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    <title><![CDATA[Children and Youth in History]]></title>
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    <pubDate>Wed, 11 Aug 2021 03:23:30 +0000</pubDate>
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      <title><![CDATA[Laws and Regulations Respecting Slaves at the Colony the Cape of Good Hope (1766) [Legal Document]]]></title>
      <link>https://cyh.rrchnm.org/items/show/296</link>
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                                    <div class="element-text">Laws and Regulations Respecting Slaves at the Colony the Cape of Good Hope (1766) [Legal Document]</div>
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                                    <div class="element-text"><p>Although marriage was not forbidden between Europeans and slaves or other non-Europeans, it was quite rare and entailed a drop in social status for the European. Nevertheless, sexual relationships occurred—sometimes coerced, sometimes by mutual agreement. The children born to slave women by these relationships were seldom openly acknowledged by their fathers, and thus usually followed the fate of their mothers. Religious and secular authorities were not at ease with this situation. This can be seen in church proclamations that called on Europeans to baptize all their slave children, and secular laws that sought to regulate the living conditions of slave children, especially of mixed race. In the following excerpt, it is noteworthy that the "children of free heathen" are also mentioned. These "heathens" were probably not Khoikhoi, but rather former slaves, either from East Africa or Asia, who bought or earned their freedom and were known as Free Blacks. In this case, the designation "heathen" might also refer to followers of Islam.</p></div>
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                                    <div class="element-text">"Laws and Regulations Respecting Slaves at the Colony the Cape of Good Hope since the Year 1658 till a. 1805." In <em>Dutch laws translated into English</em>. 1806. James Ford Bell Library. University of Minnesota.</div>
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                                    <div class="element-text"><p>20 June 1766</p>
<p>That in future the Statuary Law that no Children of free Heathen begotten on their female Slaves, whether the Estate be beforehand or not, may be sold, nor the Mothers of those Children, should the Estate be solvent, shall be observed, and it is likewise understood to forbid all Executors and Administrators of Estates without Exception and they are hereby forbidden accordingly to sell Children begotten by Christians on their Slaves whether the Estate be solvent or not; with authority to allow such a Child or Children to follow those who may apply for them and be willing to bring up those otherwise Unfortunates in the Reformed Religion; or in default of such should the children be descended from European Blood, but not otherwise, to give them to the Deacons of the Reformed Congregation in order to be brought up in the Poor House & instructed in the above mentioned manner.</p>

<p>That towards the Encouragement of Fidelity among the Slaves, with regard to those who possess them in property, such of them as rescue their Masters or Mistresses from any great Danger of their Lives or save them from being murdered, or use their utmost endeavor thereto at the risk of their own Lives, must immediately be made free and above all may not be sold either by their Masters, or by Executor or Administrators of Estates.</p></div>
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      <pubDate>Sun, 13 Sep 2009 23:47:33 +0000</pubDate>
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      <title><![CDATA[“No Child’s Play”]]></title>
      <link>https://cyh.rrchnm.org/items/show/294</link>
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                                    <div class="element-text">http://www1.yadvashem.org/yv/en/exhibitions/nochildsplay/index.asp</div>
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                                    <div class="element-text">Yad Vashem Holocaust Museum</div>
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                                    <div class="element-text">August 2009</div>
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                                    <div class="element-text"><p>The exhibit <a class="external" href="http://www1.yadvashem.org/yv/en/exhibitions/nochildsplay/index.asp"><em>No Child's Play</em></a> at the <a class="external" href="http://www.yadvashem.org/"> Yad Vashem Holocaust Museum</a> in Jerusalem presents the photos, drawings, toys, dolls, and board games of children who were victims of the Holocaust. Of the ca. 6 million persons killed, one and a half million were children. The intent of the site is to provide viewers with insight into the lives of children during the Shoah by focusing on the personal stories and material culture of those few who survived. The children's stories are presented here with texts and images, written and edited by Yehudit Inbar, curator of the Yad Vashem Holocaust Memorial Museum.</p>

<p>This collection of narratives and artifacts reveals that children found comfort and companionship in the material culture of their childhood that also enabled them to create a reality different from that which surrounded them. Moreover, the array of child-centered documentary sources demonstrates how children provided their parents with encouragement, hope, in addition to money and food, that enabled them to continue their desperate daily fight for survival. The introduction is followed by a sequence of chronologically-organized links: the world of children <a class="external" href="http://www1.yadvashem.org/exhibitions/nochildsplay/before.asp">before the war</a>; <a class="external" href="http://www1.yadvashem.org/exhibitions/nochildsplay/war.asp"> in the shadow of the war</a>; in the <a class="external" href="http://www1.yadvashem.org/exhibitions/nochildsplay/ghettos.asp">ghettos and the camps</a>;  <a class="external" href="http://www1.yadvashem.org/exhibitions/nochildsplay/hiding.asp">in hiding</a>, and in their <a class="external" href="http://www1.yadvashem.org/exhibitions/nochildsplay/new_life.asp">new life</a>. The viewer can easily click through the individual pages of each chapter—which contain between three to 15 images—while maintaining direct access to the chapter titles located in the left-hand navigation bar.</p>

<p>The texts that accompany the images offer useful explanations and clearly highlight their significance in a broader context. As the author emphasizes about the photographs in the <a class="external" href="http://www1.yadvashem.org/exhibitions/nochildsplay/before.asp">"Before the War"</a> section, all children lived their own individual lives, and none of the images present anything unusual or extraordinary. These images of ordinary children's lives underscore, however, the horror that was to come. During the war, many parents tried to save their children by sending them abroad. Youth Aliyah, for instance, successfully sent some 5,000 children to Palestine, while 9,000 left Germany after <em>Kristallnacht</em> for Great Britain. The rising tide of anti-Semitism, however, forced the return of refugees such as Liesel Joseph, a passenger on the ill-fated <em>Saint Louis</em>. The ocean liner depicted in Liesels colorful drawing that was prevented from disembarking Jewish passengers in Cuba returned to Europe.</p> 

