How to write a essay plan Wycliffe College
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How To Plan an Essay
Do you find writing essays or other documents daunting? Writing a good essay plan can make all the difference. For more advice ...
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Guest Editorial: Uncounted: Power, inequalities and the post-2015 data revolution. People and groups go uncounted for reasons of how to a essay plan College, power: those without power are further marginalized by essay International School their exclusion from statistics, while elites and how to Wycliffe, criminals resist the counting of their incomes and wealth. As a result, the pattern of counting can both reflect and exacerbate existing inequalities. The global framework set by the Sustainable Development Goals will be more ambitious, in terms of both the counting and the challenging of thinking.com Centennial, inequalities, than anything that has gone before. How To Write A Essay Plan College. This article explores the likely obstacles, and the unaddressed weaknesses in the agreed framework, and suggests a number of measures to strengthen the eventual challenge to essay writing Kendall, inequalities, including by a essay Wycliffe the promotion of tax justice measures. Explains how the current patterns of ‘counting’ can both reflect and Admiral, exacerbate existing inequalities, and explores the likely obstacles and the unaddressed weaknesses the 2030 Sustainable Development Agenda. Data: Facts and statistics collected together for reference or analysis. Revolution: A forcible overthrow of a government or social order, in write plan Wycliffe College, favour of coursewokr, a new system . Oxford English Dictionary.
Counting matters. As the how to a essay plan College, Stiglitz et al. (2009 : 7) report puts it: ‘What we measure affects what we do; and if our measurements are flawed, decisions may be distorted …. Thinking.com Centennial College. [I]f our metrics of how to plan College, performance are flawed, so too may be the effective essay writing College, inferences that we draw’. The Commission criticizes at length the use of gross domestic product (GDP) and economic growth as the primary measures of progress, predominantly focusing on rich countries. In development thinking, there is a comparatively rich and varied history of how to plan Wycliffe College, analysing different measures. The Millennium Development Goals (MDGs) represented the first attempt to establish a common set for all developing countries; the Sustainable Development Goals (SDGs) takes this further and identifies a universal (global) set of goals, targets and essay writing, indicators, applicable from plan Wycliffe, 2016 onwards. ‘… measures to strengthen the capacity and coverage of persuasive International School, national and sub-national monitoring and evaluation, data collection and analysis. These will need to how to write a essay Wycliffe College, track the impact of policies, legislation, budgets and programmes among those most disadvantaged and excluded; allow for argumentative essay articles truly participatory assessment of these measures; enable much more systematic disaggregation of information for equity-focused targets and indicators; and provide mechanisms for how to write plan locally-led citizen monitoring and feedback on progress and performance.’ ( UNICEF/UNWomen, 2013 : 10) Later that year, the High Level Panel of Eminent Persons confirmed to the UN Secretary General that ‘any new goals should be accompanied by an independent and rigorous monitoring system, [requiring] a data revolution for sustainable development, with an international initiative to improve the quality of statistics and essay Charterhouse, information available to citizens’ ( UNICEF/UNWomen, 2013 : 21; emphasis in original).
This momentum carried through, albeit somewhat imperfectly, into write a essay Wycliffe the SDGs framework, which achieved UN consensus in August 2015. This article evaluates the framework in College, terms of how far that ‘data revolution’ is likely to a essay plan College, reach. The term ‘uncounted’ is used to describe a politically motivated failure to count . This takes two main forms. First, there may be people and groups at the bottom of argumentative articles Charterhouse, distributions (e.g., income) whose ‘uncounting’ adds another level to how to a essay plan Wycliffe, their marginalization, for College example, where they are absent from statistics that inform policy prioritization. A Essay College. Second, there may be people and groups at the top of effective College, distributions who are further empowered by being able to go uncounted – not least by hiding income and write plan Wycliffe, wealth from taxation and essay School Eerde, regulation. In either case, the phenomenon is how to a essay plan, not a random or arbitrary one. Being uncounted is not generally a matter of coincidence, but reflects power: the lack of it, or its excess.
As such, the term ‘data revolution ’ is most appropriate. The implication is not of a technical reform, but rather of a major political change. If the SDGs were to reach their potential in essay articles Charterhouse, this regard, a substantial redistribution of power is how to write Wycliffe College, implied. It is argued here that for thinking of Management a range of write plan Wycliffe, reasons, both by design and by effective essay writing omission, the how to write plan Wycliffe, SDG framework is likely to go much further in tackling the coursewokr Farragut Academy, phenomenon of those who are uncounted at the bottom. There are however a number of developments outside the framework that support some optimism about the uncounted at the top also. Importantly, there is how to plan Wycliffe, still scope to establish additional mechanisms to thinking.com College, strengthen the framework and the prospects for empowering political change.
The article is organized as follows. How To A Essay Wycliffe. The first section outlines the context of development thought within which the argumentative essay Charterhouse, MDGs and SDGs were adopted, highlighting the major differences in emphasis. The second section considers the implications of the how to, SDG approach, as adopted, for those who are uncounted at the bottom: Will the essay, framework really ‘Leave No One Behind’? The third section assesses those who are left ahead – the uncounted at the top, and the extent to which the SDGs may shed light here – in particular from a tax justice perspective. A final section concludes as to how to Wycliffe College, the prospects for a post-2015 ‘data revolution’, challenging inequalities and tax injustice, and offers two recommendations to strengthen the framework. Evolution of development thought: context for MDGs and SDGs.
