User talk:Asiamcclearygaddy

I am now a member of Wikiproject Feminism and Wikiproject Womens history

Sandbox
Hello, Dr. E ! I am writing in my sandbox User:asiamcclearygaddy/sandbox

Disparity in Education
While most of the Millennium Development Goals face a deadline of 2015, the gender parity target was set to be achieved a full ten years earlier - an acknowledgement that equal access to education is the foundation for all other development goals. . Gender disparity is defined as inequalities of some quantity attributed to the reason of gender type. In countries where resources and school facilities are lacking, and total enrollments are low, a choice must often be made in families between sending a girl or a boy to school. Of an estimated 101 million children not in school, more than half are girls. They are being denied their basic human right to education, with far-reaching consequences: Without it, their future opportunities are dramatically limited. These statistics increased when we examine secondary school education. In high-income countries, 95% as many girls as boys attend primary and secondary schools. But in sub-Saharan Africa the figure is just 60%. The foremost factor limiting female education is poverty. Economics plays a key role when it comes to coping with directs costs such as tuition fees, cost of textbooks, uniforms, transportation and other expenses. Wherever, especially in families with many children, these costs exceed the income of the family, girls are the first to be denied schooling. This gender bias decision in sending females to school is also based on gender roles dictated by culture. Girls usually have to do household chores or take care of their younger siblings when they reach home. This limits there time to study may even have to miss school to complete their duties. Boys, however, may be given more time to study if their parents believe that the education will allow them to earn more in the future. Eventually the girls might get pulled out of school. Expectations, attitudes and biases in communities and families, economic costs, social traditions, and religious and cultural beliefs limit girls’ educational opportunities. .   Whatever the underlying reason(s), having large number of girls outside  the formal schooling system brings developmental challenges to both current and future generations .According to the UNESCO, the rates of female children out of primary school is higher than that of male children in all the African countries where data is available. .Until equal numbers of girls and boys are in school, it will be impossible to build the knowledge necessary to eradicate poverty and hunger, combat disease and ensure environmental sustainability. And millions of children and women will continue to die needlessly, placing the rest of the development agenda at risk.

Significance
In Africa and the Arab world, promoting gender equality and empowering women is perhaps the most important of the eight Millennium Development Goals. The target associated with achieving this goal is to eliminate gender disparity in primary and secondary enrolment preferably by 2005, and at all levels by 2015. United Nations (2000), Millennium Declaration, New York: United Nations Women deserve the instrumental effects of gender equality in education and the intrinsic dimension of female education; which in essence derives from the role of education in enhancing a woman’s set of capabilities. Thus, in theory, there is a direct effect from female education to income (or growth). . Education, especially for girls, has social and economic benefits for society as a whole. Women earn only one tenth of the world’s income and own less than one per cent of property, so households without a male head are at special risk of impoverishment. . Higher female education makes women better-informed mothers and hence could contribute to lowering child mortality rates and malnutrition. In Africa, limited education and employment opportunities for women reduce annual per capita growth by 0.8%. Had this growth taken place, Africa’s economies would have doubled over the past 30 years. It is estimated that low-income countries such as Africa would need up to $23.8 billion annually to achieve the Millennium Development Goal focused on promoting gender equality and empowering women by 2015. This would translate to $7to $13 per capita per year from 2006 to 2015, according to OECD-DAC. Education is also key to an effective response to HIV/AIDS. Studies show that educated women are more likely to know how to prevent HIV infection, to delay sexual activity and to take measures to protect themselves. New analysis by the Global Campaign for Education suggests that if all children received a complete primary education, the economic impact of HIV/AIDS could be greatly reduced and around 700,000 cases of HIV in young adults could be prevented each year—seven million in a decade. According to the Global Campaign for Education, “research shows that a primary education is the minimum threshold needed to benefit from [health information] programs. Not only is a basic education essential to be able to process and evaluate information, it also gives the most marginalized groups in society—notably young women—the status and confidence needed to act on information and refuse unsafe sex.”

