LEADER 07404nam 2200829Ia 450 001 9910957180703321 005 20251116152721.0 010 $a1-136-55014-3 010 $a1-280-47538-2 010 $a9786610475384 010 $a1-84977-356-4 010 $a600-00-0096-0 010 $a1-4237-0873-3 035 $a(CKB)1000000000242821 035 $a(EBL)430190 035 $a(OCoLC)808801574 035 $a(SSID)ssj0000255182 035 $a(PQKBManifestationID)11218371 035 $a(PQKBTitleCode)TC0000255182 035 $a(PQKBWorkID)10212111 035 $a(PQKB)10203679 035 $a(OCoLC)647502058 035 $a(MiAaPQ)EBC430190 035 $a(Au-PeEL)EBL430190 035 $a(CaPaEBR)ebr10128926 035 $a(CaONFJC)MIL47538 035 $a(OCoLC)956645097 035 $a(FlBoTFG)9781849773560 035 $a(EXLCZ)991000000000242821 100 $a20050701d2005 uy 0 101 0 $aeng 135 $aur||| ||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTaking action $eachieving gender equality and empowering women /$fCaren Grown, Geeta Rao Gupta, Aslihan Kes 205 $aFirst edition. 210 $aLondon ;$aSterling, Va. $cEarthscan$dc2005 215 $a1 online resource (277 p.) 300 $aSponsored by the United Nations Development Programme on behalf of the UN Development Group. 311 08$a1-138-47188-7 311 08$a1-84407-222-3 320 $aIncludes bibliographical references (p. [224]-257). 327 $aTaking action: achieving gender equality and empowering women; Copyright; Foreword; Contents; Task force members; Preface; Acknowledgements; Abbreviations; Millennium Development Goals; Executive summary; Chapter 1 A problem with a solution; Chapter 2 Task force perspective on gender equality and empowerment; Defining gender equallity and empowerment; The case for the seven strategic priorities; Chapter 3 Strengthen opportunities for postprimary education for girls; Why strenghtening girls' opportunities for postprimary education is a strategic priority 327 $aProgress toward gender equality in education, 1999-2000The costs of gender inequality in education to productivity and economic growth; Interventions to increase gender parity in primary and secondary education; Chapter 4 Guarantee sexual and reproductive health and rights; Why guaranteeing sexual and reproductive health and rights is a strategic priority; The costs of poor reproductive health; Interventions for sexual and reproductive health and rights; Chapter 5 Invest in infrastructure to reduce women's and girls' time burdens 327 $aWhy reducing women's and girls' time burdens is a strategic priorityInterventions for gender-responsive infrastructure; Conclusion; Chapter 6 Guarantee women's property and inheritance rights; Why guaranteeing women's property rights is a strategic priority; The status of women's property rights; Interventions for property rights; Chapter 7 Reduce gender inequality in employment; Why reducing gender inequality in employment is a strategic priority; Changing patterns in women's employment, 1990-2000; Gender inequalities in employment; Interventions to decrease gender inequality in employment 327 $aConclusionChapter 8 Increase women's representation in political bodies; Why women's increased political representation is a priority; Slow progress in women's political participation, 1990-2000; Interventions to increase women's political representation; Chapter 9 Combat violence against women; Why combating violence against women is a strategic priority; Prevalence of violence against women; The costs of violence against women; Interventions for combating violence against women; Chapter 10 Data and indicators for monitoring progress; Indicators for the seven strategic priorities 327 $aRecommendations for data gathering and strengthening statistical systemsChapter 11 The financial costs of interventions to achieve gender inequality; Financing interventions to achieve gender equality in education and to provide reproductive health services; The UN Millennium Project needs assessment; Conclusion; Chapter 12 Making it happen; Commitment and mobilization of change agents; Technical capacity to implement change; Institutional structures and processes; Adequate financial resources; Accountability and monitoring systems; Country case studies 327 $aGender mainstreaming in MDG-based country policy processes 330 3 $aThe Millennium Development Goals, adopted at the UN Millennium Summit in 2000, are the world's targets for dramatically reducing extreme poverty in its many dimensions by 2015?income poverty, hunger, disease, exclusion, lack of infrastructure and shelter?while promoting gender equality, education, health and environmental sustainability. These bold goals can be met in all parts of the world if nations follow through on their commitments to work together to meet them. Achieving the Millennium Development Goals offers the prospect of a more secure, just, and prosperous world for all. The UN Millennium Project was commissioned by United Nations Secretary-General Kofi Annan to develop a practical plan of action to meet the Millennium Development Goals. As an independent advisory body directed by Professor Jeffrey D. Sachs, the UN Millennium Project submitted its recommendations to the UN Secretary General in January 2005. ?The core of the UN Millennium Project's work has been carried out by 10 thematic Task Forces comprising more than 250 experts from around the world, including scientists, development practitioners, parliamentarians, policymakers, and representatives from civil society, UN agencies, the World Bank, the IMF, and the private sector. This report lays out the recommendations of the UN Millennium Project Task Force on Education and Gender Equality. The Task Force recommends seven strategic priorities: strengthen postprimary education for girls while ensuring universal primary education; guarantee sexual and reproductive health and rights; reduce women's and girls' time burdens; guarantee property and inheritance rights; eliminate gender inequality in employment; increase women's participation in government; and significantly reduce violence against women. Action on these priorities will enable countries in every region of the world to achieve gender equality and women's empowerment by 2015. 