The history of development thinking can be seen in a series of coursewokr Admiral Farragut Academy, evolutionary steps in counting. In each stage, mainstream aims have become more nuanced and how to write, more relevant to the lived experience of populations. Inevitably, this greater nuance has driven better counting (i.e., better measurement of a population’s lived experience). However, the causality runs in both directions because at how to an introduction summary essay Edith the same time, better measurement has revealed important realities that have in turn informed different mainstream priorities. The longstanding preoccupation of much development analysis (and policy) has been GDP, and its growth (or at best, GDP per write plan College capita and its growth). With important interventions from coursewokr Admiral Academy, UNICEF’s Adjustment with a Human Face ( Cornia et al., 1987 ) and how to write plan Wycliffe College, UNDP’s (1990) first Human Development Report, this focus on poor countries gave way – first to a greater emphasis on non-GDP aspects of national human development, and then to a focus instead on people living in poverty. The World Bank promoted extreme income poverty as the central element, from the techniques of Management, subsequent 1990 World Development Report ( World Bank, 1990 ), and its ‘dollar-a-day’ measure was eventually adopted as the basis for the target of the first UN MDG in 2000. Alongside (and partly in response to) the focus on absolute, monetary poverty came a much wider and richer analysis of (individual and household) poverty that much more closely reflect the UNICEF and UNDP analysis. Ruggeri-Laderchi et al. (2003) identify three main approaches. The capabilities approach (following Sen, 1999 ) treats poverty as the failure to achieve certain minimal capabilities, rather than as the failure to reach a certain consumption or income level.
While the emphasis remains on absolute achievements, the capabilities approach is necessarily a multidimensional one, going far beyond income as a proxy for plan Wycliffe College utility. The social exclusion approach, which had by far the most important policy role in the European Union, puts greater emphasis on relative aspects of poverty – emphasizing the ability of creative, people to participate in how to plan Wycliffe, a given society. From this approach tends to follow an understanding of poverty as clearly multidimensional, and significant attention to group characteristics (since these are frequently the basis for exclusion). Finally, the participatory approach seeks to elicit views from within communities on the nature and locus of poverty. Important concerns here reflect issues around eliciting views without introducing external bias; ensuring the views that are heard are genuinely representative (a problem that looms ever larger as attempts are made to take this approach to national scale); and inherent problems of persuasive International Eerde, self-identification (including, e.g., the tendency to identify others as [more] poor). A comparison of how to College, four approaches to poverty. Social exclusion approach. Unit of analysis. Ideally the essay articles, individual, de facto the household. Individuals or groups relative to others in their community/society.
Groups and individuals within them. Required or minimum standard identified by. Reference to ‘external’ information (defined outside the unit); central element food requirements. Reference to ‘lists’ of dimensions normally assumed to be objectively definable. Reference to those prevailing in society and state obligations. Local people’s own perceptions of write Wycliffe, well-being and ill-being. Sensitivity to social institutions. None, but assessments can be broken down by group. Emphasis on adequacy rather than sufficiency leaves space for (non-modelled) variations. Reflected in the way poor people analyze their own reality. Importance of processes.
One of the main thrusts of the argumentative essay articles Charterhouse, approach. Critical for achievement of satisfactory methods. Major weaknesses conceptually. Utility is not an adequate measure of well-being, and poverty is not an economic category. Elements of arbitrariness in choice of basic capabilities, problems of adding up. Broad framework, susceptible to many interpretations, difficult to compare across countries. Whose perceptions are being elicited, and how representative or consistent are they? How does one deal with disagreements? Problems for cross-country comparisons. Comparability of Wycliffe, surveys, of price indices, of drawing poverty lines. Fewer problems if basic capabilities are defined externally, but adding up difficulties make comparisons difficult with inconsistencies according to adding up methodology.
Lines of social exclusion essentially society-specific; also an adding up problem. Cultural difference can make appropriate processes differ across countries, results may not be comparable. Household surveys regularly conducted; omitted observations can be important. Centennial College. Use of national income data – but requires assumptions about distribution. Data less regularly collected, but could easily be improved. Currently have to rely on data collected for other purposes. If agreed on basic dimensions, data could be regularly collected. Generally only small purposive samples. Never available nationally, would be difficult to extend method for regular national data collection. Major weaknesses for measurement. Needs to how to a essay, be anchored to external elements.
Impossibility of essay Charterhouse, set evaluation. How to deal with multidimensionality even if only of basic functionings. Problems with multidimensionality. How comparable? How representative? Challenge of capturing process.
Interpreted by policymakers as requiring. Emphasis on economic growth and distribution of how to College, monetary income. Investments in extending basic capabilities/basic needs via monetary incomes and public services. Foster processes of inclusion, inclusion in markets and social processes, with particular emphasis on International, formal labour market. Empowerment of the poor. In both aspects, the MDGs marked a final break from seeing development as a problem of how to write Wycliffe College, ‘poor countries’, and focused instead on poor people. Collier’s (2007) The Bottom Billion: Why the Poorest Countries are Failing and What Can Be Done About It can be seen as something of a throwback.
Its main thesis was subsequently demolished in Sumner’s (2010) work on the ‘new bottom billion’, showing that the majority of extreme income poverty occurred – and had done for some time – in essay persuasive School, middle- rather than low-income countries, reflecting within-country inequality rather than countries’ absolute poverty. The power of the latter analysis has combined with growing political attention to income and wealth inequalities in donor countries following the 2008 financial crisis (see, e.g., the unexpected prominence of Piketty, 2014 ). But perhaps the strongest current in development thought since the establishment of the MDGs has been that focused on group inequalities. Two inter-related strands can be identified: one intellectual, one data-led. Of the Wycliffe College, former, much credit is due to argumentative, the pioneering work on write Wycliffe College, horizontal inequalities of Stewart and coursewokr Admiral, the Centre for Research into Inequality, Security and Ethnicity at Oxford (see, e.g. A Essay. Stewart, 2002 ). Argumentative Essay Charterhouse. The MDG Achievement Fund played a major role in funding work that directly addressed potential applications within the SDG framework (in particular Kabeer, 2010 ; Paz Arauco et al., 2014 ). At the same time, the growing availability of write plan Wycliffe College, relatively consistent survey data has allowed a range of group inequalities to be analyzed. Although the data remain far from perfect, the effect has been to demonstrate the thinking of Management, possibility of a truly global framework with disaggregation in how to plan Wycliffe College, multiple dimensions – as reflected in calls from international NGOs such as Christian Aid (e.g. Cobham et al., 2010 ) and Save the Children (e.g. Espey et al., 2012 ; Roche et al., 2015 ). The Multidimensional Poverty Index (e.g. Alkire and Robles, 2015 ) has also highlighted the potential of survey data, albeit without stressing group inequalities.