<p>The chapter, <a class="external" href="http://www1.yadvashem.org/exhibitions/nochildsplay/ghettos.asp">"Ghettos and Camps,"</a> includes illustrations of pre-ghetto life by Czech artist Bedrich Fritta created in celebration of his son's third birthday. Also included are several illustrations of the Theresienstadt ghetto drawn by an artistically talented teenage boy and dolls owned by two survivors whose stories also shed light on the enormous importance of toys to children living in ghettos and camps. There are even photos of a monopoly-like board game created in a graphics workshop engaged in underground activities that sought to provide children with useful information about how to survive the ghetto. (Unfortunately, much of the text printed on the game board and playing cards is frustratingly illegible in the site's magnified version.)</p> 

<p>For the section <a class="external" href="http://www1.yadvashem.org/exhibitions/nochildsplay/hiding.asp">"In Hiding"</a> the curator/editor included a selection of photographs of children with classmates and toys, as well as the teddy bear that belonged to a boy while hidden in Holland by a Christian family. The recollections of survivors included throughout the site provide unique insight into the personal meanings of children's possessions in a historically-specific context. The final section, <a class="external" href="http://www1.yadvashem.org/exhibitions/nochildsplay/new_life.asp">"Toward a New Life,"</a> consists of only three black and white photos of groups of children and one boy who did not want to let go of a toy gun once he had been liberated from Buchenwald.</p>
	
<p>However small the selection of sources, <em>No Child's Play</em> is sure to provide students with a deeper understanding of the impact of the Holocaust on children by giving voice to its victims. Teachers might find the need to include supplementary sources (both primary and secondary) due to the site's scant documentation of the horrors of the Holocaust. There is no guide to additional resources, however. And, in the absence of useful teaching strategies, instructors might find it helpful to discuss with their students the different methods of analysis needed to unpack the variety of documentary sources—photographs, artifacts, narratives, etc.—that were created by and for children of the Holocaust.</p> 
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                                    <div class="element-text">Albrecht Classen</div>
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                                    <div class="element-text">University of Arizona</div>
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                                    <div class="element-text">The exhibit &quot;No Child’s Play&quot; at the Yad Vashem Holocaust Museum in Jerusalem presents the photos, drawings, toys, dolls, and board games of children who were victims of the Holocaust. </div>
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</a></div>]]></description>
      <pubDate>Tue, 08 Sep 2009 22:47:10 +0000</pubDate>
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      <title><![CDATA[UNICEF Data on Orphans by Region to 2010 [Chart]]]></title>
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                                    <div class="element-text">UNICEF Data on Orphans by Region to 2010 [Chart]</div>
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                                    <div class="element-text"><p>The definition of an orphan for statistical purposes is a child under 18 years old who has lost one or both parents. A single orphan is a child who has lost one parent, a double orphan is a child who lost both parents. A maternal orphan is a child whose mother died, while a paternal  orphan has lost the father. Crises such as disease or famine that affect children increase the rate of growth of orphans in the population. For statistical purposes, children are no longer considered orphans after they reach 18 years of age. Therefore, the number of orphans in a population group increases if the number of children losing their parents exceeds the number of orphans turning 18, causing the percentage of orphans in that population to rise also.</p>

<p>The data in the two charts were compiled and published by UNICEF, the United Nations Children’s Fund, drawn from numerous organizations concerned with the global AIDS/HIV epidemic. As the bar graph shows, while the number of orphans in Asia has declined during the period from 1990 to 2010 (the latter based on projections), and has remained fairly stable in Latin America and the Caribbean, there has been a steady increase in the number of orphans in Sub-Saharan Africa. Data is not given for the number of children in Asia who have been orphaned by HIV and other causes, but that figure is likely significant.</p>

