Poverty eradication has been one of the most important, if not the most important, development goals of recent decades. It still represents one of the major challenges of our time. The first objective of the U.N. Sustainable Development Goals agreed in 2015 states: "End poverty in all its forms everywhere" (United Nations 2015). To meet the main objective of eliminating poverty by 2030, it has been recognized that protection must go not only to those in poverty but also to those who are in danger of falling into poverty in the future. Although vulnerability to poverty can be broadly defined as the likelihood of someone falling into poverty in the future, there is no agreement on how best to measure it or determine its impact on well-being. The main research question addressed in the thesis is: How can vulnerability to poverty be operationalized and measured? It explores this question empirically in three papers covering: (i) what are the shifts in vulnerability to poverty along the distribution of income over time; (ii) what do the measurements of vulnerability to poverty tell us about the sociodemographic characteristics of people in situations of vulnerability to poverty compared with those living in poverty and the middle class; (iii) what is the relationship between poverty, vulnerability and age and what is the role of social assistance in addressing these. The three papers take Chile as a case study to understand and measure vulnerability from three different approaches. Chile is a high-income country with a successful poverty reduction strategy but still facing the challenge of eradicating it. Most of its social programs are designed to reach the 60% most vulnerable sector of the population. The first paper employs a relative understanding of vulnerability. It examines population shifts along the distribution of income from deciles in poverty in an earlier period to deciles of vulnerability in a later period. Methods to analyse relative distribution proposed by Handcock & Morris (1999) are used to perform this analysis. The findings emphasize that poverty reduction can be accompanied by vulnerability reduction. The second paper measures vulnerability to poverty using the approach proposed by Lopez-Calva & Ortiz-Juarez (2014). This paper estimates the probability of falling into poverty and uses this to establish a vulnerability income threshold. The findings underline the differences between the group of people living in vulnerability, those living in poverty and people who belong to middle class. This paper contributes to the recognition of the group of people in vulnerability as a different group to those in poverty and the middle class providing the recommendation of different social programmes for these groups. Poverty reduction strategies should consider these differences. The third paper moves the analysis onto the vulnerable groups. It focuses on children and older people as vulnerable groups in need of state protection. A partial fiscal analysis is carried out following the guidelines of the Commitment to Equity Institute to compare the situation of these groups before and after direct taxes and cash transfers. It shows that current cash transfers have an age bias, being more effective in reducing poverty among the elderly than among children. The findings confirm the view that age bias in welfare institutions creates generational inequity in the allocation of public benefits. In the context of the general lack of agreement regarding what vulnerability to poverty is and how it can be measured, this thesis thus tries out three different ways to conceptualize and measure it.

Thesis (MPA)--University of Limpopo, 2009. / The South African government should ensure that each and every South African has food to eat, as well as clothes and shelter. The existence of widespread poverty in South Africa led to Child Support Grants being introduced as a means of assisting in poverty alleviation programmes. The South African government has also put poverty alleviation on its priority list, yet there are many reasons that lead to poverty.The main aim of this study was to examine and describe the perceptions of grant recipients of FONDWE VILLAGE and their parents or guardians, focusing on advantages and disadvantages. The perceptions of the Social Development authorities through their agents, South African Social Security Agents (SASSA), about the impact of the grant were also examined. Data were gathered by means of structured interviews. Interviews were utilized to collect data in an effort to explore different facets of the study and to get a range of information. These interviews were used as the main method of data collection. Questions in the interview schedule were pre-tested. Some participants in a pilot group were used to test the interview guide. The researcher compiled three different interview schedules, namely: • for young mothers, (grant recipients) • for parents or guardians of grant recipient or young mothers, and • for social and welfare authorities all with interview questions. The findings show that most young mothers (recipients) know the purpose of the Child Support Grant, but are often just ignorant, careless and selfish in their use of it. The following recommendations were made: • Grant recipients should, when their children’s age next birthday is 13 years, if they are not themselves at school or in full-time employment, offer their voluntary services at public institutions situated near them until their children are no longer receiving the Child Support Grant. Such voluntary services may be offered for 3 work days in a week. The public institutions concerned can include schools, clinics, hospitals, tribal and government offices. This might also help them to acquire useful skills which might help them be more permanently employable. • Rather than giving grant recipients money which they can spend on inappropriate things, vouchers should be introduced that enable the recipients to purchase only what is needed for children • Parents or guardians should be led to see the importance of informing the Social Development authorities of any Child Support Grant abuse. They should be assured that this would not in any way disadvantage the child/children in question, but would be very much to their benefit. • Young mothers should also be encouraged to inform the Social Development Authorities of any difficulties they encounter due to their receiving the grant,such as pressure to share it with their spouses or boyfriends.

