ways to make amends.
Justice is not seen as a separate domain from community life that needs to be overseen and administered by experts (such as police, lawyers, judges. etc.), rather it must be integrated into daily living. Most disputes should be resolved in the community, among the families of those affected, and guided by elders.
The roots of restorative justice models stem from traditional Indigenous methods of conflict resolution which rely on community involvement and the implementation of holistic solutions Restorative justice focuses on holding the offender accountable in a meaningful way, rather than simply imposing punishment.
From Bringing Balance to the Scales of JusticeWebsites to help your discussion:
Healing the Canadian justice system
Why does the Canadian justice system treat aboriginal people as if they’re all the same?
UBC Indigenous Foundations Aboriginal Rights
Overrepresentation of Indigenous Peoples in B.C. corrections system rising, says Statistics Canada report
Indigenous Justice Strategy Programs Province of BC
C Block Criminology - Today we'll start by focusing on the impact that crime has on victims. We'll try to examine the impacts of crime on victims (both short and long term). After, you have time to complete last week's questions. Remember, read through the "Nature of Victimization" on pages 53-5 and 57-58 and "Theories of Victimization" dealing with Victim Precipitation, Lifestyle, and Routine Activities on pages 59-62 in the CRIM text. Your job will be to complete the following:
1. Briefly outline and explain the patterns we've identified in victimization (social ecology, household, personal characteristics and repeat victimization)
2. Explain and compare the three theories of crime victimization (as a comparison chart)
For more on victim assistance see:
BC Ministry of Justice Victim or Witness Services & Resources
Victim Link BC
National Office for Victims
Victim Services Corrections Canada
Canadian Resource Centre for Victims of Crime
There is a good CBC article here on the costs associated with victims of violent crime.
No comments:
Post a Comment