Ascent of Women describes the perilous journey that brought women to this point. It is the story of a dawning of a new revolution, whose chapters are being written in mud-brick houses in Afghanistan; on Tahrir Square in Cairo; in the forests of the Congo, where women still hide from their attackers; and in a shelter in northern Kenya, where girls between 3 and 17 are pursuing a historic court case against a government who did not protect them from rape.
Sally Armstrong brings us these voices from the barricades, inspiring and brave. In this bold venture, Debashish Ghosh and Nischinta Amarnath give an insight into the dynamics of different business models spearheaded by exceptional human beings. This is a reproduction of a book published before This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc.
We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. Indeed, it is as old as time, as women have always been the measure of the health and well-being of society, not men. The major outcome is the creation of seven community preschools that thoroughly involve parents, the community and the tribes in learning about emerging literacy and then working directly with preschoolers, both in and out of the school setting.
Secondary outcomes are a highly skilled preschool staff using research-based practices, a community equipped with essential emerging literacy teaching skills and many opportunities to use them, and a tribal leadership role in education. The geographic area to be served includes the Lower Kuskokwim river delta area of Alaska that encompasses about 22, square miles—the size of West Virginia—of coastal wetlands and interior treeless tundra.
The delta has virtually no roads and travel is by Bush plane or by river boats in summer and snowmobiles in winter. Barriers in the region include early death by disease, accidents and intentional trauma; poor school performance; and the poor economic outlook for most villages, which blunts efforts to promote college- and career-readiness.
The region contains villages that are culturally homogenous, with just about everyone being Yupik. The culture has not been lost and much pride is taken with promoting it; most Yupik people speak their language and, due to years of dual-language instruction in the schools, it is thriving. A cultural value of Yupik people is that of sharing, caring, and hard work, so community-oriented projects are generally well-supported.
They have proven to be effective, but cost constraints have paraprofessionals teaching most of the classrooms. Research indicates the benefit of Pre-K classes having specifically designed curriculum and trained early childhood teachers. The project design includes an Early Childhood Specialist — duties to include the oversight of all Pre-K instructors, classroom observations, curriculum development, related PD, community outreach and other tasks.
The ultimate goal is to increase the social and academic readiness of students to succeed throughout their schooling. NWABSD has developed a strong career and technical education curriculum for high school within the Star of the Northwest Magnet school that focuses on 4 pillars — culinary arts, education, process technology and health.
This grant would focus on middle school students to prepare them for college- and career-readiness through participation in Junior Achievement and the Alaska Native Science and Engineering Program, a model STEM program for Alaska Native students supported by University of Alaska. Barriers have existed because of the cost to design and support the initial phases of both programs.
Community, local entities and businesses support the efforts as demonstrated by previous discussions and designation of priorities. All sites outside of Kotzebue are served by air transport daily, the only way to regularly access the sites.
The area to be served is a remote geographic region. The defined local geographic area served by the project is the Northeastern region of Alaska called the Yukon Flats. There are seven rural villages spread throughout this region, all of whom are a part of the YFSD.
Finally, and most importantly, there is no vocational education offered to students in YFSD at this time. Opportunities include the support of the Gwichyaa Zhee Tribal Government, the local community college which offers some vocational training, the presence of the University of Alaska Fairbanks which is only 45 minutes away by air, and multiple businesses that offer practicum and internship opportunities.
Most important of all, there is a Vocational Technical Building equipped with dorms, a commercial kitchen and equipment needed to provide instruction in a variety of vocational fields. The community-based strategies include: doing a part of the coursework as a project-based learning experience, designing a project from the beginning, and planning, then executing, the project in the home village with advice and support from the local Native population. The project is designed to fill a need in the community, whether for an individual or for the village as a whole.
The Growing Readers and Developing Leaders project is designed to meet the absolute priority of ensuring Native American youth are college- and career-ready through a comprehensive, needs-based model that includes key community partners.