The tourism industry (TI) brings substantial resources into New Orleans, Louisiana (NOLA); and yet many of its workers continue to experience high levels of poverty and related socio-economic issues. Previous research has adequately addressed how the TI impacts the city on a macroeconomic level, but no studies have yet been conducted on those working within it. This study demonstrates that NOLA TI workers are experiencing multiple dimensions of poverty. For this research the common definition of poverty is expanded beyond income levels and asset holdings to include: quality of life; social and political empowerment; personal and property security; and educational and professional opportunities. This emergent qualitative research study draws upon archival data to garner official and objective descriptive statistics, and in-depth interviews with TI workers. A conceptual framework originally devised by Weibing Zhao and JR Ritchie is augmented using research from the fields of Anti-Poverty Tourism (APT), Satisfaction With Life (SWL) surveys, and Capabilities Approach. This revised framework is then applied to the responses provided by 61 NOLA TI workers that were interviewed. This study finds that levels of income and asset poverty among NOLA TI workers are significantly higher than the rest of the city, state, or country. Additionally, age, race, and gender do not play significant factors in determining levels of poverty among workers, but job category plays a small role. While levels of security, opportunity, empowerment and quality of life (SOEQ) may be demonstrably low among TI workers, they frequently perceive them to be high. The hypothesis of "u201cgeographical capital"u201d is presented which maintains there are non-wage factors keeping workers in their occupations due to their love for the city based on their reasons for moving to it. These factors may enrich workers"' lives in other ways, but they are not correlated to higher levels of SOEQ. This hypothesis is rejected. The hypothesis of "u201crelationships as compensation"u201d is then presented. It suggests there are non-wage factors for which workers are willing to endure higher levels of different kinds of poverty in exchange for developing and maintaining extensive social networks. The evidence supports accepting this hypothesis. International development researchers and policy-makers can design and implement new policies focusing on social networks and personal relationships to decrease nontraditional forms of poverty. In this way the research aims to inform the poverty, labor, and tourism dialogues within the context of international development in New Orleans and elsewhere. / Andrew McLaurin Ward

This project involves the visual exploration of different social, cultural and spiritual experiences in both the Third World and the West, as a metaphor for the human condition. It draws upon the experiences of people living in various situations of poverty and hardship in both Western and Thirld World communities. Through this research program I have created a series of visual works, which explore and questions many of the different social, cultural and spiritual characteristics of groups of people experiencing situations of extreme poverty, neglect and hardship within both Western and Thrid World societies. The main research for this roject has involved creating crucial links between my art practice and my ongoing involvement in humanitarian/aid programs in Andhra Pradesh, India, working with people in impoverished Third World conditions, and social welfare work in the Northern Suburbs of Melbourne, Australia. By drawing on these two specific areas, this resear ch project explores the theme of poverty as a valid subject for the visual artist in establishing a broader metaphor for the human condition in the 21st century. This has involved testing new insights in this area in relation to contemporary fine art, the relationship between poverty and contemporary visual art and the investigation of the artist as a documenter of real life experiences in situations both inside and outside of the typical Western experience of living.

Thesis (M.A.)--University of Delaware, 2006. / Principal faculty advisor: Margaret Wilder, School of Urban Affairs & Public Policy. Includes bibliographical references.

<p>Despite some gains in economic reforms and international commitments, Ethiopia still maintains the position of one of the poorest countries in the world in the 21st century with very little power to influence the allocation of reources in the world market. The development problems in many of the sub-saharan regions are confined within the countyry including the difficulty to keep up with rapid increase in the number of primary school enrollments, which has led to a situation of compromised quality / high child mortality and HIV/AIDS, which poses additional challenges to the poor health facilities, gender and regional inequalities and sustainable debt burden. Making matters worse, Ethiopia's political instability, civil war, recurring of drought, and economic mismanagement ties the country to a severe poverty cycle.. Ethiopia has made important economic, social and political reforms with the support of the World bank and other multilateral institutions, to pave the way for the country to face the challenges posed by globalization. However, these reforms have not been sustained by effective implementation. The response to overcome the problemshas also been slow to see rapid growth. In this research paper, the writer explores the challenges regarding Ethiopia's poverty from perspective of the World Bank. The research examines the theoretical and conceptual underpinning of the World Bank's general mandate and objectives on poverty reduction, using Ethiopia as acase study.</p>