Current policies of Progression
The Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), adopted in 1979 by the UN General Assembly and acceded to by 180 States, sets down rights for women, of freedom from discrimination and equality under the law. CEDAW has Realized the rights and equality of women is also the key to the survival and development of children and to building healthy families, communities and nations. Article 10 pinpoints nine changes that must be changed in order to help African women and other women suffering from gender disparity. It first states, their must be the same conditions for careers, vocational guidance, and for the achievement of diplomas in educational establishments of all categories in rural as well as in urban areas. This equality shall be ensured in pre-school, general, technical, professional and higher technical education, as well as in all types of vocational training. Second, is access to the same curricula, the same examinations, teaching staff with qualifications of the same standard and school premises and equipment of the same quality. Third, is the elimination of any stereotyped concept of the roles of men and women at all levels and in all forms of education by encouraging coeducation and other types of education which will help to achieve this aim and, in particular, by the revision of textbooks and school programs and the adaptation of teaching methods. Fourth, the same opportunities to benefit from scholarships and other study grants. Similarly, 5th is the same opportunities for access to programs of continuing education, including adult and functional literacy programs, particularly those aimed at reducing, at the earliest possible time, any gap in education existing between men and women. Sixth, is the reduction of female student drop-out rates and the organization of programs for girls and women who have left school prematurely. Seventh concern listed is the same Opportunities to participate actively in sports and physical education. Lastly, is access to specific educational information to help to ensure the health and well-being of families, including information and advice on family planning.

Other global goals echoing these commitments include the World Education Forum’s Dakar platform, which stresses the rights of girls, ethnic minorities and children in difficult circumstances; and A World Fit for Children’s emphasis on ensuring girls’ equal access to and achievement in basic education of good quality. In April 2000 more than 1,100 participants from 164 countries gathered in Dakar, Senegal, for the World Education Forum. Ranging from teachers to prime ministers, academics to policymakers, non-governmental bodies to the heads of major international organizations, they adopted the Dakar Framework for Action, Education for All: Meeting Our Collective Commitments. The goal of education for all as laid out by the World Conference on Education for All and other international conferences. Between 1990 and 1998 the net enrollment of boys increased by 9 per cent to 56 per cent, and of girls by 7 per cent to 48 per cent1 in sub-Saharan Africa. However, these figures mask considerable regional variations. In countries of the Indian Ocean, both girls and boys attained over 70 per cent net enrollment. The most outstanding progress in terms of percentage increase of boys' enrollment was in East Africa (excluding Somalia), where the net enrollment of boys increased by 27 per cent (to 60 per cent) and of girls by 18 per cent (to 50 per cent). For girls in Southern Africa, where the comparable figures for girls were 23 per cent (to 76 per cent) and for boys, 16 per cent (to 58 per cent). the resurgence of a vibrant Africa, rich in its cultural diversity, history, languages and arts, standing united to end its marginalization in world progress and development. A democratic Africa, triumphant over colonialism, apartheid and oppression. A peaceful Africa and respecting the human rights of all, irrespective of color, gender, ethnicity, religion or abilities. A prosperous Africa, where the knowledge and the skills of its people are its first and most important resource.

The Forum for African Women Educationalists (FAWE) announces a call for the second round of research proposals from research institutions for its Strengthening Gender Research To Improve Girls’ And Women’s Education In Africa initiative. The initiative, which is supported by the Norwegian Agency for Development Cooperation (NORAD), promotes girls and women’s education through the integration of gender into education policy and practice in sub-Saharan Africa. FAWE believes it is vital to invest in research in Africa as way producing current information for advocacy in education policy. This three year research initiative aims to work collaboratively with established research institutions to produce pertinent and robust research. That can be used to constructively engage government, policy makers and other regional bodies on strategies to advance girls’ education in Africa. Findings from the research will be used to inform FAWE’s advocacy work and help redress gender inequities that hinder women’s fulfillment of their right to education and meaningful participation in Africa’s social and economic advancement.

