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  • Document

    Displacement, Resettlement, Rehabilitation, Reparation and Development [as a result of dams]

    World Commission on Dams, 2000
    Reviews recent practices relating to displacement, resettlement, rehabilitation and development of people negatively affected by the construction of dams, in order to locate the global experiences in dam induced displacement and understand the socio-political context of displacement and resettlement.
  • Document

    Integrated Water Resource Management in Water and Sanitation Projects

    IRC International Water and Sanitation Centre, 2000
    Eight drinking water and sanitation supply (DWSS) and three integrated water resource management (IWRM) projects from seven countries were reviewed to identify the extent to which they incorporated integrated water resource management principles.The review covered a wide range of scales, from the micro-catchment (700 people, 900 ha) to the river basin (1.5 million people, 4,300 km2); landscapes
  • Document

    Ethical trade and sustainable rural livelihoods

    Ethical Trade and Natural Resources Programme, NRI, 1998
    Explores the actual and potential contribution ethical trade can make to the achievement of sustainable rural livelihoods. Summary report includes a description of ethical trade (Section 2), followed by an analysis of the building blocks and trade-offs that affect participation in ethical trade (Section 3).
  • Document

    Genders and generations in urban shantytown development

    Global Development Network, 2000
    This study deals with two genders, two generations, and three processes over time. It is set in urban Peru, on the outskirts of the capital Lima, and one of the processes concerns the settlement and consolidation of a shanty community. The second process concerns household life cycles, described from the very different points of view of husbands and wives and their adolescent children.
  • Document

    Education for Community Empowerment Project

    Department for International Development, UK, 2010
    What examples are there of effective mobilisation of citizens/communities which have brought about improved education outcomes (quality and access) for poor men and women?   Are there any examples where broader forms of social change have also taken place as a result or strengthening community action and choice in education services?

Pages