Limitations may exist in the current practices to assess and identify giftedness, particularly among children of poverty (Davis & Rimm, 2004; Slocumb & Payne, 2000). The purpose of this study was to examine educators perceptions about the concept of giftedness, specifically if children of poverty are being adequately identified in the recruitment process for enrichment programs. An adapted version of the survey entitled, Assumptions Underlying the Identification of Gifted and Talented Students (Renzulli, Brown, & Gubbins, 2005) was distributed to approximately 500 administrators, classroom teachers, and resource room/learning assistance teachers of elementary schools in a large urban school division. There were 101 respondents. The survey consisted of twenty-five statements, utilizing a five point Likert scale, exploring teachers perceptions of assessment practices used to identify gifted and/or talented students. Respondents were also invited to convey their personal professional opinions regarding giftedness by answering a series of open-ended questions. <p>Descriptive analyses (e.g., mean, standard deviation) of continuous variables (e.g., years of experience), and frequency distributions of categorical variables (e.g., school setting, current position) were conducted. Analyses of variance (ANOVAs) were conducted for comparisons among the average responses (i.e., teacher responses, administrator responses) for each factor. In addition, Pearson correlations were also conducted to investigate relationships between dependent variables (e.g., the factors) and independent variables (e.g., age, years of experience). Open-ended questions were categorized with consideration to common themes based upon the responses of the participants and analyzed using descriptive analyses. The culminating examinations and interpretations indicated that educators believe the processes of defining and identifying giftedness among students in poverty are flawed and restrictive. Furthermore, the responses were indicative of educators desires to embrace giftedness in a variety of contexts and domains.

Limitations may exist in the current practices to assess and identify giftedness, particularly among children of poverty (Davis & Rimm, 2004; Slocumb & Payne, 2000). The purpose of this study was to examine educators perceptions about the concept of giftedness, specifically if children of poverty are being adequately identified in the recruitment process for enrichment programs. An adapted version of the survey entitled, Assumptions Underlying the Identification of Gifted and Talented Students (Renzulli, Brown, & Gubbins, 2005) was distributed to approximately 500 administrators, classroom teachers, and resource room/learning assistance teachers of elementary schools in a large urban school division. There were 101 respondents. The survey consisted of twenty-five statements, utilizing a five point Likert scale, exploring teachers perceptions of assessment practices used to identify gifted and/or talented students. Respondents were also invited to convey their personal professional opinions regarding giftedness by answering a series of open-ended questions. <p>Descriptive analyses (e.g., mean, standard deviation) of continuous variables (e.g., years of experience), and frequency distributions of categorical variables (e.g., school setting, current position) were conducted. Analyses of variance (ANOVAs) were conducted for comparisons among the average responses (i.e., teacher responses, administrator responses) for each factor. In addition, Pearson correlations were also conducted to investigate relationships between dependent variables (e.g., the factors) and independent variables (e.g., age, years of experience). Open-ended questions were categorized with consideration to common themes based upon the responses of the participants and analyzed using descriptive analyses. The culminating examinations and interpretations indicated that educators believe the processes of defining and identifying giftedness among students in poverty are flawed and restrictive. Furthermore, the responses were indicative of educators desires to embrace giftedness in a variety of contexts and domains.

Brazil is a country that is considered an anomaly among many economist and political scientist because of its unique social, political and economic structure. Due to this fact, many of the rules that apply when analyzing developing countries do not necessarily apply to Brazil. For this reason, in the following chapters this paper will seek to dissect several distinctive issues that affect poverty and inequality in Brazil. Particularly, I have gathered information from various academic and data sources to provide a comprehensive picture of the true socio-economic situation in Brazil.

This qualitative autoethnographic study was the process by which I, a young Latina, was able to evocatively and therapeutically write about the incestual abuse and poverty experienced from age six until the age of 17. It was also the method by which I decided to disclose how I moved from being considered at-risk and became resilient. This study demonstrated the basic tenets of autoethnography and how by overcoming poverty and ending a cycle of abuse, I was able to embrace the spirit of forgiveness. Insight into the discourse of a dysfunctional family is shared, allowing me to offer a message of hope, and shatter stereotypes. The study concludes that autoethnography as a process permits me to tap into new-found autonomy. Autoethnographically, this study represents my life journey, but it can represent the life of many readers who have lived in the United States in impoverished conditions and/or have lived through physical, emotional, verbal and sexual abuse by family members or intimate others. This study legitimized and validated my story as a survivor. Consequently, the plot of the story focuses on the violent acts and conditions, not the people. Focusing on the acts and conditions, while incorporating dialogue permitted me to involve the reader more closely in the story. I leaned on my doctoral studies to expand my understanding of the abuse and poverty I experienced (Holt, 2003). I found that resiliency was central to my life story. Embracing resiliency empowered me to discover new ways of thinking about my life experiences, which included using a salutogenic approach, or a positive model that offered “alternatives to the deficits-based explanatory models of environmental determinants of health that have dominated the literature” to accept the raw and cruel encounters I was exposed to and turn my thoughts into a healthier way of thinking (Stewart & McWhirter, 2007, p. 490). Tugade and Fredrickson (2004, p. 320) would say that I obtained a psychological resilience to effectively cope and adapt, even though I faced “loss, hardship, or adversity.” Ultimately, I discovered that resilience is a “state, a condition and a practice” (Knight, 2007, p. 544).