In addition, the gender equality goal (MDG 3 of 8) has increasingly been seen as a (perhaps even ‘the’) success story from the MDGs. Persuasive Eerde. By playing an important role in making concrete a norm that was still only emerging, this in turn set the basis for the group equality norm, which runs through the SDGs, under the banner of ‘Leave No One Behind’, and is the subject of the following section. Finally, note that both the process and the intended financing of the SDGs differ in how to a essay, powerful ways from that for the MDGs, and these also reflect the changing currents of essay persuasive School, development thought. The process was deliberately participatory, and established something much closer to a global conversation (albeit with inevitable issues of how to, access and empowered engagement) than the ‘few white men in a room’ approach that developed the MDG framework from the original Millennium Declaration. In keeping with this wider ownership, the financing emphasis is very much on domestic resource mobilization (and on tax revenues in particular), rather than foreign aid.
In this broader context of development thought, the SDGs represent an entirely logical evolution from the MDGs – and creative thinking School of Management, one in write plan College, effect mapped out by Ruggeri-Laderchi et al. Essay. (2003) . Where the how to write College, MDGs combined then-dominant monetary poverty and capabilities approaches, the SDGs add important social exclusion dynamics to the framework and in the process at least put rather greater emphasis on participatory approaches. Both aspects demand a step change in counting, in order to address inequalities and power questions. They require data to capture important group disaggregation as well as data to provide transparency and how to write an introduction for a Cowan, support accountability. Write. The rest of the article considers how successful the framework is likely to be. Uncounted at the bottom: will the SDGs really ‘Leave No One Behind’? ‘As we embark on International School Eerde, this great collective journey, we pledge that no one will be left behind. Recognizing that the dignity of the human person is fundamental, we wish to write a essay plan Wycliffe College, see the Goals and targets met for all nations and peoples and for all segments of society. And we will endeavour to reach the furthest behind first. SDGs, finalized text for adoption’ (1 August 2015: 3) ‘The next development agenda must ensure that in the future neither income nor gender, nor ethnicity, nor disability, nor geography, will determine whether people live or die, whether a mother can give birth safely, or whether her child has a fair chance in life.
We must keep faith with the promise of the MDGs and now finish the creative SDA Bocconi, job. The MDGs aspired to how to plan Wycliffe, halve poverty. After 2015 we should aspire to for a Edith Cowan University, put an write plan College, end to hunger and extreme poverty as well as addressing poverty in all its other forms. This is a major new commitment to everyone on Farragut, the planet who feels marginalised or excluded, and to the neediest and most vulnerable people, to make sure their concerns are addressed and that they can enjoy their human rights … To be sure that our actions are helping not just the largest number of people, but the neediest and most vulnerable, we will need new ways of measuring success.’ ( High Level Panel of Eminent Persons, 2013 ) A major criticism of the MDGs reflected here is that by largely ignoring identity, and targeting aggregate progress instead, the framework actually incentivized greater inequality ( UNICEF, 2015 ). In terms of vertical inequalities, helping those living on US$0.01 a day is almost inevitably harder than tipping those on how to plan Wycliffe College, $0.99 a day over the line instead.
In terms of SDA Bocconi, horizontal inequalities, although it turns out that countries that reduced these tended to see greater aggregate success (as, e.g., Roche et al., 2015 find in child mortality reduction), this was not obvious ex ante . Where existing inequalities reflected the balance of power in a country, and/or were not widely recognized, then a well-meaning pursuit of national progress could easily exacerbate or simply fail to address them. The social exclusion impetus of the SDGs is intended to ensure that identity is well recognized from the write, outset; and that disaggregated data support accountability for addressing group inequalities. These are the final of the 169 targets: Data, monitoring and Centennial College, accountability. 17.18. By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by how to plan College income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts.
17.19. By 2030, build on existing initiatives to develop measurements of progress on sustainable development that complement GDP, and support statistical capacity-building in developing countries. Two main risks can be identified: first, that the core data necessary simply are not collected; and second, that the data are collected but characterized by such systematic weaknesses as to undermine the aims of inclusion from the outset. Analysis to date has largely focused on the first risk, and on the technical and financial aspects (rather than the political). Probably the most common interpretation of the ‘data revolution’ call has been as requiring a major increase in the coverage and frequency of household surveys – in argumentative Charterhouse, order to how to write a essay Wycliffe, establish that ‘neither income nor gender, nor ethnicity, nor disability, nor geography’ remain determinants of major human development outcomes. Alkire and Samman (2014 : 35) compare possible data sources and conclude that ‘traditional in-depth survey programmes accompanied by interim surveys have the greatest potential’. Coursewokr Academy. Jerven (2014) suggests that the costs of such a survey push would be prohibitive. He estimates the cost of how to a essay plan, a full MDG data package at around $1 billion a year, extrapolating on a simple per-target basis to suggest a total figure for the SDGs of as much as $254 billion (or around two and a half times the annual aid budget).
Sandefur and Demombynes (2014) , however, conclude that this is overblown. In practice, they suggest that the total of international donor assistance needed is thinking.com, of the order of $300 million per year – much of which is already provided, so should not be seen as additional for how to a essay College the SDGs. Less prominently analyzed in the post-2015 context is the range of systematic weaknesses in current survey (and national census) data. Carr-Hill (2013 , 2014 ) has led the Academy, way in assessing the extent to which particular groups are excluded, either by write College design or by Admiral Farragut Academy sampling failures. Household surveys by design exclude those who are not part of households, specifically: homeless populations; those in institutions (hospitals and a essay plan Wycliffe College, prisons); and, highly mobile populations, including nomadic and techniques, pastoralist groups. In addition, there is how to a essay Wycliffe College, significant under-representation in practice of three further groups (all of which experience some level of insecurity or fragility): those living in informal settlements; those from households that are fragile and/or disjointed; and, those living in relatively insecure areas. Overall, albeit using inevitably somewhat crude estimates, Carr-Hill (2013) identifies the potential scale of the problem as affecting 300–350 million people. While a randomly distributed undersampling of perhaps 5 percent of the persuasive Eerde, global population might not be a grave concern, a common feature of the groups in question is the plan, likelihood of their being overwhelmingly over-represented at essay persuasive International School Eerde the bottom of the relevant income distributions.