The purpose of the project is to support the readiness of students on the Gila River Indian Reservation as they grow through key transitions from home to elementary school to middle school.
The expected outcomes are to increase: 1 family engagement with reading, 2 kindergarten readiness, 3 knowledge of STEM and a habit of self-determined reading with K-8 students, and 4 reading proficiency scores for K-8 students. The seeds for readiness are planted in the home—readiness for school, readiness for career success, readiness for college. We intend to grow readers and develop leaders across the Gila River Indian Reservation by overcoming the biggest barriers to college- and career-readiness—book scarcity and poor habits of self-determined reading; limited access to quality early childhood education; and low academic achievement in grades K The Quechan Indian Tribe, a federally recognized Indian Tribe, and the San Pasqual Valley Unified School District propose to partner to implement the objective of developing a shared vision of responsibility among tribal leaders, educational partners, and community-based organizations.
The three goals of the program will serve to address an overarching problem that the Picacho Project can make an impact on—chronic absenteeism and truancy rates, which are among the top barriers to student achievement.
This objective will bring local and regional speakers on culture to teach Quechan culture and create Tribal cultural awareness on a broader level. This objective will also provide support to the school district staff through cultural awareness workshops that will focus on cultural sensitivity, explaining customs and how they affect learning and attendance and other necessary information to address early intervention of problematic issues.
Trips to local and regional industries and services will allow the students to explore the types of jobs in demand, thus learning of coursework needed to obtain certificates, skills and degrees to achieve career goals. Opportunities for participation in local community events and regional youth leadership conferences that focus on STEM and other driving industries will bolster the exploration experience.
Barriers to be addressed include: poverty, lack of culturally appropriate instructional material and culturally competent instructors, and pervasive perceptions among both students and parents that college and career opportunities are severely restricted.
Opportunities include community, tribal departments, tribal parents and the large number of existing career options in the natural resources. The Equity Project will 1 increase the high school graduation rate of NA youth; 2 increase University of California and California State University eligibility through minimum freshman eligibility requirement completion rates of NA youth; 3 increase the academic achievement of NA youth; 4 improve social-emotional health, including a positive cultural identity and self-image of NA youth; 5 increase the number of in-service teachers prepared to understand, develop, and implement culturally responsive literacy aligned to the state language arts framework; 6 increase the percentage of San Diego County district staff prepared to provide culturally- and community-responsive systems; 7 develop a framework, titled Circles of Equity, a Blueprint for Creating Community Responsive Environments for the Achievement of Native American Youth.
The project has three objectives: 1 create and implement an in-school and afterschool program to increase school, college, and career success; 2 develop a culturally centered and holistic wellness program that encompasses social-emotional, physical, and nutritional health to prepare youth for school success, college, and career, and 3 design a plan to increase school and community engagement and safety to increase youth and family protective factors.
The program will be implemented in partnership with Tribal programs, families, community partners and supported by local policies, existing programs, practices, service providers, and funding sources. As a result of this project, there will be a measurable increase in several areas of student engagement, achievement, and family engagement including: GPA in core middle school courses, students scoring proficient or higher on state assessment, high school students applying for scholarships and FAFSA, student participation in college- and career-readiness activities, participation rate of youth in summer internships, and parent engagement in college- and career-readiness activities.
The overall outcomes of the project are to increase the college- and career-readiness of American Indian students in grades in rural Louisiana. Outcomes include improved academic achievement and readiness, informed career planning e. We will be serving approximately Indian students in grades in Sabine Parish, Louisiana.
The project is located in rural west central Louisiana. Deemed the worst flooding in the state since , the disastrous floods of and brought not only high waters but destruction and heart break. As you may know, in , the BSP, together with industry participants and other stakeholders, embarked on an ambitious journey towards modernizing the retail payment system in the country. The National Retail Payment System NRPS project defines the principles and critical elements to bring about a safe and efficient digital payment system.
