Sentences with phrase «growing urban poverty»

This activity report shows how UN-HABITAT is combating fast growing urban poverty, rapid urbanisation, unemployment, disasters and the scourge of climate change.

However, growing urban poverty and food insecurity, high costs of green open space and solid waste management, the need for recreational opportunities in the urban and peri-urban area, tend to modify thinking of planners and authorities and a more «agricultural» approach (farmers as povery reduction strategy; farmers as waste reusers; farmers as landscape managers and providers of recreational services, etcetera).

Not exact matches

For the growing churches of the South, the Bible speaks to everyday issues of poverty and debt, famine and urban crisis, racial and gender oppression, state brutality and persecution.

Far outside the urban sprawl, a new kind of American poverty is taking root and growing like a weed.

Projects & campaigns Better Hospital Food Brexit Capital Growth Children's Health Fund Children's Food Campaign Food and Farming Policy Food co-ops Food co-ops toolkit Food Poverty Food Power Food Waste Good Food For London Growing Health Jellied Eel London Food Link Parents» Jury Planning Food Cities Real Bread Campaign Roots to work Save Our Antibiotics Sugar Smart UK Sustainable Fish Cities Sustainable Food Sustainable Food Cities The Big Dig Urban Food Fortnight

Rural poverty is different from urban poverty: I have friends who struggle to find their monthly rent but who distrust welfare so much that they augment the food they grow with poaching and road kill just to help make ends meet.

Two childhood friends growing up in poverty in south Boston come under the influence of a local crime boss, only to strike out on their own when he is caught and imprisoned by the F.B.I. Despite the marketing that features explosions and SWAT teams galore (neither of which actually appear in the film) What Doesn't Kill You is a character - driven drama set in the world of petty urban crime.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

In a high - poverty, urban middle school in Mississippi, the principal has partnered with local businesses to develop a community garden that students work in to grow fresh vegetables they can take home — and good deeds can earn them credit for supplies at the school store.

Much can be said about the lack of access to enrichment opportunities for youth growing up in urban, high - poverty neighborhoods.

Yet many suburban districts now rival urban districts in the challenges they face, having experienced dramatic population changes in just the past decade, with fast growing numbers of English Language Learners and students living in poverty attending Read more about Suburban Schools: The Unrecognized Frontier in Public Education -LSB-...]

Atlanta Public Schools Chief Financial Officer Lisa Bracken said the school district has higher costs for several reasons: The expense of city living drives up teacher pay; the district has «low population» schools that lack economies of scale but are kept open «due to urban traffic constraints and community needs;» many students need extra services because they have learning problems or disabilities, don't speak English fluently or come from poverty; and the district has a large unfunded pension liability with growing obligations.

A study by the National Center for Education Statistics in the mid-1980s indicated growing challenges to educating urban youths who increasingly have problems such as poverty, limited English proficiency, family instability and poor health.

The RUAF network was initiated in response to the needs identified by a group of representatives from 28 international organisations, including UNDP, FAO, IDRC, GTZ and CIRAD, that met in Ottawa (Canada) in 1994 and recognised the need to address the increasing «urbanisation of poverty» and growing urban food insecurity related to urban - rural migration, lack of formal employment, rising food prices, growing dependence on food imports, increasing dominance of supermarkets and fast food chains, and challenges posed by climate change.