Quality of write College, water sources, urban populations of sub-Saharan Africa. A separate failing of survey data relates to the identities that are captured. On the whole, surveys tend to allow regional and urban–rural disaggregation. Often, although not always, ethnolinguistic disaggregation is also possible. The long-standing problem of gender disaggregation remains, since important (especially economic) data may be captured at the household rather than the thinking.com College, individual level. Perhaps the most egregious failing of surveys in respect of the groups identified in the SDGs, however, relates to persons living with disabilities. Here there has been a persistent failure, if anything worsening over time.
Samman and Rodriguez-Takeuchi (2013) address disabilities in how to Wycliffe College, survey data, and the somehow parallel issues of mental health and old age. In each case, the authors highlight scale and Charterhouse, identify associations with poverty. People over 60 make up 11 percent of the global population, and households they head are likely to have lower incomes; and that mental health disorders affect 450 million people, although the comparative lack of study and how to a essay Wycliffe College, data mean that any link to poverty or poor development outcomes is creative thinking SDA Bocconi of Management, less clear. An estimated 15–20 percent of the world’s population lives with some form of how to write Wycliffe College, disability, including those resulting from essay Eerde, mental health issues, and the disability is considered severe for an estimated 2–4 percent of the global population. People living with disabilities are again more likely to be income-poor and to be excluded in a range of other ways. In the United Kingdom, for example, where major data challenges remain, it is estimated that women living with learning disabilities died 20 years earlier than the how to plan, general population, and men with learning disabilities 13 years earlier ( Heslop et al., 2013 ). Samman and Rodriguez-Takeuchi (2013) also show that the three groups are undercounted, and often completely uncounted, with the main surveys conducted.
There are issues in terms of coverage (e.g., these groups may be more likely to live outside formal households, a problem discussed above) and the extent of information collected (not least, whose opinion is sought about conditions affecting household members). However, the biggest issues relate to identification. Are the right questions being asked of Centennial College, sufficient numbers of people to obtain representative data? Almost without exception – and how to write plan Wycliffe College, above all for disabilities and mental health – the Centennial, answer is no. For example, disability questions are typically not included (sometimes with the justification that necessary over-sampling to obtain representative data would be prohibitively expensive). Where disability questions have been included, the how to a essay plan College, form has been weak. Essay School Eerde. For example, ‘Is [NAME] physically or mentally handicapped or disabled?’ Such questions will tend to identify only how to write a essay plan College severe, and typically more physically visible, disabilities, while issues of stigma may undermine even this identification.
There is now fairly broad consensus – although only limited practical use – of the minimum six-question approach proposed by the UN’s Washington Group on Statistics, which instead puts the emphasis on Kendall, self-reporting of actual capabilities: Do you have difficulty seeing even if wearing glasses? Do you have difficulty hearing even if using hearing aid/s or are you deaf? Do you have difficulty walking or climbing stairs? Do you have difficulty remembering or concentrating? Do you have difficulty (with self-care such as) washing all over or dressing?
Do you have difficulty communicating (for example, understanding or being understood by others)? Question response categories: No, Some, A lot, and Unable. Extended versions exist, but reasons of cost may prevent their widespread use in how to write plan Wycliffe, surveys that must address multiple issues. The areas of old age, mental health and – above all – disability, are ones in which being uncounted represents very clearly a further marginalization. Progress will require new approaches that condemn such exclusion to the past, and generate the data even to assess whether these groups are included in any individual SDG achievements. Survey data are of course not the only options.
Outlining elements of a solution to argumentative essay articles, the systematic omissions he identifies, Carr-Hill (2013) highlights the importance of accurate census data, both as a central element of national statistics in their own right and as the basis to plan Wycliffe College, assess and possibly to coursewokr Admiral Farragut Academy, reweight survey findings. By 2030, provide legal identity for all, including birth registration. Dunning et al. (2014) note three reasons: that recognized identity supports the establishment of write Wycliffe College, (at least notional) rights vis-a-vis a state; that it facilitates (practical) access to state services; and third, to support better data. Essay School Eerde. Thus, as with broader aspects of counting, it is both means and end to a essay plan, development progress. Once again, the uncounted are not an arbitrary group: ‘it is no accident that those lacking birth registration and legal identity are typically the how to write Cowan, most vulnerable people in the poorest countries’ ( Dunning et al., 2014 : 3). This includes an estimated 750 million children under 16, of how to write plan College, whom around 230 million are under 5. A further 70 million registered children are estimated to have no birth certificate. By 2030, all countries at least halve the percentage of unregistered births for children younger than five and reduce the average age of coursewokr Admiral Academy, birth registration. By 2030, ensure that all individuals have well-defined and how to write a essay College, recognized legal identity by the time they become adult (15–18) A further set of concerns relate to the linkages between legal identity and citizenship ( Bloom, 2015 ). These include the Centennial College, general risk that attention to legal identity exacerbates the problems faced by those who are stateless (e.g., that they may receive an identity that confers illegal status, in effect; or that the SDGs’ emphasis on accountability to citizens may exclude them more comprehensively even than presently).
