JANET C. GORNICK Professor of Political Science and Sociology The
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Is Pro-Poor Targeting of Cash Transfers More Effective Than Universal Systems at Reducing Inequality and Poverty?
LIS Working Paper Series No. 640 A fresh look at an old question: is pro-poor targeting of cash transfers more effective than universal systems at reducing inequality and poverty? Abigail McKnight July 2015 Luxembourg Income Study (LIS), asbl WORKING PAPERS http://improve-research.eu A fresh look at an old question: is pro-poor targeting of cash transfers more effective than universal systems at reducing inequality and poverty? Abigail McKnight Centre for Analysis of Social Exclusion (CASE), London School of Economics Discussion Paper No. 15/14 June 2015 Poverty Reduction in Europe: S o c i a l Policy and Innovation FUNDED BY THE 7TH FRAMEWORK PROGRAMME OF THE EUROPEAN UNION Acknowledgements The author would like to thank Howard Glennerster, John Hills, Wiemer Salverda, Tim Smeeding and Kitty Stewart for helpful comments on an earlier draft of this paper, and seminar participants at the ImPRovE Project Meeting in Budapest (November 2014). The author is grateful to Phillipe van Kerm for the sgini Stata program. The research reported was financially supported by the European Union Seventh Framework Programme (FP7/2012-2016) under the ImPRovE project (grant agreement n. 290613). Any errors remain the responsibility of the author. Originally published as ImPRovE Working paper McKnight A. (2015), A fresh look at an old question: is pro-poor targeting of cash transfers more effective than universal systems at reducing inequality and poverty?, ImPRovE Working Paper No. 15/14. Antwerp: Herman Deleeck Centre for Social Policy – University of Antwerp June 2015 © Abigail McKnight Bibliographic Information McKnight A. (2015), A fresh look at an old question: is pro-poor targeting of cash transfers more effective than universal systems at reducing inequality and poverty?, ImPRovE Working Paper No. -
Keynes, Family Allowances and Post Keynesian Anti‐Poverty Policy
Luxembourg Income Study Working Paper Series Working Paper No. 525 Keynes, Family Allowances and Post Keynesian Anti‐Poverty Policy Steven Pressman December 2009 Luxembourg Income Study (LIS), asbl KEYNES, FAMILY ALLOWANCES AND POST KEYNESIAN ANTI‐POVERTY POLICY Steven Pressman, Department of Economics & Finance, Monmouth University, West Long Branch, NJ 07764; [email protected] 1. Introduction Family or child allowances are regular payments made to families on behalf of their children. They can be made either by the government or by private firms. Usually allowances are universal, made without regard to family income; all households with children below a certain age qualify for them. The payments are made to assist families with children by raising their income, and they are intended to help families support their young dependents. Another way to think about family allowances is that it is a policy that keeps families from being penalized because they have a large number of children and many mouths to feed. It is well‐known that poverty rates rise with the number of children in the household. According to the US Census Bureau (2008), for 2007 the official poverty rate for households without children was just 4.6%. In contrast, households with one child had a poverty rate of 12.5% and households with two children had a poverty rate of 16.9%. My own calculations for the United States, using the Luxembourg Income Study (LIS) and a relative definition of poverty, give similar results. The poverty rate for US households with just one child in 2004 was 15.8% and 18.3% for households with 2 children; but the poverty rate jumps to 30.7% for households with three children and to 44.9% for households with four children. -
Front Cover: Airbus 2050 Future Concept Aircraft