<p>Figures for Africa show that in the benchmark years of 1990, 1995, 2000, and 2005, the percentage of children orphaned in sub-Saharan African countries as a result of AIDS rose sharply from 1% to 7% to 17% to 25%, and is projected to reach 30% of all orphans by 2010. Among them are over 10 million children who have lost both parents. AIDS is the leading cause of death among adults ages 15-59, and it has produced 12 million orphans in the region. The rates of HIV deaths are not uniform across Sub-Saharan Africa, but are much higher in southern Africa, where as many as 15% of all children are orphans.  Behind these figures is a tremendous toll of human suffering.  Older children may act as caregivers for their parents or siblings who are ill, or grandparents may have to raise their grandchildren. Poor nutrition, inability to attend school, inability to concentrate, emotional trauma and depression are among the most serious effects, and children whose families have been touched by AIDS may also be stigmatized by others, further worsening these effects.</p> 
<p><a class="external" href="http://chnm.gmu.edu/cyh/images/African_orphans_handout.pdf">Download PDF here.</a></p></div>
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                                    <div class="element-text">The United Nations Children's Fund, <em>Africa's Orphaned and Vulnerable Generations: Children Affected by Aids</em>, "Africas_Orphaned_and_Vulnerable_Generations_Children_Affected_by_AIDS.pdf (application/pdf Object)," <a class="external" href="http://www.unicef.org/publications/files/Africas_Orphaned_and_Vulnerable_Generations_Children_Affected_by_AIDS.pdf">http://www.unicef.org/publications/files/Africas_Orphaned_and_Vulnerable_Generations_Children_Affected_by_AIDS.pdf</a> (accessed July 14, 2009). Annotated by Susan Douglass.</div>
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        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/418/fullsize"><img src="/files/display/418/square_thumbnail" class="thumb" alt="UNICEF Data on Orphans by Region to 2010 [Chart]" width="250" height="250"/>
</a></div><div class="item-file image-jpeg"><a class="download-file" href="/files/download/419/fullsize"><img src="/files/display/419/square_thumbnail" class="thumb" alt="UNICEF Data on Orphans by Region to 2010 [Chart]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Mon, 07 Sep 2009 22:26:28 +0000</pubDate>
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      <title><![CDATA[Millennium Development Goals: Child Mortality 2009 [Chart]]]></title>
      <link>https://cyh.rrchnm.org/items/show/292</link>
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                                    <div class="element-text">Millennium Development Goals: Child Mortality 2009 [Chart]</div>
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                                    <div class="element-text"><p>The <a class="external" href="http://www.unmillenniumproject.org/goals/index.htm">Millennium Development Goals</a> (MDGs) are eight goals related to poverty, education, gender equality, health, environmental sustainability and development set in the year 2000 at the UN Millennium Summit, and adopted by 189 nations. The eight MDGs are associated with 21 quantifiable targets, tracked by 60 statistical indicators in <a class="external" href="http://www.undp.org/mdg/basics_ontrack.shtml"> annual  reports</a> issued by the United Nations Development Programme (UNDP). The goals target attainment in the year 2015. <a class="external" href="http://www.undp.org/mdg/tracking_countryreports2.shtml">Country-by-country data</a> is also available.</p> 
<p>This chart tracks infant mortality according to the rate of infant (under five years old) deaths per 1000 live births in most world regions, except Northern America. Aggregate figures for developed and developing regions highlight the stark disparity in infant mortality rates. More than 12 times as many children die young in developing regions as in developed regions. In 1990, child mortality was 9 times higher than in 2007. While the total number of young children who died early in life decreased from 12.6 million in 1990 to about 9 million today, some regions show little progress during that period. In Sub-Saharan Africa, for example, nearly 1 in 7 children dies before the age of five, amounting to half of all such deaths worldwide. According to experts in public health, most of these deaths are from preventable causes.</p> 
<p>Significant gains have been achieved worldwide by increasing immunization for childhood diseases and use of vitamins, treating mothers to prevent transmission of the HIV virus to their infants, encouraging mothers to breastfeed, and providing insecticidal bednets to prevent malaria. Other measures include improving access to clean water and improving sanitation, especially in rural areas. Improved pre-natal and birthing care, and education for mothers are other important factors that can help support further declines in infant mortality.</p>
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                                    <div class="element-text">United Nations, Millennium Development Goals Report 2009, &quot;MDG Report 2009 ENG.pdf (application/pdf Object).&quot; &lt;a class=&quot;external&quot; href=&quot;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&quot;&gt;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&lt;/a&gt; (accessed July 7, 2009).</div>
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                                    <div class="element-text">Susan Douglass</div>
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                                    <div class="element-text">279, 285, 286, 287, 288</div>
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            </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/223/fullsize"><img src="/files/display/223/square_thumbnail" class="thumb" alt="Millennium Development Goals: Child Mortality 2009 [Chart]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Mon, 07 Sep 2009 22:07:47 +0000</pubDate>
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      <title><![CDATA[Millennium Development Goals: Primary School Enrollment 2009 [Chart]]]></title>
      <link>https://cyh.rrchnm.org/items/show/288</link>
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                                    <div class="element-text">Millennium Development Goals: Primary School Enrollment 2009 [Chart]</div>
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        <h3>Description</h3>
                                    <div class="element-text"><p>The <a class="external" href="http://www.unmillenniumproject.org/goals/index.htm">Millennium Development Goals</a> (MDGs) are eight goals related to poverty, education, gender equality, health, environmental sustainability and development set in the year 2000 at the UN Millennium Summit, and adopted by 189 nations. The eight MDGs are associated with 21 quantifiable targets, tracked by 60 statistical indicators in <a class="external" href="http://www.undp.org/mdg/basics_ontrack.shtml"> annual  reports</a> issued by the United Nations Development Programme (UNDP). The goals target attainment in the year 2015. <a class="external" href="http://www.undp.org/mdg/tracking_countryreports2.shtml">Country-by-country data</a> is also available.</p> 

<p>Universal primary education in the context of the Millennium Development Goals means that all children have access to free, compulsory education from grades 1 through 5. Statistical indicators include net enrollment in school by children of the appropriate age, the proportion of pupils enrolled in first grade who reach grade 5, and the literacy rate of 15 to 24-year-olds.</p>

<p>The first chart tracks achievement of the goal based on the percentage of school-age children currently enrolled in school by world region. It shows that the most significant gains during the past seven years covered in the 2009 MDG report have taken place in Sub-Saharan Africa and South Asia. Smaller gains were achieved in Western Asia, Northern Africa, and the CIS, or Commonwealth of Independent States, the former Soviet Union. No significant gains were recorded in Southeastern Asia and Latin America/the Caribean, both of which are near 95% school enrollment. Eastern Asia and developed regions of the world in the aggregate showed slight declines in enrollment.</p>

<p>The second chart looks at the roughly 10 percent, or 72 million children, who are not in school. Three groups are identified, including those who dropped out of school for some reason, such as inability to pay for uniforms or books, child labor, distance from the school or unsafe conditions for travel to school. Northern and Southern Asia show the largest percentages of drop-outs. Another group represents delayed school entry, which is highest in Eastern Asia, Southeastern Asia, and Latin America. The third group shows the percentage of children who are not expected to have the opportunity to enroll. Over 60% of those not in school in Western Asia and Sub-Saharan Africa may never attend school. In Northern and Eastern Asia, in contrast, school enrollment is expected for all but 5 and 2 percent of school-age children, respectively. The chart masks gender differences in those who are out of school, where dropout rates are higher for boys, but more girls in certain regions may not have access to education. Ethnic minorities often have decreased access to education.</p>