The need to ensure rights regardless of legal identity or citizenship is College, not made generally explicit (although migrants are explicitly included in some targets). Overall, as far as the uncounted at the bottom are concerned, there is reason to be cautiously optimistic about the SDGs. The driving force of the social exclusion approach has resulted in a clear focused on group inequalities, and so the proposed data revolution may go a long way to improving identity-based development statistics. The underpinning political drivers cannot be ignored, however, and nor should they be expected simply to dissolve in the face of UN consensus. There is no coincidence in the fact that so many of the groups about whom data is now sought, but currently unavailable, have been unable to exert the effective political demand to be counted. This may reflect a widespread lack of understanding or concern, for SDA Bocconi School of Management example, as is likely to be the how to College, case worldwide for persons living with disabilities. It may reflect embedded political dynamics, for example, such as that facing indigenous populations in countries from Australia to persuasive, Canada that result in what the UN Special Rapporteur refers to as ‘nearly universal disadvantageous social and economic conditions’ ( OHCHR, 2014 ); or something more targeted such as the apparently deliberate marginalization of multiple regions and ethnolinguistic groups in Sudan ( Cobham, 2005 ). 1.
In the last section, I consider some possibilities to support greater progress, reflecting the political nature of the obstacles. Before doing that, it is write Wycliffe, essential to explore the role of the SDGs in respect of uncounted phenomenon related to the top of the distribution. Uncounted at the top: hidden inequalities and tax justice. At the other end of the distribution are phenomena that go uncounted because of an excess of argumentative essay Charterhouse, power: tax abuses of individuals and how to write a essay plan, companies; the financial secrecy provided by jurisdictions including some of the persuasive International, richest that undermine tax and how to write a essay College, the rule of law in essay College, others including the poorest; and the hidden criminality of private and how to a essay, public sector corruption. In addition, more prosaic forms of going uncounted also contribute to obscure actual inequality. The SDG approach to illicit financial flows (IFFs) is considered below, but the immediate concern relates to the treatment of vertical inequalities. The most relevant goals and targets are as follows. Goal 10: Reduce inequality within and among countries. 10.1. By 2030, progressively achieve and sustain income growth of the bottom 40 per cent of the population at a rate higher than the how to write an introduction summary, national average.
10.2. By 2030, empower and promote the social, economic and how to write plan Wycliffe College, political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status. 10.4. Adopt policies, especially fiscal, wage and social protection policies, and argumentative, progressively achieve greater equality. Fully capturing the distribution at the top is a essay plan, necessary to assess the extent to which growth is inclusive, and to ensure that fiscal policies progressively achieve greater equality. Cobham et al. (2015a) lay out three main ways in which income inequality in argumentative Charterhouse, particular is hidden. First, higher-income households are undersampled in surveys (commonly because of refusal to participate). Increasingly, a remedy can be found through administrative tax data – as now brought together for a growing number of countries in the World Top Incomes Database by how to plan College Alvaredo et al. (2015) . Essay School Eerde. Using such tax data appears to add in the order of 3–6 percentage points to the resulting Gini coefficient, for how to a essay plan national (e.g., for the United States, Korinek et al., 2005 ) or global data ( Anand and Segal, 2014 ).
Second, tax data is itself likely to be systematically biased downwards, because of the summary essay Edith University, under-reporting of incomes associated with tax evasion. Zucman (2013) estimates that undeclared assets held offshore may amount to as much as 10 percent of how to write a essay, global GDP. Argumentative Articles. Forthcoming analysis ( Cobham et al., 2015b ) using IFF (rather than stock) estimates suggests that the resulting adjustment to national Gini coefficients for undeclared incomes may be of the same order as that found by allowing for declared incomes via administrative tax data. The third way in which the true extent of income inequality can be hidden relates to the choice of measure. How To Write Plan Wycliffe. The relative insensitivity of the Gini coefficient to the tails of the distribution has long been recognized ( Atkinson, 1973 ). Cobham and Sumner (2013a , 2013b ) demonstrate that the Gini is also relatively insensitive at higher levels of inequality.
In addition, these papers provide evidence that such is the relative stability (across countries and over time) of the income share of deciles 5–9 that despite its oversensitivity here that a regression of the Gini on the bottom 40 percent and Eerde, top 10 percent income shares alone produces near-perfect fit. A Essay Plan Wycliffe. That same stability supports Palma’s (2006 , 2011 ) findings, and the proposal of Cobham and how to write an introduction Cowan University, Sumner (2013a , 2013b ) for how to a essay plan an alternative inequality measure, the Palma ratio: the International Eerde, ratio of how to write, national income shares of the top 10 percent to the bottom 40 percent, since this is where most income inequality actually occurs. Per Atkinson (1973) , no single measure of inequality is without subjective implications; the best we can do is to be aware of College, that which we use. Although the same two income shares drive the Gini coefficient in practice also, it occurs in a somewhat obscure and opaque way. In the Palma ratio, by contrast, it is direct and transparent. The subtitle of Palma’s (2011) paper is ‘The share of the rich is what it’s all about’. What is disappointing about the income inequality measure in the SDGs is that it obscures the share of the rich almost completely.
As discussed above, the centrality of how to a essay plan Wycliffe, social exclusion as the development approach behind the coursewokr Admiral Farragut, SDG framework results in great emphasis on group inequalities, and in particular on marginalized groups. Those relatively favoured groups do not necessarily come into such stark contrast, in particular if the progress of marginalized groups is write a essay Wycliffe College, compared with national averages rather than that of the most advantaged groups. This logic reaches a nadir in the ‘income inequality’ target. The relationship between the bottom 40 percent, deciles 5–9 and the top 10 percent shares of national income is such that, in general, the target of higher income growth for the bottom 40 percent than for the mean is likely to be associated with reductions in the Palma or Gini – but it is unclear why such a circular and complex route is preferred to, for example, the Doyle and Stiglitz (2014) proposal of targeting a Palma ratio of 1, in each country, by Admiral 2030. The uncounted nature of some part of top-end incomes introduces no less important a bias in the SDG target than it would in a Palma target, only how to that it is somewhat hidden. ‘There has been some criticism that the focus on creative techniques School, the growth rate of the per capita income of the poorest 40 percent ignores inequality. This criticism is misplaced. Since each nation already tracks the growth rate of the per capita income of its entire population and these data are widely available, as soon as we see the growth rate of the bottom 40 percent next to write plan Wycliffe College, this figure, it will be immediately obvious as to whether the writing Kendall College, poorest 40 percent is falling off from the rest or catching up. The fact that this is how to a essay Wycliffe, not combined into a single ratio means little, since the ratio is all too obvious. Moreover, there is some literature showing that what the poorest 40 percent loses goes largely to the top 10 percent of the population.’ ( Palma, 2011 ; Green, 2012 ) It was perhaps inevitable that the World Bank’s measure would not be taken directly into the SDGs, when its defenders begin by recognizing that only as a ratio can it speak to inequality. It seems at best unfortunate, however, to set a target that would loosely equate to a reduction in effective essay writing Kendall College, inequality, with no attention paid to the starting point.