AEROSPACE 2017 February 44 Number 2 Volume Society Royal Aeronautical www.aerosociety.com ACCELERATING INNOVATION WHY TODAY IS THE BEST TIME EVER TO BE AN AEROSPACE ENGINEER February 2017 PROPELLANTLESS SPACE DRIVES – FLIGHTS OF FANCY? BOOM PLOTS RETURN TO SUPERSONIC FLIGHT INDIA’S NAVAL AIR POWER Have you renewed your Membership Subscription for 2017? Your membership subscription was due on 1 January 2017. As per the Society’s Regulations all How to renew: membership benefits will be suspended where Online: a payment for an individual subscription has Log in to your account on the Society’s www.aerosociety.com not been received after three months of the due website to pay at . If you date. However, this excludes members paying do not have an account, you can register online their annual subscriptions by Direct Debits in and pay your subscription straight away. monthly installments. Additionally members Telephone: Call the Subscriptions Department who are entitled to vote in the Society’s AGM on +44 (0)20 7670 4315 / 4304 will lose their right to vote if their subscription has not been paid. Cheque: Cheques should be made payable to the Royal Aeronautical Society and sent to the Don’t lose out on your membership benefits, Subscriptions Department at No.4 Hamilton which include: Place, London W1J 7BQ, UK. • Your monthly subscription to AEROSPACE BACS Transfer: Pay by Bank Transfer (or by magazine BACS) into the Society’s bank account, quoting • Use of your RAeS post nominals as your name and membership number. Bank applicable details: • Over 400 global events yearly • Discounted rates for conferences Bank: HSBC plc • Online publications including Society News, Sort Code: 40-05-22 blogs and podcasts Account No: 01564641 • Involvement with your local branch BIC: MIDLGB2107K • Networking opportunities IBAN: GB52MIDL400522 01564641 • Support gaining Professional Registration • Opportunities & recognition with awards and medals • Professional development and support .. -
LIS Working Paper Series
LIS Working Paper Series No. 712 Comparative analysis of poverty in Greece versus richer European Countries in the debt-crisis era Georgios Symeonidis, Manolis Valavanis and Georgia Venetsanakou August 2017 Luxembourg Income Study (LIS), asbl Comparative analysis of poverty in Greece versus richer European Countries in the debt-crisis era1 July 2017 Georgios Symeonidis, University of Piraeus, Hellenic Actuarial Authority Manolis Valavanis, Hellenic Actuarial Authority Georgia Venetsanakou, Hellenic Actuarial Authority Abstract This paper aims to analyze the impact of the reforms of the Greek Pension and Fiscal System on poverty, through a statistical analysis and to point out the changes in the main factors mentioned above and how they correlate. The analysis is achieved through the comparison of main identifiers between Greece and richer European countries. Firstly, the macroeconomic variables are presented. Then, the data analysis on income, income from pension and its correlation with owned housing is conducted and finally the reconstruction of poverty thresholds and its large variations are depicted, with an attempt to explain the differences based on methodological approach and data collection. 1 The research leading to these results has received support under the European Commission’s 7th Framework Programme (FP7/2013-2017) under grant agreement n°312691, InGRID – Inclusive Growth Research Infrastructure Diffusion. 1 Introduction In 2010, Greece, under the pressure of an increasing public debt, was forced to resort to the Troika, which is the designation of the triumvirate which comprises the European Commission (EC), the European Central Bank (ECB) and the International Monetary Fund (IMF). The Troika agreed to provide Greece with financial help, on special terms recorded in a Memorandum of Understanding (MoU) between the Greek Government and the Troika. -
Third Generation GÉANT Launched New JANET
Number 10 December 2009 JANETNews Third Generation GÉANT Launched page 3 New JANET Certificate Service page 5 Focus On: Network Access page 8 Contents Editorial When JANET began 25 years ago it linked a collection of university and News 3 Research Council sites. The cables that physically created the JANET Third generation GÉANT3 launched backbone went into specific locations, therefore that was where JANET Support for Internet Watch Foundation users had to be to get JANET access. Even then no one thought that education and research are just about JANET Roaming Update learning in an ivory tower. Sometimes the ivory tower must be left behind. Launch of New JANET Certificate Service People need to get out of the office to collaborate, or research in the field, N3 JANET Gateway Upgrade Ordered or simply access information and other IT resources not available locally. Access to information could be solved by inter-library loans, possibly taking Development 6 up to a couple of weeks; access to other IT resources could mean a visit to the regional or national computing centre to get at data and processing Internationalised Top Level Domains power, or possibly having to send data and programmes in the post and The Future of Ultra HD getting output back in the same way. (In 1974 the academic world was spending at least £15,000 per annum on courier services, swapping data Focus On: Network Access 8 on disc or tape by the vanful: poor latency but an excellent data rate.) The Network Access Focus fact remained that even simply going home in the evening could inevitably Rural communities benefit from Mobile Learning cut you off from the network. -
