User:Sarahshelov/sandbox

SECOUND EDIT

According to the United Nations, expected world population growth could be lowered by successfully implementing the recently agreed-upon UN Sustainable Development Goals (SDGs). The SDGs include specific quantitative targets on mortality, reproductive health, and education for all girls by 2030, measures that will directly and indirectly affect future demographic trends. (Abel, Guy J., et al. “Meeting the Sustainable Development Goals Leads to Lower World Population Growth.” Proceedings of the National Academy of Sciences of the United States of America, vol. 113, no. 50, Dec. 2016, pp. 14294–14299. EBSCOhost, doi:10.1073/pnas.1611386113.)

Certain strategies can be implemented to improve women '' s health and reproductive rights in high-fertility, low-resource settings, including making family planning accessible and remove barriers to contraception and eliminate child marriage and invest in girls and young women, thereby reducing early childbearing. (Potts, Malcolm, and Courtney E. Henderson. “Global Warming and Reproductive Health.” International Journal of Gynecology & Obstetrics, vol. 119, no. s1, Oct. 2012, pp. S64–S67. EBSCOhost, doi:10.1016/j.ijgo.2012.03.020.). Educated women give birth to fewer children, enjoy better health and live longer, affecting the global population outlook (Lutz, KC, Wolfgang, Samir (July 29, 2011). "Global Human Capital: Integrating Education and Population". American Association for the Advancement of Science Stable. 333: 587–592 – via JSTOR.).

The UN SDG’s illustrate that demography is not destiny and that policies can make a decisive difference. In particular, advances in female education and reproductive health can contribute greatly to reducing world population growth. (Abel) Indeed, fertility decline in the ninetieth and early twentieth centuries saw the rise of education levels (determinants of fertility). According to Wolfgang and other research, education leads to better health and income, which changes cognitive functions: thinking, planning, behaviors and opportunities, contributing to voluntary lower fertility rates.(wolfgang, Lutza. Sustainability science, economic sciences. "How Population Growth Relates to Climate Change. Proceedings of the national academy of sciences of the United States of America).The African country of Niger is projected to grow from 15 million to 80 million by 2050. Afghanistan is anticipated to grow from 30 million to 82 million. But Sri Lanka, similar in size to Afghanistan now, has Implemented fertility regulation choices and will have “one quarter  of the population of Afghanistan a century later” (Campbell, Cleland, Ezeh, Prata, Martha, John, Alex, Ndola (March 16, 2007). "Return of the Population Growth Factor". American Association for the Advancement of Science. 315: 1501–1503.). Access for women to family planning, education and ‘socio-economic development,’ opportunities work hand-in-hand to increase awareness and are proven panaceas to climate change. (Bongaarts, John (Febuary 26, 2016). "Slow Down Population Growth". London. 530: 409–412 – via Proquest. Check date values in: |date= (help))

FIRST DRAFT/EDIT

The world’s population is set to reach 10 billion by the end of the 21st century, which will result in an enormous strain on resources; in particular water, food and energy. The population boom will require almost 40% more food and water and 50% more energy than is currently being consumed. (“Prosperity and education key in population control”). These projections are based on data from past years, such as the 1950s and '60s, when the developing world’s population started to double, increasing from three billion to over six billion by 2000 (Bongaarts). The iincrease in population correlates with an increase in carbon emissions, the environmental effects of industrialization, and continued climate change (Bongaarts). Many disagree with this projection based off of the population of the Global South, explaining the link has to do with corporate capital around the Sustainable Development Goals (Wilson). This is seen through the Gates foundation, and thus the impact that Britain had in development interventions, stemming from the assumption that the Global South was in need of this intervention by larger countries, questioning motives (Wilson). Regardless, scientists acknowledge that this accelerating population growth will negatively impact future populations, needing action now to address the problem of limited resources. One solution involves educating women about fertility and population control. (Wolfgang).

Education of women and information about and to birth control are key factors that influence population (prosperity and education key in population control). Educated women give birth to fewer children, enjoy better health and live longer, affecting the global population outlook (Lutz). Fertility decline in the ninetieth and early twentieth centuries saw the rise of education levels (determinants of fertility). This will have an effect within the next 15 years, if women were to start getting primary education now, when these young women are in their childbearing years, the education growth projection scenarios, showing that education within the next 40 years will lower population around the size of three times the United States (Lutz). According to Wolfgang and other research, education leads to better health and income, which changes cognitive functions: thinking, planning, behaviors and opportunities, contributing to voluntary lower fertility rates.(wolfgang). This idea is challenged around ‘third world’ women requiring ‘intervention’ and excessive reproduction (Wilson). Comparing this to the neoliberal development initiatives and colonialism surrounding the global south and their rights and choices,  this is supporting comfort and ‘security’ for the Global North (Wilson). This discourse is contradictory to the second Millennium development goal, written by all party parliamentary group on population, development and reproductive health, which is to achieve “universal primary education” explaining this as a voluntary limitation of family size is going to help improve the disparity of education between genders and thus lower population as a result (Campbell).