Given the universal nature of the SDGs, does it make sense for a country where the bottom 40 percent earn more than the top 10 percent (i.e., Palma1) face the same target as a country where the top 10 percent earn perhaps five or six times as much? Ultimately, the compromise between ‘shared prosperity’ and a Palma target is an a essay, unsatisfactory one. Creative Thinking Techniques SDA Bocconi School. The SDG position reflects clear progress from the absolute income focus of the MDGs, of course, but there is plan, a sense of having ducked an important possibility. Returning to persuasive International, IFFs, a somewhat similar conclusion may be reached. In theory, MDG 8 (Develop a global partnership for development), and target 8A in particular, may be relevant: ‘Develop further an open, rule-based, predictable, non-discriminatory trading and financial system’. In practice, MDG 8 has been excoriated as badly designed, little measured and largely unaccountable; and 8A stands out even here. Not only is the target not SMART (arguably, it meets none of the criteria at all: certainly it is how to write College, neither specific nor measurable); there is also no single indicator in the framework that relates. Overall, the MDGs focused strongly on aid and had no space for domestic taxation; and included no references beyond the vague wording of essay Charterhouse, 8A to the transparent or fair operation of international finance and trade. 17.1.
Strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and write Wycliffe, other revenue collection. Note the argumentative Charterhouse, somewhat ambiguous recognition of the international nature of the problem. Some (non-aid donor) countries had apparently pushed for clarity over international responsibility, for example, in respect of full inclusion of developing countries in the exchange of tax information; some (donor) countries rejected this, allowing instead the language on support that could be interpreted as technical assistance in-country alone. This year has seen studies from both UNCTAD (2015 , for the World Investment Report) and the Fiscal Affairs Department of the International Monetary Fund ( Crivelli et al., 2015 ) highlighting the scale of revenue losses associated with profit-shifting by multinational groups. Write Wycliffe College. The former suggests that investment structures (including intra-group lending) through conduit jurisdictions results in a loss for writing developing countries of around $100 billion annually. The latter suggests that overall profit-shifting might have twice that impact, as well as causing around $500 billion of annual revenue losses for OECD countries. The fact that such estimates (based variously on how to Wycliffe College, statistics on writing, tax revenues, FDI income and corporate tax rates) are currently the how to a essay plan Wycliffe College, best guide for policy reflects a further aspect of uncounted. Current corporate reporting rules do not provide for country-by-country information on the economic activities and tax paid by multinational groups; and essay articles, without this, neither the multinationals nor national tax authorities can be effectively held accountable for how to write a essay plan College their approaches. The first analysis and advocacy priority of the then nascent Tax Justice Network in 2003 was for public country-by-country reporting ( Murphy, 2003 ). Ten years later, with increasing pressure from media revelations about corporate tax abuse such as ‘LuxLeaks’, the G8 and G20 groups of countries called for the OECD to develop just such a standard, which it has now done ( OECD, 2014 ). At present, however, the information generated (potentially by every multinational group) will only be supplied to creative SDA Bocconi School, individual tax authorities – so while some abuses may become visible and be addressed, there will be no greater public accountability of either multinationals or tax authorities. A related area for international support of domestic tax capacity, again data-dependent, is the exchange of tax information between jurisdictions.
This was the second of the Tax Justice Network’s original priorities, and again was adopted by the G8 and write College, G20 some ten years later, and the OECD mandated to deliver. The automatic provision of creative thinking techniques SDA Bocconi School, information is seen as a powerful mechanism to minimize the how to a essay plan, hiding of taxable wealth and incomes in Farragut Academy, other jurisdictions including tax havens. Despite assurances to the contrary, however, it seems likely that the main beneficiaries will be OECD member states, while many developing countries may remain excluded from how to write a essay Wycliffe College, full participation. In addition, there are currently no plans in place to ensure consistent partially aggregated is published on the scale of bilateral holdings – so once again, the scope for accountability of tax authorities, or indeed of jurisdictions for their contribution to international financial transparency, or opacity. The lack of indicators in the SDGs, or indeed in Farragut, the Financing for Development document, suggests again a missed opportunity to support domestic tax capacity – this time by improving the counting of elites’ offshore incomes. As noted, the underlying assets are likely to represent a material share of world GDP, and to have significant implications for recorded inequality. 16.4. Write Wycliffe College. By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets, and combat all forms of organized crime. ‘We will redouble efforts to essay, substantially reduce illicit financial flows by 2030, with a view to eventually eliminating them, including by combating tax evasion and write, corruption through strengthened national regulation and thinking techniques SDA Bocconi, increased international cooperation.’ ( UN, 2015 : 8) The dictionary definition of illicit is ‘forbidden by law, rules or custom’; that is, it goes beyond narrow illegality. The consistent feature of IFFs – those that are certainly illegal, such as cross-border money-laundering and tax evasion, and that those may be legal but are socially unacceptable such as the most egregious tax avoidance (or unproven evasion) of some multinational companies – is the use of financial secrecy to prevent public visibility.
A typology of IFFs and plan College, immediate impacts. Impact on state funds. Impact on state effectiveness. Exploit subsidy regime. (Re)patriate undeclared capital. Shift undeclared (licit) income/profit. Shift criminal proceeds out. Evade capital controls (including on profit repatriation) (Re)patriate undeclared capital.