Luxembourg Income Study Working Paper Series
Luxembourg Income Study Working Paper Series Working Paper No. 303 Measuring Well-Being and Exclusion in Europe's Regions Kitty Stewart March 2002 Luxembourg Income Study (LIS), asbl Measuring Well-Being and Exclusion in Europe’s Regions Kitty Stewart Contents Editorial Note and Acknowledgements.............................................................................iii Abstract ...................................................................................................................................iii 1. Introduction.................................................................................................................... 4 2. Regions: what and why? .............................................................................................. 5 3. Choice of indicators – and how do we measure disparity? .................................... 8 4. Material well-being ..................................................................................................... 12 5. Productive life.............................................................................................................. 22 6. Education...................................................................................................................... 27 7. Health............................................................................................................................ 30 8. Social participation...................................................................................................... 36 9. Conclusions ................................................................................................................. -
Engineering UK 2020 Report
Engineering UK 2020 Educational pathways into engineering Engineering UK 2020 Foreword Educational pathways into engineering Authors EngineeringUK would like to express sincere A central part of EngineeringUK’s work is to provide educators, policy-makers, industrialists and others with the most gratitude and special thanks to the following up-to-date analyses and insight. Since 2005, our EngineeringUK State of Engineering report has portrayed the breadth of Luke Armitage the sector, how it is changing and who is working within it, as well as quantifying students on educational pathways into Senior Research Analyst, EngineeringUK individuals, who contributed thought pieces or engineering and considering whether they will meet future workforce needs. Despite numerous changes of government Mollie Bourne acted as critical readers for this report: and educational policy, the 2008 recession and the advent of Brexit, the need for the UK to respond to the COVID-19 Research and Impact Manager, EngineeringUK Amanda Dickins pandemic has provided the most uncertain and challenging context to date for our research. Jess Di Simone Head of Impact and Development, STEM Learning Research Officer, EngineeringUK Teresa Frith Anna Jones Senior Skills Policy Manager, Association of Colleges Research Officer, EngineeringUK Ruth Gilligan Stephanie Neave Assistant Director for Equality Charters, AdvanceHE Our analyses for this report started before the pandemic • Ambitious plans to expand technical education are heavily Head of Research, EngineeringUK began. In light of the current and rapidly changing educational reliant on employers and may not have considered the Aimee Higgins environment, EngineeringUK has not sought to update our specific requirements of engineering. It will be even harder to Director of Employers and Partnerships, The Careers & findings. -
Janet Browne
