Earth at Risk in the 21st Century: Rethinking Peace, Environment, Gender, and Human, Water, Health, Food, Energy Security, and Migration

2020 ◽  
Author(s):  
Úrsula Oswald Spring
2015 ◽  
pp. 425-439
Author(s):  
Kana Takamatsu

This chapter examines how the foreign aid policy should and should have supported families facing risks by using the case study of Myanmar. The chapter starts by addressing the issue of poverty, which continues to be the gravest risk in the developing countries, and how family could be the cause of poverty as well as the solution of poverty in foreign aid policy discussion. The situation of poverty and migration as a risk management tool are then examined in the second section of the chapter. Interviews with migrant workers in Thailand and Japan were conducted. Finally, there is a discussion about the developments of Myanmar and how the foreign aid and international community has inadequately responded to the democratization of Myanmar and to the needs of its people.


Author(s):  
Kana Takamatsu

This chapter uses the case study of Myanmar to examine how the foreign aid policy should have supported families facing risks. The chapter addresses the issue of poverty, which continues to be the gravest risk in the developing countries. Family could be the cause of poverty as well as the solution of poverty in foreign aid policy discussion. The situation of poverty and migration as risk management tools is examined. Interviews of migrant workers in Thailand and Japan were conducted. There is also a discussion about the developments of Myanmar and foreign aid and how the international community has inadequately responded to the democratization of Myanmar and to the needs of its people.


2017 ◽  
Vol 27 (1) ◽  
pp. 87-93 ◽  
Author(s):  
Catherine Cook-Cottone ◽  
Laura Lee Douglass

Abstract With adequate education and guidance, yoga communities, as part of the therapeutic landscape in the 21st century, can play a significant role promoting positive embodiment for those with, and at-risk for, eating disorders (EDs). To do this, yoga teachers need to know how to create a body-positive community and be able to recognize and respond to those at risk and struggling with EDs in their communities. In order to address yoga teaching methods associated with EDs and ED risk, broader conceptual approaches and specific practices associated with positive embodiment are offered. These include the broader conceptual approaches of: intentional inclusion and acceptance, experiential emphasis, supporting positive embodiment and inquiry. Studio pragmatics are also detailed as related to the body, breath, emotions, and community. Assessment, referral, and community engagement are also addressed.


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