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Social IMPACT Research Center;
Poverty does not treat everyone equally. Women, children, gender minorities, and people of color are often the hardest hit. And while women in poverty experience the same issues that all people in poverty experience—income inequality, unemployment, poor health, violence, trauma, and more—the odds are often uniquely stacked against them in gendered ways.
There are 6.5 million women. and an estimated 50,000 trans people living in Illinois. They are a driving force in our economy and care for our children, sick, and elderly, and yet continue to face discrimination and inequitable opportunities. This year's annual report on poverty in Illinois shows how gender, gender identity, and gender norms shape experiences of poverty for women and gender minorities—and how women who have other marginalized identities experience even more inequity. If we want to dramatically reduce poverty, improving the well-being of women— particularly women of color—would deliver the biggest return.
Building Movement Project;
This report reveals that women of color encounter systemic obstacles to their advancement over and above the barriers faced by white women and men of color. Education and training are not the solution—women of color with high levels of education are more likely to be in administrative roles and are more likely to report frustrations about inadequate and inequitable salaries. BMP's call to action focuses on systems change, organizational change, and individual support for women of color in the sector.
Asociación Española de Fundaciones;
Este singular informe supone un importante avance en el conocimiento de las distintas iniciativas filantrópicas familiares y personales que existen en nuestro país y que están canalizadas a través de fundaciones, así como su comparación con entidades similares de países de nuestro entorno. En total se han analizado 269 fundaciones.
Asia Centre for Social Entrepreneurship & Philanthropy (ACSEP);
This study explores family philanthropy in Singapore, as practiced through the family foundation. Throughout the documented history of Singapore, private philanthropy has played an important role. This study looks into why some philanthropists decided to institutionalize their giving by setting up and funding a private family foundation, and how they go about their different ways of expressing and sustaining their philanthropy.
Rockefeller Archive Center;
Paul Monroe was a pioneering leader of international and comparative education. His greatest contribution to comparative education came from his leadership of the International Institute of Teachers College during 1923-1938, where he led and practiced the teaching and research on comparative education with dynamic international outreach and engagement in investigation of educational systems and conditions of many countries. Monroe played a key role in shaping the development of comparative education as an academic field during its formative years. He and his colleagues trained the first generation of comparative educators in North America and elsewhere. Paul Monroe was also significantly involved in the modernization of education in countries of Asia and the Middle East, when the influence of the United States expanded in these regions primarily via the work of private institutions in the first half of the 20th century.
Charities Aid Foundation (CAF);
This South Africa Giving 2019 report is one of an international series, produced across the CAF GlobalAlliance, a world-leading network of organisations working at the forefront of philanthropy and civil society.The series also includes reports covering Australia, Brazil, Bulgaria, Canada, India, Russia, the United States,and the UK.
This is the second edition of this unique collection of country reports. As the series grows we will be ableto look at trends in giving for the first time: why and how people of different ages and social groups givein different countries; the way they give and who they give to, as well as gaining a better understanding ofpeople's participation in social and civic activities beyond financial donations and volunteering.
Jacksonville Community Council, Inc.;
Around the world, communities are working to take advantage of the technology revolution now propelling the global shift toward an information-based society, in which knowledge is the new capital and higher education is the new machine. Jacksonville, even with some of the necessary machinery in place, needs to build its intellectual infrastructure, which includes everything from improving high school graduation rates to attracting more research dollars into the local economy. Despite the recent rapid growth of the community and its higher education institutions, neither the community nor its colleges and universities have worked together in a strategic, comprehensive way to position Jacksonville for the future.
The Town and Gown study committee began by identifying current and potential roles for both the community and higher education institutions in building the intellectual capacity of Jacksonville. In doing this, the committee reviewed the historical growth of higher education in the community. The committee then examined how higher education institutions were meeting the needs of the local community, and whether the community was supporting those endeavors. Lastly, the study committee identified successful efforts in other communities where strategic collaborations between institutions of higher education and the community have produced tangible results.
The committee found that Jacksonville has reached a critical juncture in its history. Nothing less than the future of the community is in question. On the one hand, the future can be shaped through a deliberate, thoughtful, and intentional focus on building a community that recognizes knowledge and the acquisition of knowledge as a valuable local commodity beneficial to every resident's quality of life. On the other hand, the community (town) and its colleges and universities (gown) can continue growing along separate paths and Jacksonville may lose the opportunity to own its destiny in a world increasingly driven by intellect, ideas, and innovation.
To compete globally and improve its quality of life, the Jacksonville community has to work locally with its higher education institutions to: develop sustained leadership in every sector of the community, including government, business, and higher education, to work towards building Jacksonville's intellectual infrastructure; create and implement a strategic vision that improves the quality of life in all areas of the community by co-opting the teaching, research, and service roles of universities for the betterment of Jacksonville as a whole; and build active collaborations between higher education and community institutions to carry out that vision as well as prepareJacksonville and its residents for meeting the opportunities and the challenges of the 21st century and beyond.
Effecting social change in a rapidly changing political environment and an increasingly interconnected world requires foundations to adopt a learning orientation. Without continuous learning, grantmakers—and thus boards and trustees—are unaware about what is working where, with whom, and why, as well as what changes or refinements are needed in order to achieve the grantmakers' desired results.
This toolkit provides a fresh set of resources for grantmaker CEOs, evaluation staff, and senior leaders to use to engage their boards and trustees in conversations about the importance of strategic learning in their decision-making and deliberation processes.
Women and Girls Collective Action Network;
CURL formed a partnership with Women and Girls' Collective Action Network and Chicago Girls' Coalition to conduct a secondary data analysis to determine how young women and girls are faring in Illinois. This project aims to provide statistical evidence that will inform on the issues, needs, and solutions required to ensure the healthy development of all young women and girls in Illinois.
Rockefeller Archive Center;
Established on 5th July 1948, the British National Health Service (NHS) provides free-at-the-point-of-use universal health care to Great Britain's entire population. Though most industrialized countries now ensure some form of comprehensive medical coverage, the British system is structurally unusual in several ways: it does not require any form of health insurance; the government owns the overwhelming majority of the U.K.'s hospitals and clinics; and it employs a vast pool of employees comprising the world's fifth largest workforce. The service is also culturally and socially unique. It is celebrated as "the closest thing the English have to a religion" and regularly tops polls of what makes people "most proud to be British." Yet, the institution's acclaim and longevity is striking considering its scarce resources, uneven health outcomes, and the dismantling of nationalized enterprises across the world. My research asks why the NHS has survived for nearly seventy years, and, in doing so, highlights specific endurances to a postwar social democratic ethic in health care
One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers. The first part of this section makes a research-based case for why the complexity of what students read matters. In brief, while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K–12 texts have actually declined in sophistication, and relatively little attention has been paid to students' ability to read complex texts independently. These conditions have left a serious gap between many high school seniors' reading ability and the reading requirements they will face after graduation. The second part of this section addresses how text complexity can be measured and made a regular part of instruction. It introduces a three-part model that blends qualitative and quantitative measures of text complexity with reader and task considerations. The section concludes with three annotated examples showing how the model can be used to assess the complexity of various kinds of texts appropriate for different grade levels.