Sacred Natural Sites are the world's oldest protected places. This book focuses on a wide spread of both iconic and lesser known examples such as sacred groves of the Western Ghats (India), Sagarmatha /Chomolongma (Mt Everest, Nepal, Tibet - and China), the Golden Mountains of Altai (Russia), Holy Island of Lindisfarne (UK) and the sacred lakes of the Niger Delta (Nigeria). The book illustrates that sacred natural sites, although often under threat, exist within and outside formally recognised protected areas, heritage sites. Sacred natural sites may well be some of the last strongholds for building resilient networks of connected landscapes. They also form important nodes for maintaining a dynamic socio-cultural fabric in the face of global change. The diverse authors bridge the gap between approaches to the conservation of cultural and biological diversity by taking into account cultural and spiritual values together with the socio-economic interests of the custodian communities and other relevant stakeholders.

Presents entries A to L of a two-volume encyclopedia discussing religion around the globe, including biographies, concepts and theories, places, social issues, movements, texts, and traditions.

This volume explores the sources and manifestations of political violence in South and Southeast Asia and the myriad roles that it plays in everyday life and as part of historical narrative. It considers and critiques the manner in which political violence is understood and constructed, and the common assumptions that prevail regarding the causes, victims, and perpetrators of this violence. By focusing on the social and political context of these regions, the book presents a critical understanding of the nature of political violence and provides an alternative narrative to that found in mainstream analysis of terrorism. "Political Violence in South and Southeast Asia" brings together political scientists and anthropologists with intimate knowledge of the politics and society of these regions, who present unique perspectives on topics including assassinations, riots, state violence, the significance of geographic borders, external influences and intervention, and patterns of recruitment and rebellion. Contributors include Paula Banerjee (Calcutta University and Calcutta Research Group), Vincent Boudreau (City College of New York), Paul R. Brass (University of Washington), Naureen Chowdhury Fink (International Peace Institute, New York), Natasha Hamilton-Hart (National University of Singapore), Sankaran Krishna (University of Hawaii--Manoa), Darini Rajasingham (Social Scientists Association and International Centre for Ethnic Studies, Sri Lanka), Geoffrey Robinson (UCLA), Varun Sahni (Jawaharlal Nehru University, New Delhi), Shamuel Tharu (Jawaharlal Nehru University).

As urban growth and development continue at a breathtaking pace across the world, cities are increasingly bearing the brunt of conflicts, crises and disasters, which themselves are growing in number, magnitude and complexity. The convergence of these two trends - increasing urbanization and growing crises - demands an enhanced approach to city reconstruction and recovery, one that puts culture at its heart. Elaborated by the World Bank and UNESCO, this Position Paper outlines one such approach, the Framework for Culture in City Reconstruction and Recovery, also known as the CURE Framework. The CURE Framework is a culture-based approach to the process of city reconstruction and recovery in post conflict, post disaster and urban distress situations that accounts for the needs, values and priorities of people.

Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.