<p>The report concludes that at current rates, it is unlikely that the 2015 goal can be met, especially with the current global economic decline. Falling rates of investment in school construction, less aid to education, and scarcity of teachers make improvement difficult. Failure to meet education goals is worrisome because education levels impact child mortality, health, employment, and income prospects for youth and adults.</p>
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                                    <div class="element-text">United Nations, Millennium Development Goals Report 2009, &quot;MDG Report 2009 ENG.pdf (application/pdf Object).&quot; &lt;a class=&quot;external&quot; href=&quot;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&quot;&gt;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&lt;/a&gt; (accessed July 7, 2009).</div>
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        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/221/fullsize"><img src="/files/display/221/square_thumbnail" class="thumb" alt="Millennium Development Goals: Primary School Enrollment 2009 [Chart]" width="250" height="250"/>
</a></div><div class="item-file image-jpeg"><a class="download-file" href="/files/download/222/fullsize"><img src="/files/display/222/square_thumbnail" class="thumb" alt="Millennium Development Goals: Primary School Enrollment 2009 [Chart]" width="250" height="250"/>
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      <pubDate>Mon, 07 Sep 2009 19:39:11 +0000</pubDate>
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      <title><![CDATA[Millennium Development Goals: Gender Parity in Higher Education 2007 [Chart]]]></title>
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                                    <div class="element-text"><p>The <a class="external" href="http://www.unmillenniumproject.org/goals/index.htm">Millennium Development Goals</a> (MDGs) are eight goals related to poverty, education, gender equality, health, environmental sustainability and development set in the year 2000 at the UN Millennium Summit, and adopted by 189 nations. The eight MDGs are associated with 21 quantifiable targets, tracked by 60 statistical indicators in <a class="external" href="http://www.undp.org/mdg/basics_ontrack.shtml"> annual  reports</a> issued by the United Nations Development Programme (UNDP). The goals target attainment in the year 2015. <a class="external" href="http://www.undp.org/mdg/tracking_countryreports2.shtml">Country-by-country data</a> is also available.</p> 
<p>Compared with a century ago or more, when female education was rare, girls’ access to education has improved dramatically. The charts measure gender parity by the number of girls enrolled per 100 boys in tertiary education such as colleges, universities, and technical training programs. A figure of 100 represents a 1:1 ratio, or parity. The charts show a higher proportion of girls than boys taking advantage of higher education after completing secondary schooling. In four world regions—Northern Africa, Southeastern Asia, Latin America and the Caribbean, and the Commonwealth of Independent States (CIS), significant gains for young women in higher education took place, their enrollment even overtaking that of young men. If this cohort completes higher education programs, it will have significant implications for the employment picture in these regions in the near future. Elsewhere in the world, fairly significant gains in girls’s participation in higher education took place, but fell short of achieving parity. Only in Sub-Saharan Africa was there a slight decline in gender parity during the period. Further, in developed regions, young women are enrolled in higher education at 129% of young men’s enrollment, and in developing regions they have achieved 96% of parity.</p>
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                                    <div class="element-text">United Nations, Millennium Development Goals Report 2009, &quot;MDG Report 2009 ENG.pdf (application/pdf Object).&quot; &lt;a class=&quot;external&quot; href=&quot;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&quot;&gt;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&lt;/a&gt; (accessed July 7, 2009).</div>
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        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/219/fullsize"><img src="/files/display/219/square_thumbnail" class="thumb" alt="Millennium Development Goals: Gender Parity in Higher Education 2007 [Chart]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Mon, 07 Sep 2009 18:58:05 +0000</pubDate>
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      <title><![CDATA[Millennium Development Goals: Variables in Education Gender Parity 2007 [Charts]]]></title>
      <link>https://cyh.rrchnm.org/items/show/286</link>
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                                    <div class="element-text"><p>The <a class="external" href="http://www.unmillenniumproject.org/goals/index.htm">Millennium Development Goals</a> (MDGs) are eight goals related to poverty, education, gender equality, health, environmental sustainability and development set in the year 2000 at the UN Millennium Summit, and adopted by 189 nations. The eight MDGs are associated with 21 quantifiable targets, tracked by 60 statistical indicators in <a class="external" href="http://www.undp.org/mdg/basics_ontrack.shtml"> annual  reports</a> issued by the United Nations Development Programme (UNDP). The goals target attainment in the year 2015. <a class="external" href="http://www.undp.org/mdg/tracking_countryreports2.shtml">Country-by-country data</a> is also available.</p> 

<p>The charts illustrate the aggregate data on gender parity in the world at three levels of education—primary, secondary, and higher, or tertiary education. Sixty-four percent of countries have achieved or exceeded gender parity in primary education, and less than a third of countries lagging behind in basic schooling. Sixty-five percent of countries have achieved or exceeded gender parity at the secondary education level, with more than a third still unable to offer secondary schooling to all girls. Only 6 per cent of countries have achieved parity in tertiary education for girls, but the disparity in favor of young women in higher education reflects the situation in developed countries. The 32 percent of countries that have not achieved gender parity in higher education include poorer countries where opportunities for higher education are relatively scarce, and girls remain at a disadvantage.</p>

<p>To further reveal the disparity among population groups, the second chart focuses on differences in residence and wealth related to gender parity in education, based on available data for 108 developing countries. In rural communities, only 39 percent of girls attend secondary education, in comparison with 45 percent of boys. By contrast, 59 percent of girls in urban areas attend secondary school—near parity with 60 percent of boys attending. Correlating household wealth with secondary school education, a tremendous gap between the wealthiest and the poorest in education opportunities becomes apparent. While 74 percent of boys and 72 percent of girls in the richest one fifth of families attend secondary school, only 31 percent of boys and 24 percent of girls in the poorest quintile of families attend secondary school.</p>