The African country of Niger is projected to grow from 15 million to 80 million by 2050. Afghanistan is anticipated to grow from 30 million to 82 million. Sri Lanka, similar in size to Afghanistan, has Implemented fertility regulation choices and will have “one quarter  of the population of Afghanistan a century later” (Campbell). Access for women to family planning, education and ‘socio-economic development,’ opportunities work hand-in-hand to increase awareness and accessibility (Bongaarts). Many countries and organizations have begun a discussion around this topic, such as the United Nations conference on population and development in Cairo, as well as the American Academy of Sciences and Royal Society of London in New Delhi (Campbell).

BIBLOGRAPHY-

This article showed the direct correlation between better educated women and lower overall birth rates. This is incorporated with graphs and data that show the effects of education on the birthrate now, with the predicted rise in education and the effect on birth rates, as well as infant mortality. The graphs demonstrate the population rate in each country and the effects that result, showing how each country and their factors and demographics within have an effect on the population and the resource usage.

This article talks about the average growth on different countries within the next 80 years and which countries will experience population growth and which will experience decline. The article explains how Europe and East Asia expect declines in the population, while south and west Asia including Pakistan and India, along with North Africa are expected to have increases in population. It discusses the impact of adding 4 billion people to the world’s poorest countries and how development in these areas will be impacted.

This article explained the impressions of women and their opinion on children and reproduction, as well as access to birth control. The quote that was interesting to note is “humanity is approaching a crisis point with respect to the interlocking issues of population, environment, and development.” This article acknowledges this point, while explicitly explaining women’s opinion and role in this concept. In addition the united nations is cited within the article and explains the need for slowing growth, especially within developing countries.

TOPIC-

The topic that I am picking for my contribution to the Wikipedia page is the conjunction of women, population, sustainability and education. This topic is based on the idea that this world cannot sustain the growing population in conjunction with the depleting resources and humans can change this, focusing on women and change. The reason that I would like to contribute to this topic on the ‘Women and the Environment’ page is there is a subsection of the page entitled ‘climate change and women.’ This subsection does not mention women’s impact on the growing population and how changing the education level of women can have a huge impact. I would like to write at least 3 paragraphs on this topic to show this direct impact of women’s education opportunities and the growing population rate that needs to be sustainability controlled.

The information that is currently presented under ‘climate change and women’ has to do with an environmental justice stance, where women are disproportionally impacted by the changing environment, with depleting resources that impact their everyday lives. The article specifically states women in the pacific islands and explains that the habitats surrounding them, using this as the only example. I think that this portion of the article does not acknowledge the idea of climate change and women. I think that an environmental justice perspective could be acknowledged in a category, but I want to explain how we can adapt to the current issue of climate change with the use of education of women, to reduce population.

CITATION ADDITION-

The citation that I created was about agriculture in Latin America. The reading in the textbook on this topic covered the reasons why women were heavily involved in agriculture, due to the idea of feminization of responsibility. This embodies the idea that women began to farm during the neoliberal policy regime, due to the lack of support felt by men in this institution, and because of that there were shifting social and economic responsibility and inequalities. this was important to note on the Wikipedia page on ‘women and the environment’ because the reason why women started to farm more regularly in Latin America is due to this shift. Since the industry was not supported with new exports and farming techniques, it was women’s responsibility to take on this job and bear the burden.

In this section, the second to last and third to last sentences, the concept that I cited is stated but it is not concise and does not explain why women were farming or the concept of ‘feminization of responsibility.’ This was seen as a woman’s job after the men left the industry and they were treated differently because they were women. I think this is important to explain, either with those sentences already in the paragraph, or in substitution of them.

‘Women and the Environment’ is an umbrella topic, there are a lot of different categories underneath the concept as a whole. I think it is important to take a topic, such as agriculture and explain how specifically women were affected because they were women, due to the inequality and transformation they experienced. This is the basis for my citation addition, bringing forth the resource that we use in class and relating it back to the Wikipedia topic.