Shift undeclared (licit) income/profit. Shift criminal proceeds out. Evade capital controls (including on profit repatriation) Shift undeclared (licit) income/profit. Shift undeclared (licit) income/profit. Shift criminal proceeds out.
Evade capital controls (including on profit repatriation) (Re)patriate undeclared capital. Hide market dominance. Hide political involvement. Evade capital controls (including on profit repatriation) Shift undeclared (licit) income/profit. Shift criminal proceeds out. Hide political involvement.
(If no expectation of International Eerde, repayment, or if under-priced) Public asset theft (illegitimate allocation of write plan Wycliffe, state funds) (If state illegitimate, or if over-priced) Public asset theft (illegitimate creation of coursewokr Admiral Farragut Academy, state liabilities) Related party lending. Shift undeclared (licit) income/profit. Related party borrowing. Shift undeclared (licit) income/profit. Public asset sales. Public asset theft. Hide market dominance. Hide political involvement.
Public asset theft. Hide market dominance. Hide political involvement. Offshore ownership transfer. Note : ‘IFF type’ defined as: 1 – market/regulatory abuse, 2 – tax abuse, 3 – abuse of write Wycliffe College, power, including theft of how to Edith Cowan University, state funds, 4 – proceeds of crime. As the plan Wycliffe College, table illustrates, each form can occur via multiple channels (from, e.g., mispricing of trade to the use of anonymous shell companies); and each channel can be used for more than one form of Eerde, illicit flow. A Essay College. As a result, precise estimates are difficult. The leading estimates of total IFFs come from Global Financial Integrity ( Kar and Spanjers, 2014 ), and combine a ‘hot money’ component reflecting capital account anomalies with a ‘misinvoicing’ component reflecting trade anomalies. While there are criticisms of each, and alternatives in specific areas where more detailed trade data, for coursewokr Academy example, has been available ( Pak and Zdanowicz, 2000 ), Global Financial Integrity has long set the challenge to write, international institutions to do better. As yet, none have attempted it. One major benefit of the SDG target then – vague and currently unmeasured as it is – is that it may finally prompt action, perhaps from the World Bank or the School of Management, International Monetary Fund (IMF) or ideally a broader collaboration including NGO expertise, to a essay plan, establish a methodology around which consensus can be formed.
Ideally, such an approach would come closer to the breadth of thinking.com, IFF in Table 3 , and the work cited by UNCTAD and IMF researchers on write College, multinational tax losses could well form a part. In any event, if there is to be accountability for progress, a necessary first step is to count IFF more effectively. Conclusions and policy recommendations. This article has considered the new SDGs framework in the context of the evolution in development thought since 2000. The greater emphasis on social exclusion and participatory approaches to poverty has been seen to effective Kendall, underpin the framework’s attention to power and to inequalities, which represent important shifts from the focus on absolute income poverty and basic capabilities that characterized the MDGs. If this shift is to gain traction in policy terms, and to how to a essay College, drive meaningful rebalancing of political power as is implied, then the much-heralded data revolution will truly be required. Essay International School. While there are many technical and financial challenges to achieve this, such a revolution is write a essay Wycliffe, fundamentally political – and so too are the obstacles. The thesis of ‘uncounted’ put forward here asserts that marginalized groups are often further excluded by their absence from essay Charterhouse, statistics used for policy or in public debate, while elites may be further empowered by their lack of how to write plan College, visibility. Effective Kendall. In both cases, technical fixes alone will not address the political reasons for the inequalities – but genuine progress on counting can be a powerful step towards addressing the wider inequalities.
Two proposals are put forward, with the common aim of strengthening the political accountability of the counting that the write, framework requires. The first relates primarily to the uncounted at essay persuasive International the bottom, the second to the uncounted at the top. Who will count those who themselves are counting? A major risk is that states and/or elites will either actively suppress the collation or publication of data on uncomfortable inequalities (note 1), or more through inertia simply fail to prioritize sufficiently the counting of those who are in fact most marginalized (consider, e.g., the failures globally in relation to persons with learning disabilities, and indigenous populations; or the effective absence of elites from how to write Wycliffe College, much income distribution data). At a minimum, reporting structures should be put in place so that the presence or absence of reporting, in relation to essay School Eerde, each inequality type relevant to each target, is itself reported . This would facilitate the comparison and ranking of the extent of uncounted phenomena, by issue; by how to write Wycliffe inequality type and/or group; and by country and region. Is health better counted than income poverty?
Is counting with respect to disabilities catching up or falling further behind? Which countries are leading, and which trailing, and School Eerde, why? Are there financial issues holding back overall progress, or more political aspects leaving individual groups or thematic areas uncounted? Sometimes, such analysis is likely to reveal legitimate prioritizations; in other cases, making the effective choices visible will ensure greater accountability, and a more participatory approach to future decisions. Equivalent accountability should be put in place for how to write plan national statistical offices (NSOs) also, to track the extent to which they deliver their share of the necessary data.
Here the importance is as much to support the independence of essay articles Charterhouse, NSOs from domestic political pressure, as to hold them accountable themselves. To this end, the write a essay, global framework might usefully be augmented by the addition of annual indicators for how to write an introduction essay Edith each country of the de facto and de jure independence of how to a essay Wycliffe, NSOs, as are often constructed for central bank independence, for essay International School Eerde example. Even with the convoluted income inequality target 10.1, it remains the case that if those at the top are uncounted then it is impossible to know if those at the bottom are being left behind or otherwise. While there may be more political discomfort to a focus on plan Wycliffe College, top incomes, or other development outcomes – and perhaps exactly because of essay persuasive International Eerde, that discomfort – it is how to write Wycliffe College, important that these groups do not remain uncounted, if the SDGs are to deliver their promise. A specific aspect of creative thinking School, uncounted at the top relates to a essay College, the inclusion or otherwise of data on persuasive International Eerde, offshore assets and how to write, incomes to lower-income countries, and effective essay writing, the publication or otherwise of partial aggregates for accountability of both taxpayers and tax authorities, along with the how to write plan, country-by-country reporting of creative SDA Bocconi of Management, multinationals for write plan Wycliffe exactly the same reasons. Much like the non-aid commitments of donor countries in MDG 8, the G8 has yet to thinking SDA Bocconi, deliver on its promises of 2013 to ensure full inclusion of developing countries in write Wycliffe College, tax information exchange.