<p>To bridge these gaps, both cultural attitudes and public investment and policy need to be more favorable toward education. School fees, whether for tuition, transportation, uniforms or books are prohibitive barriers among poor families. There might not be sufficient daylight for rural students who have to travel long distances to attend secondary school to also study and complete household chores. Unsafe roads and concerns for the security of girls attending distant schools may also serve as cultural or practical barriers. However, the practice of secluding unmarried girls might be overcome through local recruitment of teachers or other creative means of achieving gender parity in education.</p> 
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                                    <div class="element-text">United Nations, Millennium Development Goals Report 2009, &quot;MDG Report 2009 ENG.pdf (application/pdf Object).&quot; &lt;a class=&quot;external&quot; href=&quot;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&quot;&gt;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&lt;/a&gt; (accessed July 7, 2009).</div>
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        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/217/fullsize"><img src="/files/display/217/square_thumbnail" class="thumb" alt="Millennium Development Goals: Variables in Education Gender Parity 2007 [Charts]" width="250" height="250"/>
</a></div><div class="item-file image-jpeg"><a class="download-file" href="/files/download/218/fullsize"><img src="/files/display/218/square_thumbnail" class="thumb" alt="Millennium Development Goals: Variables in Education Gender Parity 2007 [Charts]" width="250" height="250"/>
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      <pubDate>Mon, 07 Sep 2009 17:22:58 +0000</pubDate>
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      <title><![CDATA[Millennium Development Goals: Gender Parity in Basic Education 2007 [Charts]]]></title>
      <link>https://cyh.rrchnm.org/items/show/285</link>
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                                    <div class="element-text"><p>The <a class="external" href="http://www.unmillenniumproject.org/goals/index.htm">Millennium Development Goals</a> (MDGs) are eight goals related to poverty, education, gender equality, health, environmental sustainability and development set in the year 2000 at the UN Millennium Summit, and adopted by 189 nations. The eight MDGs are associated with 21 quantifiable targets, tracked by 60 statistical indicators in <a class="external" href="http://www.undp.org/mdg/basics_ontrack.shtml"> annual  reports</a> issued by the United Nations Development Programme (UNDP). The goals target attainment in the year 2015. <a class="external" href="http://www.undp.org/mdg/tracking_countryreports2.shtml">Country-by-country data</a> is also available.</p> 

<p>Compared with a century ago or more when female education was rare, girls' access to education has improved dramatically. The charts measure gender parity by the number of girls enrolled in school per 100 boys. A figure of 100 represents a 1:1 ratio, or parity. Three regions—Southeastern Asia, Eastern Asia, and the Commonwealth of Independent States (CIS) are near parity in primary education, and all but Oceania (Micronesia, Melanesia and Polynesia) are at 90% of parity or better. Developed countries are at parity, while aggregate data for developing countries shows 95% of parity.</p> 

<p>The second chart presents a picture of weaker gender parity in secondary education, or grades 6-12: slight losses in Sub-Saharan Africa, Oceania and the CIS, and significant gains in Western and Southern Asia, and Northern Africa. During the period between 1999 and 2007, girls in Eastern Asia, Southeastern Asia, and Latin America and the Caribbean exceeded boys in secondary education enrollment. Aggregate data for developing countries shows that the goal of parity in secondary education, though improving slowly, is within reach at 94%, though Sub-Saharan Africa, Western and Southern Asia, and Oceania must bridge a gap of between 13 and 21 percentage points to achieve parity. The statistics for girls' secondary education have negative implications for the future of gender parity or better in higher education in the next age cohort, or age group, preparing for higher education in the coming years.</p>

<p>Education of girls is viewed as a priority because it has been shown to affect many other areas of human welfare. Statistics have shown correlations between education of mothers and infant mortality, improvements in child nutrition and sanitation, delayed marriage, and predictors of school enrolment and success for the next generation.</p>
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                                    <div class="element-text">United Nations, Millennium Development Goals Report 2009, &quot;MDG Report 2009 ENG.pdf (application/pdf Object).&quot; &lt;a class=&quot;external&quot; href=&quot;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&quot;&gt;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&lt;/a&gt; (accessed July 7, 2009).</div>
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                                    <div class="element-text">Susan Douglass</div>
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        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/213/fullsize"><img src="/files/display/213/square_thumbnail" class="thumb" alt="Millennium Development Goals: Gender Parity in Basic Education 2007 [Charts]" width="250" height="250"/>
</a></div><div class="item-file image-jpeg"><a class="download-file" href="/files/download/214/fullsize"><img src="/files/display/214/square_thumbnail" class="thumb" alt="Millennium Development Goals: Gender Parity in Basic Education 2007 [Charts]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Mon, 07 Sep 2009 04:39:27 +0000</pubDate>
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      <title><![CDATA[Millennium Development Goals: Child Malnutrition 2006 [Chart]]]></title>
      <link>https://cyh.rrchnm.org/items/show/279</link>
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                                    <div class="element-text"><p>The <a class="external" href="http://www.unmillenniumproject.org/goals/gti.htm#b">Millennium Development Goals</a> (MDGs) are eight goals related to poverty, education, gender equality, health, environmental sustainability and development set in the year 2000 at the UN Millennium Summit, and adopted by 189 nations. The eight MDGs are associated with 21 quantifiable targets, tracked by 60 statistical indicators in <a class="external" href="http://www.undp.org/mdg/basics_ontrack.shtml">annual  reports</a> issued by the United Nations Development Programme (UNDP). The goals target attainment in the year 2015. <a class="external" href="http://www.undp.org/mdg/tracking_countryreports2.shtml">Country-by-country data</a> is also available.</p> 

<p>This chart shows a key indicator for malnutrition—underweight children from birth to five years. In developing regions, the proportion of children under five years old who are undernourished declined from 33 per cent in 1990 to 26 per cent in 2006, but 140 million children in developing countries were recorded as underweight in 2006. According to public health experts, undernourishment among young children is a sound indicator of inadequate nutrition in the population as a whole. As the 2009 MDG report states, "Adequate nutrition is vital for building children's immune systems and for their motor and cognitive development…The consequences can be fatal: more than one third of child deaths worldwide are attributable to undernutrition." (p. 12) Eastern Asia, and China in particular, reduced the percentage of underweight children between 1990 and 2006 by more than half. In Southern Asia, despite progress since 1990, almost half of young children are underweight. In Sub-saharan Africa, there has been insufficient progress, where more than a quarter of the region's children are underweight. Urban children are half as likely to be underweight as rural children in the same country. In Eastern Asia, where improvement has occurred, inadequate nutrition is still almost five times as high in rural areas. Notable in these statistics is the progress recorded for Latin America and the Caribbean, Northern Africa, and parts of Asia. There has been no significant progress in Western Asia, a likely result of the large number of refugees and conflict.</p>  