EVALUATION OF WIKI-

In terms of distraction related to this page I would have to say that the organization with headings and categories, I would choose to reestablish. The reason that I say this is because some of the viewpoints are repeated or acknowledged in different contexts within the categories, for example agriculture. There is one section that talks about agriculture in terms of women and their increasing role in farming, with the decreasing of men in the industry. Then there is another section that talks about how climate change is affecting agriculture, which is affecting women’s work. I think these topics are spaced out throughout the article but could go hand in hand when talking about the environment in terms of agriculture in general. This made the topic of agriculture, in relation to women, hard to understand because it was spaced out and not condensed.

Most of the information around this article is current, the dates of the sources ranging from the late 1980’s to 2012. Although the dates surrounding this topic should be very recent because obviously the current issues surrounding women and the environment are ever-changing, these source publication dates are all within the current generation.

One idea that I believe would contribute to this page, may have to  be added to an already existing section such as ecofeminism, is the idea of environmental justice with a specific emphasis on women. The environmental justice movement is booming right now, seen through green love (sdsu commission) as well as local events such as Chicano park (happens every year and is a celebration of environmental activism), also worldwide with the current environmental movement, and the current women’s movement. I believe that environmental justice would combine the policy that is represented throughout the article, with the current state of women in conjunction with the environment. In addition, there should be a section that states women and climate policy and that is where all the activism lies under, for example the section called ‘climate change and women’ could be under the policy category or environmental justice and activism.

The section on ecofeminism needs to be expanded because it is a huge concept on the topic of women and the environment. The ecofeminism paragraph is about 3 sentences long and at the end talks about a movement that lead to anti alcoholism, they either should have expanded on the topic to show the connection in more depth or left that part out altogether. In addition, I am confused about the differentiation that they state about ecofeminism and ecological feminism. I personally did not think that there was a difference by the sources that I have read and the ideas that we have studied in previous classes, but maybe I just do not have all the information on this topic yet, which is why I cannot see the distinction.

I would add a section about women, population and the role in the economy because the environment is impacted heavily by women and reproduction and there are severe outcomes that result from that. Specifically looking at India and their reproductive rate in conjunction with limited resources and the role that education of women plays into the environment. This is a topic that has concrete evidence and examples, as well as a huge impact on not only women, but also the environment.

There are some sections that show hints of non-neutrality, one of them being the climate change and women section. This section explains how women are placed in more vulnerable circumstances pertaining to land. Although this point is valid, they do not have many sources stating the arguments from different views/viewpoints.

I believe that the environmentalist perspective is heavily shown, and as much as I personally agree with this perspective and sometimes choose to ignore the more cornucopian side, I think it is important to share that view because otherwise we cannot see what we are up against, in the perspective of activism and change.

The citations that I have checked did work, but at the beginning of ‘women’s attitude and the environment’ there is an opinion with a link needed, this causes the information in this section to be flawed, especially when it is the first sentence, starting out the article. In addition, in this same section there is a sentence towards the end that explains that there are multiple studies that show that women care about natural resources and have a stake in the environment, but it does not cite any sources which prove the point or give us information on where to find these studies. But to the best of my knowledge these sources seem to be credible to the arguments because they are from scholarly journals such as JSOR, UN women, Cambridge journal of economics and many more. These are credible and relevant to the topic.

Behind the scenes, the talk page brings up the idea that more women should be included in the discussion. In one comment from 2009 a ‘pro-feminist’ talks about the first paragraph of the article stating that the rise of ecology and feminism are linked, and the article does not give enough information to make this judgement in the first few sentences of the page. I agree with this comment because I think that this section along with many of the other sections should be expanded, especially if you are going to make such broad statements, you must have a lot of evidence to support them. The first few comments of peer review are pretty harsh, stating that this article is unorganized and inaccurate. The second to last comment on the page explains how one person had cleaned up and updated a lot of the paragraphs but not all of them. In addition, the last paragraph under the talk page mentions student editors, showing that this page is continuing to be reviewed and updated, which is definitely a start. This article needs to continue to be improved because under both wikiprojects environment and wikiprojects women this article has been rated start class and low importance for women and start class and mid importance for environment.

I believe that this project can be improved just by the content in class that we have discussed already. Even though we are only on week four, we have already discussed agriculture, which I could use to add to and reorganize the section pertaining to that topic. Also in my global future class we have talked about population, education, reproduction, women, and the conservation of resources and how they overlap, which could become a section on this page.