Janet Browne 1. Personal details Janet Elizabeth Bell Browne History of Science Department Harvard University Science Center 371 1 Oxford Street Cambridge MA 02138, USA Tel: 001-617-495-3550 Email: [email protected] 2. Education and degrees B.A.(Mod) Natural Sciences, Trinity College Dublin, 1972. M.Sc. History of Science, Imperial College, London, 1973. Ph.D. History of Science, Imperial College, London, 1978, “Charles Darwin and Joseph Dalton Hooker: studies in the history of biogeography”. (Keddey-Fletcher Warr Scholarship of the University of London, 1975-78; British Academy 3 year PhD studentship) MA (Hon) Harvard University, 2006 Honorary DSc Trinity College Dublin, 2009 3. Professional History 1978--79, Visiting researcher, History of Science Department, Harvard University. 1979--80, Wellcome Fellow, Wellcome Institute for the History of Medicine, London. 1980--83, Research Assistant (3 year staff appointment), Wellcome Institute/ University College, London. 1983--91, Associate Editor of Correspondence of Charles Darwin and Senior Research Associate, Cambridge University Library (1990--91). 1983--93, Part-time Lecturer, MSc History of Science, UCL/Wellcome Institute for the History of Medicine, London. 1 1993, Lecturer in History of Biology, Wellcome Centre for the History of Medicine, London. 1996, Reader in History of Biology, University College London. 1996-7, Senior Visiting Research Fellow King’s College Cambridge (stipendiary, by open competition). 2002, Professor in the History of Biology, University College London. 2006- present Aramont Professor in the History of Science, Harvard University 2008- 12 Senior Research Editor USA, Darwin Correspondence Project 2009-14 Harvard College Professor (for excellence in undergraduate teaching) 2009 Assistant chair, Department History of Science, Harvard University, 2010- Chair, Department History of Science, Harvard University 4. -
Big Ideas: the Future of Engineering in Schools
BIG IDEAS: THE FUTURE OF ENGINEERING IN SCHOOLS. With support from Improving the world through engineering WE NEED TO PROMOTE ENGINEERING AS A PEOPLE-FOCUSED, PROBLEM- SOLVING, SOCIALLY BENEFICIAL DISCIPLINE. PETER FINEGOLD, INSTITUTION OF MECHANICAL ENGINEERS Leading the Change The UK has had a shortage of engineers for a very long time, and the issue is growing. Launched in 2015, Leading the Change is campaigning to broaden our approach on how we promote and teach engineering to all young people, not just those already passionate about science, technology, engineering and mathematics (STEM) subjects. It is our belief that by working together to get children immersed in STEM subjects from an early age, we can lay the foundations for a lifelong passion for engineering, particularly with those who otherwise would not have considered pursuing this career path. The campaign also details how the Institution is already working to enthuse young people in a number of different ways, from national and regional STEM events, scholarships and awards, industrial placements for teachers, to one-on-one support. To find out more about our campaign, visit imeche.org/leading-the-change This report has been produced in the context of the Institution’s strategic themes of Energy, Environment, Education, Manufacturing, Healthcare and Transport, and its vision of ‘Improving the world through engineering’. Produced with support from The Royal Academy of Engineering. Published April 2016. Design: teamkaroshi.com CONTENTS 02 05 06 FOREWORD EXECUTIVE THE BIG IDEAS SUMMARY GOALS AND ACTIONS 09 12 17 INTRODUCTION THE BIG IDEAS THE STAKEHOLDER SURVEY 39 45 56 REPORT BIG IDEAS: AN AGENDA GOALS THE BIG ISSUES FOR CHANGE 60 62 CONTRIBUTORS REFERENCES FOREWORD PROFESSOR JOHN PERKINS CBE FRENG The Department of Business, Innovation & For me, one of the key messages of this report is Skills report reviewing Engineering Skills[1], the need to orchestrate a much richer dialogue highlighted the advantages that would result from about the value of engineering to society. -
Report: Tinkering for Learning
Learning to teach engineering in the primary and KS3 classroom October 2018 Learning to teach engineering in the primary and KS3 classroom A report for the Royal Academy of Engineering October 2018 ISBN: 978-1-909327-41-2 © Royal Academy of Engineering 2018 Available to download from: www.raeng.org.uk/tinkering Authors Acknowledgements Dr Lynne Bianchi Our thanks to: Dr Lynne Bianchi is a researcher in science and Dr Rhys Morgan, Director of Engineering and Education engineering education, with a specialism in the primary at the Royal Academy of Engineering. Professor Bill phase and student-led learning. She has over 20 years’ Lucas and Dr Janet Hanson at the Centre for Real World experience in curriculum development, innovation Learning, University of Winchester for their ongoing and research and became Director of the Science and research stimulus, insight, collegiality and support. Engineering Education Research and