This can potentially transform our economy by enabling greater access to financial services. A well-designed payment system serves as a key pillar of an inclusive and expansive digital finance ecosystem - one that is able to meet the diverse needs of all users in a manner that is convenient, sustainable, affordable, and reliable.
Our policy agenda is therefore geared towards a truly inclusive, strong and dynamic financial system that is fully responsive to the needs of the domestic economy in line with the Government's medium-term development plan and the AmBisyon Natin Our sound macroeconomic fundamentals and gains from earlier reforms will continue to support our growth prospects.
However, we need to be mindful of potential sources of vulnerabilities. The year saw the unfolding of unexpected global events that have escalated the level of policy uncertainty and market volatility. We have to be prepared as well for the seemingly imminent wind-down of ultra-easy monetary policies in advanced economies. We need to be mindful of such events and their potentially far-reaching consequences since these could undermine our economic performance and disrupt our carefully-laid plans.
Moreover, rapid technological innovations in the delivery of financial products and services are changing business models. Digital innovation is rapidly re-shaping financial services as we know it to serve a new breed of financial consumers who are young, upwardly mobile, technology-savvy, and have exacting demands for the convenient delivery of financial products and services.
The role of social media, particularly as an information channel, has likewise accelerated, highlighting the speed at which information, both good and bad news, and perhaps even fake news, can spread at an unprecedented speed. We cannot also be blind to the dark spectre of cyber-crime that can quickly undermine trust in our financial system. There is no substitute for eternal vigilance, timely action, and public education.
We are all in this together and have a shared responsibility. As policymakers and financial supervisors, we have to be in tune with these emerging market trends and evolving client needs, including the 'millennial' upside of our young population. Indeed, the new frontier presents central banking with challenges that have not been there before.
The changing landscape calls for us to be more vigilant, proactive, and dynamic in responding to the needs of our diverse stakeholders. For a relatively small but fast-growing and open economy such as the Philippines, fulfilling our mandate and advocacies require an open-mindedness and a deliberate reconsideration of the conventional models we use for macroeconomic management, banking supervision, and financial system surveillance.
Improving analytical frameworks and processes are critical. Key to this is the broadening of the skills and competencies of staff across the various disciplines within our institution. In order to achieve operational excellence, the BSP has to be appropriately structured and equipped to deliver on our strategic mandates.
We need to build on our inherent strengths and earlier gains in terms of instituting enhanced corporate governance, adopting best practices, and instilling greater professionalism and accountability. We need to constantly work together to maintain BSP's brand of excellence. We are fortunate that we have a mature organization that nurtures talents and provides an enabling environment for excellence. We are able to offer a competitive compensation and benefits package to attract, motivate, and retain good talents.
There is a competency and merit-based system for career development and advancement. We have an established wellness program that fosters "work-life balance" for BSPers.
Under my leadership, I will continue to support the aspirations of all BSPers in terms of better facilities, competitive pay and benefits, and capacity building opportunities through training, scholarships and work development interventions. This also includes supporting institutionalized benefits and incentives that reward excellent performance. To me, motivated BSPers will always give their best to the institution.
Tama ba? Circling back, this year's anniversary theme, "2gether moving 4ward: A New Season of Excellence" is a vivid reminder of the task ahead of us in the next six years. In closing, I share with you a nugget of wisdom from an anonymous sportscaster.
He said, "You don't win with the best talent - you win with the five players who are able to play well together. Ladies and gentlemen, central banking requires similar exemplary and coordinated ability to navigate the currents of the global financial markets.
We need to build on the trust, loyalty, integrity, and dedication to excellence of each member of Team BSP to achieve our given mandates, advocacies and collective vision.
This is crucial in order for us to thrive given the evolving demands of modern central banking. My fellow BSPers, I have been given the immense honor and privilege of being your new team captain. Believe me when I say that this is a role that I do not take for granted.
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