<p>Overall worldwide progress is already insufficient to achieve the MDG goal to <a class="external" href="http://www.undp.org/mdg/goal1.shtml">eradicate extreme poverty and hunger</a> by 2015. In developing regions between 1990 and 2007, a 5 percentage point decline in the proportion of underweight children under five years of age was achieved, leaving over a quarter of all children in these regions underfed. Progress in reducing hunger is being slowed or reversed by rising food prices due to changing diets, economic growth, a population increases, urbanization, poor agricultural policies, and use of food crops for biofuel.</p> 
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                                    <div class="element-text">United Nations, Millennium Development Goals Report 2009, “MDG Report 2009 ENG.pdf (application/pdf Object).” &lt;a class=&quot;external&quot; href=&quot;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&quot;&gt;http://www.un.org/millenniumgoals/pdf/MDG%20Report%202009%20ENG.pdf&lt;/a&gt; (accessed July 7, 2009).</div>
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                                    <div class="element-text">Susan Douglass</div>
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                                    <div class="element-text">285, 286, 287, 288, 292</div>
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                                    <div class="element-text">Chart title: Proportion of children under five who are underweight, 1990 and 2007 (Percentage).

Southern Asia: 1990=54%, 2007=48%
Sub-Saharan Africa: 1990=31%, 2007=28%
South-Eastern Asia: 1990=37%, 2007=25%
Western Asia: 1990=14%, 2007=14%
Eastern Asia: 1990=17%, 2007=7%
Northern Africa: 1990=11%, 2007=7%
Latin America and the Caribbean: 1990=11%, 2007=6%
Developing regions: 1990=31%, 2007=26%
Note: Prevalence of underweight children is estimated based on the NCHS/WHO/CDC reference population.

This chart shows a key indicator for malnutrition—underweight children from birth to five years. In developing regions, the proportion of children under five years old who are undernourished declined from 31 per cent in 1990 to 26 per cent in 2006, but 140 million children in developing countries were recorded as underweight in 2006. Eastern Asia, and China in particular, reduced the percentage of underweight children between 1990 and 2006 by more than half. In Southern Asia, despite progress since 1990, almost half of young children are underweight. In Sub-saharan Africa, there has been insufficient progress, where more than a quarter of the region&#039;s children are underweight. Notable in these statistics is the progress recorded for Latin America and the Caribbean, Northern Africa, and parts of Asia. There has been no significant progress in Western Asia, a likely result of the large number of refugees and conflict.

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      <pubDate>Sun, 23 Aug 2009 03:16:07 +0000</pubDate>
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      <title><![CDATA[Alexander Herzen’s My Past and Thoughts [Excerpts] ]]></title>
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                                    <div class="element-text">Alexander Herzen’s <em>My Past and Thoughts</em> [Excerpts] </div>
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                                    <div class="element-text"><p>Autobiographical writing as a rich source for the exploration of European childhood and youth is self evident; in many cases, it is one of the most nuanced ways to understand historical actors' earliest experiences. Such is the case in Russia, where there emerged a new genre of writing on childhood and youth in the middle of the 19th century. Russian authors tended to paint bucolic portraits of their own childhood years on the gentry estate, often spent away from the tyrannical clutches of parental discipline and ensconced instead in the pleasures and freedoms of roaming through domestic corridors and wild gardens. These narratives of Russian childhood and youth often provide poignant examples of how individuals came of age amidst a backdrop of radical insurgence, peasant emancipation, and decades of repression. Many of these narratives, written by members of Russia's first generations of intelligentsia, include descriptions of rebellion against their elders and an attachment to their peers. <em>My Past and Thoughts</em>, written by Alexander Herzen—the first self-proclaimed Russian socialist—fits precisely into this genre of 19th-century Russian writing.</p>

<p>This is a selection from an abridged version of Alexander Herzen's four-volume memoir on his childhood, youth, and adult years that spans the course of much of the 19th century. Alexander Herzen is known primarily for his writings in exile in the second half of the century (he is known as "the father of Russian socialism"), but his autobiography provides an unusually textured glimpse into the social world and formative moments of Russia's influential generation of radical youth.</p></div>
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                                    <div class="element-text">Alexander Herzen, <em>The Memoirs of Alexander Herzen: My Past and Thoughts</em> (UCAL Press, 1991 edition), 58-65. Annotated by Rebecca Friedman.

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                                    <div class="element-text">Rebecca Friedman</div>
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                                    <div class="element-text"><h3><em>Nick and the Sparrow Hills</em></h3>

<p><em>'Write then how in this place [the Sparrow Hills] the story of our lives, yours and mine, began to unfold….'</em><br />
	A Letter, 1833</p>