User:asiamcclearygaddy/sandbox--Asiamcclearygaddy (talk) 13:25, 27 October 2011 (UTC)

IRC!
Hi! I just wanted to let you know that we have created an IRC channel for women and Wikipedia: called #wikimedia-gendergap. I hope you'll join us. (And if you need any IRC help, just let me know!) See you there! SarahStierch (talk) 00:46, 23 September 2011 (UTC)

Survey
Hi Asiamcclearygaddy!

I have put together a survey for female editors of Wikipedia (and related projects) in order to explore, in greater detail, women's experiences and roles within the Wikimedia movement. It'd be wonderful if you could participate!

It's an independent survey, done by me, as a fellow volunteer Wikimedian. It is not being done on behalf of the Wikimedia Foundation. I hope you'll participate!

Just click this link to participate!

Any questions or concerns, feel free to email me or stop by my user talk page. I appreciate your contributions - to the survey and to Wikipedia! Thank you! SarahStierch (talk) 03:57, 27 September 2011 (UTC)

Talkback
—  Mr. Stradivarius ♫ 07:48, 2 November 2011 (UTC)

Your post "Birth Control: Africa" has been moved
Hi Asiamcclearygaddy. You recently left a post named "Birth Control: Africa" at Wikipedia talk:WikiProject Medicine/Participants. This is a subside where only participants of WikiProject Medicine are being discussed. Not where we talk in between. (The subside only deals with things like; updates of our participants list and so on).

So I moved you post into Wikipedia talk:WikiProject Medicine. This is where we ask questions to each other and request people to review edits and so on. This is not only the right place, but you will get a lot more feedback. You can find your post here Wikipedia talk:WikiProject Medicine. Hope your questions will be answered and by the way; thanks for planning to update birth control in relations to Africa. --JakobSteenberg (talk) 10:20, 6 March 2013 (UTC)

Welcome
A few useful pages to help you include WP:MEDHOW and WP:MEDRS. Typically we only use review articles and other high quality secondary sources. I have moved much of your additions to an article called Birth control in Africa Cheers Doc James  (talk · contribs · email) (if I write on your page reply on mine) 03:35, 19 March 2013 (UTC)

PJHC
Hey,

I wasn't sure how to e-mail, but I wanted to let you know that if you are reviewing my section on Wikipedia, I wrote the "By Region" part of the FGM article.

Thank you!!

Shannon — Preceding unsigned comment added by Shannon7mcnamara (talk • contribs) 21:00, 5 April 2013 (UTC)

Help us improve the Wikipedia Education Program
Hi Asiamcclearygaddy! As a student editor on Wikipedia, you have a lot of valuable experience about what it's like to edit as a part of a classroom assignment. In order to help other students like you enjoy editing while contributing positively to Wikipedia, it's extremely helpful to hear from real student editors about their challenges, successes, and support needs. Please take a few minutes to answer these questions by clicking below. (Note that the responses are posted to a public wiki page.) Thanks!

Delivered on behalf of User:Sage Ross (WMF), 16:40, 10 April 2013 (UTC)

The Wikipedia Library now offering accounts from Cochrane Collaboration (sign up!)
The Wikipedia Library gets Wikipedia editors free access to reliable sources that are behind paywalls. Because you are signed on as a medical editor, I thought you'd want to know about our most recent donation from Cochrane Collaboration. Cheers, Ocaasit &#124; c 20:16, 16 June 2013 (UTC)
 * Cochrane Collaboration is an independent medical nonprofit organization that conducts systematic reviews of randomized controlled trials of health-care interventions, which it then publishes in the Cochrane Library.
 * Cochrane has generously agreed to give free, full-access accounts to 100 medical editors. Individual access would otherwise cost between $300 and $800 per account.
 * If you are still active as a medical editor, come and sign up :)