Finance Minister Heng Swee Keat pictured on Feb 21 during Ask the Finance Minister 2021. (Photo: Marcus Mark Ramos)

21 Feb 2021 10:00PM (Updated: 22 Feb 2021 11:04PM)

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SINGAPORE: Income inequality in Singapore fell to a historic low in 2020 due to “massive transfers” and schemes tilted towards supporting lower income groups, said Deputy Prime Minister Heng Swee Keat on Sunday (Feb 21). 

Speaking on CNA’s Ask The Finance Minister programme, Mr Heng said Singapore’s Gini coefficient was 0.375 in 2020 after Government transfers, down from 0.398 in 2019. This is Singapore’s best performance since the Government started tracking the data in 2000, he added. 

Dressed in a maroon shirt adorned with the school logo, Nikolas Cruz exited his Uber outside the campus at 2:19 p.m. He approached the school wearing a backpack filled with magazines and carrying a black duffel packed with his legally purchased AR-15 semi-automatic rifle.

School staff had been warned after Cruz’s expulsion for "disciplinary reasons" in 2017 that the troubled teen was a risk to student safety. When a staff member saw him outside, he hesitated to call a "Code Red." The gunman was halfway through his six-minute rampage before anyone issued a warning. By then, it was too late. 

Cruz entered the high school’s Freshman Building, on campus—which was mostly filled with freshman students—at 2:21 p.m. and unpacked his rifle in a stairwell. According to NBC Miami, freshman Chris McKenna, 15, spotted Cruz there and received a chilling warning from the gunman. “You better get out of here. Things are going to start getting messy.” McKenna ran outside, where he spotted Aaron Feis, a coach and school security monitor who took him to the baseball field 500 feet away and turned back to “check it out.”

In order for us to survive we can follow this steps for survivability:
RUN
HIDE 
TELL

In a written parliamentary reply to Mr Louis Ng (Nee Soon GRC), Mr Lee said since 2017, 26 offenders have been jailed, another 40 were charged in court and fined, 113 were given compound fines and 87 received warning letters.

About 30 per cent of the 260-odd cases were related to animal cruelty, while the rest involved pet owners who failed in their duty of care, said Mr Joshua Teoh, director of animal welfare at the National Parks Board's (NParks') Animal and Veterinary Service.

Bangladesh has the 8th largest population in the world with 163,317,317 or 2.11% of the Earth’s inhabitants living there in 2019. However, the country only has the 92nd largest land area which means population density is high.

With a high birth rate and a low death rate, as shown in the graph below, the population growth rate is around 1.04%. The result of this is over-population because Bangladesh has more people than its resources can support. 

GDP per person is low in Bangladesh, meaning people do not generally have a good standard of living. The graph below illustrates the difference in GDP between Bangladesh and other countries. Despite rising rapidly recently, it is still significantly below other countries.

A significant number of people in Bangladesh are under-employed, meaning they don’t work full time. Wages are also low.

According to UNESCO Bangladesh has an adult literacy rate of just 72.89%. While the male literacy rate is 75.7%, for females is 70.09%. This is the result of no free or compulsory education system meaning few people have qualifications.

Access to healthcare is also poor in Bangladesh resulting in a high death rate and infant mortality rate.

Brief summary : Most of Bangladesh is occupied by its people and its resources is limited as the resources are insufficient for its people . Inclusive of its low GDP , some are unemployed or having low wages and access to healthcare is poor therefore the death and mortality rate in Bangladesh is increased.


Apologies if it sucks , i really didnt know what to write for summary :(

The programme, which provides comprehensive and coordinated support for families with children living in highly subsidised Housing Board rental flats, will have an "action plan" to address the specific needs, aspirations and challenges of each family.

Dedicated and trained befrienders will be matched to each family to support it. These befrienders will help families connect with various community groups and government agencies, so that they can get timely and holistic assistance.

Justice and Peace encourages these actors to « understand in order to act better  » for peace and justice, here and elsewhere.
The aim of its work is to develop an awareness and critical knowledge of the realities of society, based in particular on the methodologies of lifelong education and education for global citizenship and solidarity, through analysis, awareness raising, trainings and political advocacy

Justice and Peace encourages individual and collective action by citizens as actors in society for the promotion of peace and justice in the world. It seeks to strengthen citizen responsibility and participation, both locally and globally.
The conflictual and competitive model inherent in the neo-liberal system is at the root of inequalities and injustices which themselves provoke economic, social, political and environmental violence, especially in the South, but also in the North. It is therefore essential to propose alternatives, through a systemic analysis that reveals the interconnections between peoples and mobilizes citizens in engagement.

Justice and Peace proposes a model of society based on cooperation between the countries of the South and the North to create the conditions for a transition towards a more just, sustainable and rebalanced world.
Justice and Peace develops analyses and work methodologiesl, particularly in continuing education and development education, on international issues and conflict resolution. This involves bringing actors together, making an inventory of existing solutions and systematizing them. On this basis, we are setting up animations and training courses for teachers and associations, as well as targeted communication for political leaders.
The educational actors: Justice and Peace focuses on the one hand on continuing education associations and on the other hand on the actors of French-speaking secondary education (teachers, future teachers and educational teams of French-speaking secondary schools) and higher education students (universities and colleges).
Political leaders: civil servants, members of parliament, at the Belgian and European levels.
French-speaking Belgian citizens: actors, through their political and consumer choices, in the construction of North-South relations.