517 1 $aOn title page: UN Millennium Project 2005, Task Force on Education and Gender Equality 517 3 $aUN Millennium Project 2005 517 3 $aTask Force on Education and Gender Equality 606 $aWomen$xEducation$zDeveloping countries 606 $aEducational equalization$zDeveloping countries 606 $aWomen$xLegal status, laws, etc$zDeveloping countries 615 0$aWomen$xEducation 615 0$aEducational equalization 615 0$aWomen$xLegal status, laws, etc. 676 $a305.42 676 $a305.42091724 701 $aGrown$b Caren$01877143 701 $aGupta$b Geeta Rao$01879936 701 $aKes$b Aslihan$01879937 712 02$aUN Millennium Project.$bTask Force on Education and Gender Equality. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910957180703321 996 $aTaking action$94493558 997 $aUNINA LEADER 04974nam 2200637Ia 450 001 9911006674603321 005 20200520144314.0 010 $a1-281-04763-5 010 $a9786611047634 010 $a0-08-053081-8 035 $a(CKB)1000000000383899 035 $a(EBL)313999 035 $a(OCoLC)246692362 035 $a(SSID)ssj0000071810 035 $a(PQKBManifestationID)11969506 035 $a(PQKBTitleCode)TC0000071810 035 $a(PQKBWorkID)10091394 035 $a(PQKB)10619711 035 $a(MiAaPQ)EBC313999 035 $a(EXLCZ)991000000000383899 100 $a19960814d1996 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEmbankments on organic soils /$fedited by J. Hartlen and W. Wolski 210 $aAmsterdam ;$aNew York $cElsevier$d1996 215 $a1 online resource (457 p.) 225 1 $aDevelopments in geotechnical engineering ;$v80 300 $aDescription based upon print version of record. 311 $a0-444-88273-1 320 $aIncludes bibliographical references and indexes. 327 $aCover; Contents; Preface; Notations and symbols; Introduction; Part I: Testing and Analysis; Chapter 1. Organic Soils; 1.1 Geological origin; 1.2 Engineering properties; 1.3 Soil classification; 1.4 References; Chapter 2. Site Investigations; 2.1 General; 2.2 Mapping, general survey; 2.3 Soil layer sequence; 2.4 Groundwater; 2.5 Strength and deformation characteristics; 2.6 Monitoring equipment; 2.7 Test embankments for design purposes; 2.8 References; Chapter 3. Laboratory Investigations; 3.1 General; 3.2 Routine tests; 3.3 Determination of stress history 327 $a3.4 Determination of deformation and consolidation parameters by oedometer tests3.5 Determination of deformation parameters by triaxial test; 3.6 Determination of shear strength; 3.7 Determination of permeability; 3.8 References; Chapter 4. Stability Analysis; 4.1 General; 4.2 Shear strength used in stability analysis; 4.3 Methods of stability analysis; 4.4 Stability of single-stage embankment; 4.5 Stability of stage-constructed embankments; 4.6 Other approaches in stability analysis; 4.7 References; Chapter 5. Analysis of Subsoil Deformations; 5.1 General 327 $a5.2 Deformation and consolidation parameters5.3 Analysis of ?finalZ? deformation; 5.4 Consolidation analysis; 5.5 Consolidation analysis of subsoil with vertical drains; 5.6 Swelling analysis; 5.7 Development trends in deformation and Consolidation Analysis; 5.8 References; Part II: Design and Construction Methods; Chapter 6. Methods of Construction; 6.1 General; 6.2 Choice of method; 6.3 Review of basic concepts of embankment construction on organic soils; Chapter 7. Load Adjustment; 7.1 Profile lowering; 7.2 Pressure berms; 7.3 Lightweight fills; 7.4 References; Chapter 8. Replacement 327 $a8.1 General8.2 Excavation and backfill; 8.3 Progressive displacement; 8.4 References; Chapter 9. Staged Construction; 9.1 General; 9.2 Precompression technique; 9.3 Vertical drains; 9.4 Construction monitoring; 9.5 Construction aspects; 9.6 Design example for staged embankment with the use of vertical drains; 9.7 Design example for the staged embankment with surcharging 9.7; 9.8 References; Chapter 10. Lime and Lime/Cement Columns; 10.1 Description of the method; 10.2 Requirements for field and laboratory investigations; 10.3 Design considerations; 10.4 Limitations; 10.5 Construction aspects 327 $a10.6 Requirements for field measurements10.7 Example: Dimensioning of lime columns for reduction of settlements and for stabilisation of a road embankment on soft and organic clay; 10.8 References; Chapter 11. Other Methods; 11.1 Reinforcement; 11.2 Pile foundation; 11.3 References; Author Index; Subject index 330 $aMore and more civil engineering constructions are being built on soft soils. As areas with better foundations are used up the necessity to be able to build structures on soft soils increases. The most troublesome of soft soils are organic soils due mainly to their high compressibility (much higher than in mineral soils), and also their very low shear strength. The large diversity of organic soils with respect to their origin as well as their properties make classification, testing, and engineering prediction of behaviour, very difficult. For this reason, engineers try, in general, to avoid c 410 0$aDevelopments in geotechnical engineering ;$v80. 606 $aEmbankments 606 $aHistosols 606 $aSoil mechanics 615 0$aEmbankments. 615 0$aHistosols. 615 0$aSoil mechanics. 676 $a624.1/62 701 $aHartle?n$b Jan$01824189 701 $aWolski$b Wojciech$01824190 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911006674603321 996 $aEmbankments on organic soils$94391270 997 $aUNINA