Innovation Hub at the University of Manchester in 2014. She has a well- The Tinker Tailor Robot Pi and Tinkering for Learning established profile in the areas of teaching, learning teacher communities who have worked alongside the and assessment of school science and engineering, research team to design ways to inspire their learners and cascades learning by working with in-service to make real tinkering in mainstream classrooms. teachers. Current research focuses on the pedagogical The ‘engineering heroes’ who worked with our teachers approaches to teaching engineering in primary schools, to inspire the next generation of engineers, including children’s questioning and the trajectory of professional Redfern Electronics, Siemens engineers and the development. University of Manchester student teams. -
JANET Pushes the Boundaries with 100Gbit/S Network for UK Research and Education
issue 16 JANET news October 2011 1 JANET pushes the boundaries with 100Gbit/s network for UK research and education www.ja.net Changes to Interception Law page 18 JANET(UK) recognised for Training Excellence page 27 JANET News 16 | October 2011 welcome Contents Editorial NEWS Supporting eduroam deployment 3 Harnessing JANET JANET pushes the boundaries with 100Gbit/s 4 for business network for UK research and education Cost savings & enhanced security as the JANET 6 JANET’s proud boast is Certificate Service develops its services to serve the research and JANET(UK) welcomes review 8 education community in the Clouds on the horizon 10 United Kingdom. Instinctively COMMUNITY one might not think of JANET Outstanding for students 12 as serving businesses – but Customer Engagement profile: 14 that is exactly what it does. Robert Prabucki, Customer Engagement Manager Any organisation in our community today must for Eastern & East Midlands run itself as a business; therefore, to serve your FEATURES organisation, that is how JANET must regard you. JANET resilience across the north-south divide 16 Changes to Interception Law 18 At the same time, of course, you are not simply a 2 business: you are probably an organisation with Profile: Paul Harness, Director of IT Services, 20 University of Manchester sector-specific requirements that commercial TECHNICAL suppliers can’t match, simply because they are commercial and you are not. DNSSec – a .uk first for JANET and cam.ac.uk 23 Advanced Persistent Threats 24 Some examples of how JANET can help. Starting RADSEC & IF-MAP: double the solution 26 in this issue, JANET News will feature a series of SERVICES interviews that share the expertise and experience JANET(UK) recognised for Training Excellence 27 of key figures in our industry: people who are all too eduroam on the phone 28 accustomed to treating their academic departments JANET and Skype 29 as businesses. -
A Note on Income Inequality in East Europe
LIS Working Paper Series No. 643 A Note on Income Inequality in East Europe Frederic L. Pryor September 2015 Luxembourg Income Study (LIS), asbl A NOTE ON INCOME INEQUALITY IN EAST EUROPE Frederic L. Pryor Department of Economics Swarthmore College Swarthmore, PA 19081 Tel: 610-328-8130 E-mail: [email protected] Abstract This short essay examines the proposition that the transition process to a capitalist economic system in Eastern and Central European nations has introduced greater income inequality than in long-time capitalist nations at similar stages of development. In the empirical analysis I use comparable inequality data from the Luxembourg Income Study, hold constant a number of general causal determinants of inequality, and show that such inequality in Eastern and Central Europe is significantly less than in nations where capitalism has long held sway. Draft: August 29, 2013 Key words: income distribution, economic systems JEL codes: D3, P2, P00 2 A NOTE ON INCOME INEQUALITY IN EAST AND CENTRAL EUROPE The popular media have presented many colorful stories of the vast fortunes made by individuals in East and Central Europe as a result of the privatization program accompanying the transition to a capitalist economic system. Based on these anecdotes and data on the large income inequality in China, it is often assumed that the distribution of income in these transition nations has been more unequal than in countries that have been capitalist for many decades. But is it? The purpose of this short essay is to compare income inequality in various European countries, holding constant a number of other possible determinants of such inequality.