Following are chapter-by-chapter highlights and short summaries of conclusions and recommendations of the report’s authors. More information and supporting citations can be found within the chapters themselves.

A complex and variable constellation of risk and protective factors makes persons more or less likely to use a firearm against themselves or others. For this reason, there is no single profile that can reliably predict who will use a gun in a violent act. Instead, gun violence is associated with a confluence of individual, family, school, peer, community, and sociocultural risk factors that interact over time during childhood and adolescence. Although many youths desist in aggressive and antisocial behavior during late adolescence, others are disproportionately at risk for becoming involved in or otherwise affected by gun violence. The most consistent and powerful predictor of future violence is a history of violent behavior. Prevention efforts guided by research on developmental risk can reduce the likelihood that firearms will be introduced into community and family conflicts or criminal activity. Prevention efforts can also reduce the relatively rare occasions when severe mental illness contributes to homicide or the more common circumstances when depression or other mental illness contributes to suicide. Reducing incidents of gun violence arising from criminal misconduct or suicide is an important goal of broader primary and secondary prevention and intervention strategies. Such strategies must also attend to redirecting developmental antecedents and larger sociocultural processes that contribute to gun violence and gun-related deaths.                                                                                      i felt very terrified as it is very dishearthening and sad to see such things happened to some schools in america whereby school is just for studying

Although there are many exceptions, boys and girls do differ on average in ways that parallel conventional gender stereotypes and that affect how the sexes behave at school and in class. The differences have to do with physical behaviors, styles of social interaction, academic motivations, behaviors, and choices. They have a variety of sources—primarily parents, peers, and the media. Teachers are certainly not the primary cause of gender role differences, but sometimes teachers influence them by their responses to and choices made on behalf of students.

Physically, boys tend to be more active than girls, and by the same token more restless if they have to sit for long periods. They are also more prone than girls to rely on physical aggression if they are frustrated (Espelage & Swearer, 2004). Both tendencies are inconsistent with the usual demands of classroom life, of course, and make it a little more likely that school will be a difficult experience for boys, even for boys who never actually get in trouble for being restless or aggressive.

During the first two or three years of elementary school, gross motor skills develop at almost the same average rate for boys and girls. As a group, both sexes can run, jump, throw a ball, and the like with about equal ease, though there are of course wide significant differences among individuals of both sexes. Toward the end of elementary school, however, boys pull ahead of girls at these skills even though neither sex has begun yet to experience puberty. The most likely reason is that boys participate more actively in formal and informal sports because of expectations and support from parents, peers, and society (Braddock, Sokol-Katz, Greene, & Basinger-Fleischman, 2005; Messner, Duncan, & Cooky, 2003). Puberty eventually adds to this advantage by making boys taller and stronger than girls, on average, and therefore more suited at least for sports that rely on height and strength.

In thinking about these differences, keep in mind that they refer to average trends and that there are numerous individual exceptions. Every teacher knows of individual boys who are not athletic, for example, or of particular girls who are especially restless in class. The individual differences mean, among other things, that it is hard to justify providing different levels of support or resources to boys than to girls for sports, athletics, or physical education. The differences also suggest, though, that individual students who contradict gender stereotypes about physical abilities may benefit from emotional support or affirmation from teachers, simply because they may be less likely than usual to get such affirmation from elsewhere.

 

There is a growing number of laws around the country being enacted under the guise of religious freedom that curtails – even eliminates – the rights of LGBTQIA+ individuals. Furthermore, homophobia and discomfort with individuals who do not conform to antiquated stereotypes of sex and gender often manifests into heinous discrimination against these individuals.  Nearly 41% of gay and lesbian adults face some form of hostility or harassment on the job, including being fired or forced to quit because of their sexual orientation.  

​

Although federal laws protect people from workplace discrimination on the basis of sex, race, national origin, religion, age, and disability, there is no federal law that specifically outlaws workplace discrimination on the basis of sexual orientation by private employers.  However, over the years, there has been more legal support for finding that Title VII's prohibition against "sex" discrimination also covers sexual orientation discrimination. The reasoning is that sexual orientation discrimination necessarily involves gender-based stereotypes of how men and women should behave and with whom they should be in romantic relationships. 

​

There is more definitive protection offered at the state level.  More than 20 states and the District of Columbia have laws that expressly prohibit sexual orientation discrimination in private jobs.  If you identify as an LGBTQ individual and your state does not have a law that protects you from workplace discrimination, you may still be protected by city and county ordinances.  New York City, for instance, has broad protections against discrimination on the basis of sexual orientation, and strongly prohibits discrimination on the basis of gender identity and/or gender expression.  Similarly, New York State, which recently passed the Gender Expression Non-Discrimination Act (GENDA), deems gender identity and gender expression a protected class under the State's human rights and hate crimes laws.

in my opinion, even when you have diffrent sexual orientations or genders, you are still considered human and you are not alone

 

In times of austerity, some political choices made have deepened poverty and inequalities (cuts in income and services, deregulation of the labour market…).

Indeed, the fact that there are very different levels of poverty in different Member States demonstrates clearly that different approaches to allocating resources and opportunities lead to different outcomes.

 

The least unequal societies in Europe tend to have the lowest levels of poverty, and to have been less impacted by the crisis. This is primarily because these Governments choose to give priority to ensuring adequate minimum income levels and ensuring good access to services, through the social protection system and through guaranteeing minimum wage levels. They are usually the most effective at redistributing wealth through the tax and other systems. This means that the decisions over how to eradicate poverty in the end are political choices about the kind of society we want.