From the ‘cycle of enrichment’ to the ‘cycle of deprivation’: Sir Keith Joseph, ‘problem families’ and the transmission of disadvantage
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By the time he became Secretary of State for Social Services in June 1970, Sir Keith Joseph had a long-standing interest in child poverty, ‘problem families’ and social deprivation. This article traces the origins of Sir Keith’s concern with the ‘cycle of deprivation’ and examines the development of his thinking on the subject before 1970. It then discusses the immediate background to his keynote speech to the Pre-School Playgroups Association in June 1972. The final section examines why Sir Keith chose (or was obliged) to return to the theme of a putative ‘cycle of deprivation’ on several occasions between the Conservative defeat of February 1974 and his death in December 1994.Keywords:
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ABSTRACT Urban poverty and deprivation have been the concern of academics and policy makers for many years but it is only recently that attention has been given to the incidence of these in rural areas. Recent work has shown that the usual indicators of poverty and disadvantage are inappropriate in a rural context, and that a different approach is necessary in order to examine and address rural disadvantage. The paper draws on work carried out by a research team at Aberdeen University, looking at the experience of disadvantage by residents of rural Scotland. Based on qualitative analysis, the discussion examines local perceptions and experience of poverty and disadvantage, exploring these concepts through a number of issues such as housing, employment, incomes, and access to services. The paper concludes by suggesting an alternative approach to assessing levels of poverty and disadvantage, based on the outcome of the research.
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Much of the work done by governments and donors to help children living in poverty either focuses only on health and education or considers children as a ‘special interest group.’ A holistic approach to children’s well-being, however, requires multi-sectoral and inter-generational strategies to address childhood poverty. Understanding the cumulative nature of disadvantage and the benefits of multi-sectoral approaches is crucial for any strategy aiming to combat poverty. The paper explores patterns in access to basic services among children living in poverty. Drawing on Young Lives research, the authors argue that children denied access to education or health services are more likely to live in households without access to basic infrastructures, and are therefore more likely to suffer from cumulative disadvantage. Examining this question in four countries at very different stages of development, the authors contribute to debates on the relationship between access to services and breaking poverty cycles.
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On the basis of Hallidayan and Thompson theories of Theme structure,this paper analyzes the relations between the subject in all Uyghur mood structures and single theme.It discovers that subject in Uyghur can be unmarked subject in most cases,and subject and theme converge in declarative sentences.However,subjects in Uyghur sometimes can be unmarked rhemes.
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This paper is a review of current assessment frameworks, time series features and an analysis of the causes of Indigenous poverty and disadvantage. Current frameworks used to assess the chronic nature of Indigenous poverty and disadvantage are mainly descriptive in nature and inadequate in terms of considering Indigenous perspectives and concerns about well-being improvement. They are also backward looking and not indicative of causal structures. Existing national longitudinal data sets have either limited coverage or inadequate Indigenous sample sizes and cannot be used to make any meaningful multidimensional analysis of chronic Indigenous poverty and disadvantage. Explanations as to why disadvantage and poverty persist are fragmentary and often polarized, including either an Indigenous culture of dependency or government policy failures. The persistence of Indigenous disadvantage and poverty is evident when using even inadequate measures such as income. The persistence of poverty in spite of several efforts seems to indicate traps – different sets of complex feedback loops that create vicious circles and make escaping from poverty a non-linear affair. This paper suggests adapting and then adopting a broader inequality and poverty assessment framework such as a capability approach by Amatrya Sen. It also calls for research which would apply integrated systems approaches and modelling to explore the nature of poverty and inequality traps among Indigenous people and to provide comprehensive evidence base for effective solutions.
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This paper is significant because it looks at different aspects of minorities in rural poverty. The issue at hand is one that is not often studied or written about, therefore leaving those students at a great disadvantage. Article reviews and analysis show that minorities in rural poverty are a group unto themselves and must be treated accordingly. Teachers in these situations must (a) forget about generalized views on minorities and/or poverty and concentrate on becoming poverty-aware and (b) must connect and build relationships with their students.
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In this paper we discuss the concepts and the functions of the sub je ct and theme of a sentence and their relation. They are the basic concepts in gr ammar and discourse analysis. They are related: subject can be theme and theme i s called psychological subject. And they are two different independent concepts with different functions in the discourse: subject realizes the function in prop osition, and theme in message. Subject is to sustain the validity of the stateme nt; and theme is the concern of the message.
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This chapter demonstrates that raising the educational achievement of children from low-income families has been a concern for successive governments in Britain for many years. A lack of understanding of the link between poverty and educational achievement perpetuates the chasms of difference that exist between children in disadvantage and their more affluent peers. The government's target to end child poverty by 2020 has not been reached, and another one million children are pushed into poverty. This chapter discusses the effects of poverty on children's academic achievement and life chances. It acknowledges that no "quick fix" is possible but is optimistic that through organisations working together to respond to local issues, with local communities and with families in a joined-up approach, we will have both the opportunity and the drive to break the link between poverty and under attainment and improve life chances for all young people.
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The nationally-recognized Susquehanna
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