<p>Three years before the time I am speaking of we were walking on the banks of the Moskva at Luzhniki, that is, on the other side of the Sparrow Hills. At the river's edge we met a French tutor of our acquaintance in nothing but his shirt; he was panic-stricken and was shouting, 'He is drowning, he is drowning!' But before our friend had time to take off his shirt or put on his trousers a Ural Cossack ran down from the Sparrow Hills, dashed into the water, vanished, and a minute later reappeared with a frail man, whose head and arms were flopping about like clothes hung out in the wind. He laid him on the bank, saying, 'He'll still recover if we roll him about.'</p>
	<p>The people standing round collected fifty roubles and offered it to the Cossak. The latter, without making faces over it, said very simply: 'It's a sin to take money for such a thing, and it was no trouble; come to think of it he weighs no more than a cat. We are poor people, though.' He added. 'Ask, we don't; but there, if people give, why not take? We are humbly thankful.' Then tying up the money in a handkerchief he went to graze his horses on the hill. My father asked his name and wrote about the incident the next day to Essen. Essen promoted him to be a non-commissioned officer. A few months later the Cossak came to see us and with him a pock-marked, bald German, smelling of scent and wearing a curled, fair wig; he came to thank us on behalf of the Cossak—it was the drowned man. From that time he took to coming to see us.</p>
	<p>Karl Ivanovich Sonnenberg, that was his name, was at that time completing the German part of the education of two young rascals; from them he went to a landowner of Simbirsk, and from him to a distant relative of my father's. The boy, the care of whose health and German accent had been entrusted to him, and whom Sonnenberg called Nick, attracted me. There was something kind gentle and pensive: I was high-spirited but afraid to rag him.</p>
	<p>About the time when my cousin went back to Korcheva, Nick's grandmother died; his mother he had lost in early childhood. There was a great upset in the house and Sonnenberg, who really had nothing to do, fussed about too, and imagined that he was run off his legs; he brought Nick in the morning and asked that he might remain with us for the rest of the day. Nick was sad and frightened; I suppose he had been fond of his grandmother.</p>
<p>…After we had been sitting still a little I suggested reading Schiller. I was surprised at the similarity of our tastes; he knew far more by heart than I did and knew precisely the passages I liked best; we closed the book and, so to speak, began sounding each other's sympathies.</p>
	<p>From Möros who went with a dagger in his sleeve 'to free the city from the tyrant,' from Wilhelm tell who waited for Vogt on the narrow path at Küsznacht, the transition to Nicholas and the Fourteenth of December was easy. These thoughts and these comparisons were not new to Nick; he, too, knew Pushkin's and Ryleyev's unpublished poems. The contrast between him and the empty-headed boys I had occasionally met was striking.</p>
	<p>Not long before, walking near the Prenensjy Ponds, full of my Bouchot, terrorism, I had explained to a companion of my age the justice of the execution of Louis XVI.<p>
	<p>'Quite so,' observed the youthful Prince O., 'but you know he was God's anointed!'<p>
	<p>I looked at him with compassion, ceased to care for him and never asked to go and see him again.</p>
	<p>There were no such barriers with Nick: his heart beat as mine did. He, too, had cast off from the grim conservative shore, and we had but to shove off together, and almost from the first day we resolved to work in the interests of the Tsarevich Constantine!</p> 
<p>Before that day we had few long conversations. Karl Ivanovich pestered us like an autumn fly and spoilt every conversation with his presence; he interfered in everything without understanding, made remarks, straightened Nick's shirt collar, was in a hurry to get home: in fact, was detestable. After a month we could not pass two days without seeing each other or writing a letter; with all the impulsiveness of my nature I attached myself more and more to Nick, while he had a quiet deep love for me.</p>
<p>From the very beginning our friendship was to take a serious tone. I do not remember that mischievous pranks were our foremost interest, particularly when we were alone. Of course we did not sit still: our age came into its own, and we laughed and played the fool, teased Sonnenberg and played bows and arrows in our courtyard; but at the bottom of it all there was something very different from idle companionship. Besides our being of the same age, besides our 'chemical affinity,' we were united by the faith that bound us. Nothing in the world so purifies and ennobles early youth, nothing keeps it so safe as a passionate interest in the whole of humanity. We respected our future in ourselves, we looked at each other as 'chosen vessels,' predestined.</p>
<p>Nick and I often walked out into the country. We had our favourite places, the Sparrow Hills, the fields beyond the Dragomilovsky Gate. He would come with Sonnenberg to fetch me at six or seven in the morning, and if I were asleep would throw sand and little pebbles at my window. I would wake up smiling and hasten out to him.</p>
<p>These walks had been instituted by the indefatigable Karl Ivanovich.</p>
<p>In the old-fashioned patriarchal education of Ogarëv, Sonnenber plays the part of Biron. When he made his appearance the influence of the old male nurse who had looked after the boy was put aside; the disconnected oligarchy of the hall were forced against the grain to silence, knowing that there was no overcoming the damned German who fed at the master's table. Sonnenberg made violent changes in the old order of things. The old man who had been nurse positively grew tearful when he learnt that the wretched German had taken the young master <em>himself </em> to buy ready-made boots at a shop! Sonnenberg's revolution, like Peter I's, was distinguished by a military character even in the most peaceful matters. It does not follow from that  that Karl Ivanovich' thin little shoulders had ever been adorned with epaulettes; but nature has so made the German that if he does not reach the slovenliness and sans-géne of a philologist or a theologian, he is inevitably of a military mind even though he be a civilian. By virtue of his peculiarity Karl Ivanovich liked tight fitting clothes, buttoned up and cut with a waist; by virtue of it he was a strict observer of his own rules, and, if he proposed to get up at six o' clock in the morning, he would get Nick up at one minute to six, and in no case later than one minute past, and would go out into the open air with him.</p>
<p>The Sparrow Hills, at the foot of which Karl Ivanovich had been so nearly drowned, soon became our 'sacred hills.'</p>
	<p>One day after dinner my father proposed to drive out into the country. Ogarëv was with us and my father invited him and Sonnenberg to go too. These expeditions were not a joking matter.  Before reaching the town gate we had to drive for an hour or more in a four-seated carriage 'built by Joachim,' which had not prevented it from becoming disgracefully shabby in its fifteen years of service, peaceful as they had been,  and from being, as it always had been, heavier than a siege gun. The four horses of different sizes and colours with sweat and foam within a quarter of an hour; the coachman Avdey was forbidden to let this happen, and so had no choice but to drive at a walk. The windows were usually up, however hot it might be; and with all this we had indifferently oppressive supervision of my father and the restlessly fussy and irritation supervision of Karl Ivanovich. But we gladly put up with everything for the sake of being together.</p>
<p>At Luzhniki we crossed the river Moskva in a boat at the very pot where the Cossak had pulled Karl Ivanovich out of the water. My father walked, bent and morose as always; beside him Karl Ivanovich tripped along, entertaining him with gossip and scandal. We went on in front of them, and getting far ahead ran up to the Sparrow Hills at the spot where the first stone of Vitberg's temple was laid.</p>
<p>Flushed and breathless, we stood there mopping our faces. The sun was setting, the cupolas glittered, beneath the hill the city extended farther than the eye could reach; a fresh breeze blew on our faces, we stood leaning against each other and, suddenly embracing, vowed in sight of all Moscow to sacrifice our lives to the struggle we had chosen.</p>
<p>This scene may strike others as very affected and theatrical, and yet twenty-six years afterwards I am moved to tears as I recall it; there was a sacred sincerity in it, and our whole life has proved this. But apparently a like destiny defeats all vows made on that spot; Alexander was sincere, too, when he laid the first stone of that temple, which as Joseph II said (although then mistakenly) at the laying of the first stone in some town in  Novorossiya, was destined to be the last.</p>
<p>We did not know all the strength of the foe with whom we were entering into battle, but we took up the fight. That strength broke much in us, but it was not that strength that shattered us, and we did not surrender to it in spite of all its blows. The wounds received from it were honourable. Jacob's strained thigh was the sign that he had wrestled in the night with God.</p>
<p>From that day the Sparrow Hills became a place of worship for us and once or twice a year we went there, and always by ourselves. There, five years later, Ogarëv asked me timidly and shyly whether I believed in his poetic talent, and wrote to me afterwards (1883) from his country house: 'I have come away and feel sad, as sad as I have never been before. And it's all the Sparrow Hills. For a long time I hid my enthusiasm in myself; shyness or something else, I don't myself know what, prevented me from uttering it; but on the Sparrow Hills that enthusiasm was not burdened with solitude: you shared it with me and those moments have been unforgettable; like memories of past happiness they have followed me on my way, while round me I saw nothing but forest; it was all so blue, dark blue and in my soul was darkness.</p>
	<p>'Write then,' he concluded, 'how in this place' (that is, on the Sparrow Hills) 'the story of our lives, yours and mine began to unfold.'</p>
<p>Five more years passed. I was far from the Sparrow Hills, but near me their Prometheus, A. L. Vitberg, stood, austere and gloomy. In 1842, returning to Moscow, I again visited the Sparrow Hills, and once more we stood on the site of foundation stone and gazed at the same view, two together, but the other was not Nick.</p>
<p>Since 1827 we had not been parted. In every memory of that time, general and particular, he with his boyish features and his love for me was everywhere in the foreground. Early could be seen in him that sign of grace which is vouchsafed to few, whether for woe or for bliss I know not, but certainly in order not to be one of the crowd. A large portrait of Orgarëv as he was at that time (1827-8), painted in oils, remained for long afterwards in his father's house. In later days I often stood before it and gazed at him. He is shown with an open shirt collar; the painter has wonderfully caught the luxuriant chestnut hair, the undefined, youthful beauty of his irregular features and his rather swarthy colouring; there was a pensiveness in the portrait that gave promise of powerful thought; an unaccountable melancholy and extreme gentleness shone out from his big grey eyes that suggested the future stature of a mighty spirit; such indeed he grew to be. This portrait, presented to me, was taken by a woman who was a stranger; perhaps these lines will meet her eyes and she will send it to me.</p>
<p>I do not know why the memories of first love are given such precedence over the memories of youthful friendship. The fragrance of first love lies in the fact that it forgets the difference of the sexes, that it passionate friendship. On the other hand, friendship between the young has all the ardour of love and all its character, the same delicate fear of touching on its feelings with a word, the same mistrust of self and absolute devotion, the same agony at separation, and the same jealous desire for exclusive affection.</p>
<p>I had long loved Nick and loved him passionately, but had not been able to resolve to call him my friend, and when he was spending the summer at Kuntsevo I wrote to him at the end of a letter: 'Whether your friend or not, I do not yet know.' He first used the second person singular in writing to me and used to call me his Agathon after Karamzin, while I called him my Ralphael after Schiller.</p>
<p>You will smile, perhaps, but let it be a mild, good-natured smile, such as one smiles when one thinking of the time when  on was fifteen. Or would it not be better to muse over the question, 'Was I like that when I was blossoming out?' and to bless your fate if you have had youth (merely being young is not enough for this), an to bless it doubly if you had a friend then.</p>
<p>The language of that period seems affected and bookish to us now; we have become unaccustomed to its vague enthusiasm, its confused fervour that passes suddenly into languid tenderness or childish laughter. It would be as absurd in a man of thirty as the celebrated <em>Bettina will schlafen</em>, but in its proper time this language of youth, this <em>jargon de la puberté</em>, this change of the psychological voice is very sincere; even the shade of bookishness is natural to the age of theoretical knowledge and practical ignorance.</p>
<p>Schiller remained our favourite. The characters of his dramas were living persons for us; we analysed them, loved and hated them, not as poetic creations but as living men. Moreover we saw ourselves in them. I wrote to Nick, somewhat troubled by his being too fond of Fiesco, that behind every Fiesco stands his Verrina. My ideal was Karl Moor, but soon I was false to him and went over to the Marquis of Posa. I imagined in a hundred variations how I would speak to Nicholas, and how afterwards he would send me to the mines or the scaffold. It is a strange thins that almost all our day-dreams ended in Siberia or the scaffold and hardly ever in triumph; can this be the way the Russian imagination turns, or is it the effect of Petersburg with its five gallows and its penal servitude reflected on the young generation?</p>
<p>And so, Ogarëv, hand in hand we moved forward into life! Fearlessly and proudly we advanced, generously we responded to every challenge and single heartedly we surrendered to every inclination. The path we chose was no easy one; we have never left it for one moment: wounded and broken we have gone forward and no one has outdistanced us. I have reached…not the goal but the spot where the road goes downhill, and involuntarily seek thy hand that we may go down together, that I may press it and say, smiling mournfully, 'So this is all!'</p>
<p>Meanwhile in the dull leisure to which events have condemned me, finding in myself neither strength nor freshness for new labours, I am writing down our memories. Much of that which united us so closely has settled in these pages. I present them to thee. For thee they have a double meaning, the meaning of tombstones on which we meet familiar names.</p>
<p>…And is it not strange to think that had Sonnenberg known how to swim, or had he been drowned then in the Moskva, had he been pulled out not by a Cossak of the Urals but by the soldier of the Apsheronsky infantry, I should not have met Nick or should have met him later, differently, not in that room in our old house, where, smoking cigars on the sly, we entered so deeply into each other's lives and drew strength from each other.</p>
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