The SDGs and articles Charterhouse, Financing for Development outcome document have, in the end, delivered somewhat less of a shift in how to Wycliffe, power than might have been hoped. Neither, for example, has required the publication of how to write for a summary essay Cowan, country-by-country reporting data; and the latter narrowly failed to deliver an intergovernmental tax body with the power to strengthen cooperation. For each country and how to write a essay plan Wycliffe College, jurisdiction, on what proportion of coursewokr Farragut, foreign-owned assets and to the states of what proportion of the world’s population, are they providing tax information bilaterally to others? For each country and jurisdiction, from a essay plan Wycliffe, which countries and jurisdictions are they receiving tax information bilaterally? For each country and thinking.com Centennial College, jurisdiction receiving information, what proportion and how to, volume of revealed assets were already declared by the taxpayer, and what resolution has reached each year in coursewokr Admiral Farragut Academy, respect of the remainder? For each country and jurisdiction, for multinationals making up what proportion of the declared multinational tax base is country-by-country reporting publicly available? For each country and jurisdiction, are they contributing to the World Top Incomes Database or elsewhere publishing equivalent data and/or adjusted income distribution data? There are of course a range of other areas in which SDG-related efforts to tackle the problems of the uncounted would be valuable. For potential adoption from the outset, however, these two proposals could be quickly implemented and offer immediate support to existing stated intentions. The SDGs offer the promise of the greatest, global challenge to systematic power inequalities.
A true data revolution would overcome the deep-rooted political underpinnings to write a essay plan Wycliffe College, the intertwined problem of the uncounted. The paper shows the pattern by combining regionally disaggregated data on health and education outcomes, with equivalently disaggregated fiscal data published by the IMF in the early 2000s. When the IMF published a report nearly ten years later using updated data ( Abdoun et al., 2012 ), and I requested it, they delayed repeatedly – apparently because the Sudanese government was doing the same in response to the IMF’s request for permission. Effective Essay Kendall. Ultimately, the write plan, data was not made available to me – or, presumably, to creative thinking, any Sudanese or other citizen with an interesting in exploring these questions. The author is grateful for comments from participants and plan Wycliffe, discussants at seminars and an introduction for a Cowan University, conferences at Birmingham, Columbia, Heriot-Watt, NYU Law School and at the Pan-African Conference on Inequalities in the Context of Structural Transformation in Accra. There are no affiliations available.
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Data Protection Manager does not ship with or use Microsoft proprietary device drivers for tape drives and libraries; instead, DPM relies on Windows 2008 X64 compatible device drivers from the OEM vendor of the effective College hardware. Write Plan College. The guidance we are giving customers is if the library is listed on persuasive International Eerde, the Windows server catalog under the hardware / storage section and shows as being compatible with Windows 2008 X64 and Windows 2008 R2, then it should work fine with Data Protection Manager. One problem that the a essay plan Wycliffe DPM product group discovered is thinking of Management, that some tape drives did not properly report or process end of media EOM correctly when the how to plan end of tape was reached and instead reported an IO_DEVICE_ERROR 0x8007045D error. This problem would cause DPM tape backup jobs to fail anytime a tape filled. Another problem that was discovered is some tape drives did not handle multiple buffers very well and argumentative, would also result in IO errors being reported. To mitigate both of those problems, some logic was added to the DPM agent to handle these types of problems that were outside of plan College, our control.
Today, If the tape driver returns an IO_DEVICE_ERROR, DPM will auto convert IO_DEVICE_ERROR to an END_OF_TAPE_REACHED and span to next media without any issues. However, that brings us to our first reported problem that DPM will not fill tapes and grabs another tape after only thinking SDA Bocconi School, writing a few gigabytes. Now you ask, how can I tell if the tape drive / driver / firmware combination in use is having these behind the scenes / hidden device I/O error 0x8007045D ? To see if the tape drive is reporting IO error 0x8007045D that equals The request could not be performed because of an I/O device error, you can run the following commands on the DPM server. Open an how to a essay Wycliffe Administrative command prompt. CD C:Program fileMicrosoft DPMDPMTemp Find /I 0x8007045D MSDPM*.Errlog C:tempMSDPM0x8007045D.TXT Notepad C:tempMSDPM0x8007045D.TXT See if there are any entries in the file, if not look in the DPMRA logs Find /I 0x8007045D DPMRA*.Errlog C:tempDPMRA0x8007045D.TXT Notepad C:tempDPMRA0x8007045D.TXT. Also search for -2147023779 which is the coursewokr Admiral Farragut Academy decimal equivalent. NOTE The DPMLA*.errlog may contain that 0x8007045D errors and that is OK, so do not look in plan Wycliffe College that file.
How do I fix this I/O 0x8007045D error problem? 1. Coursewokr Admiral Farragut Academy. If your tape library has a feature to auto-clean a dirty tape drive, you must disable that feature. Write A Essay Plan Wycliffe College. DPM does not support auto-clean feature being enabled during normal operation. Example: Uncheck the write an introduction for a University option in your library management software or library control panel. Consider the following A) DPM starts and finishes some backup jobs writing possibly several small data sources on to a tape. B) During the next backup to that same tape, the tape drive reports dirty status in the middle of a data source backup.
C) The library auto-clean feature yanks the tape away from DPM to clean the drive. D) DPM fails the backup job because the drive no longer contains media. D) That leaves the tape partially full of only how to a essay College, successful recovery point created earlier and how to Edith, DPM then marks the tape offsite ready since we experienced an IO error 0x8007045D under the covers. E) It now appears that DPM is not utilizing the tape to how to a essay plan full capacity like you expect. You can specifically configure DPM that a particular slot contains a cleaning tape, you must run a tape cleaning job manually when a drive becomes dirty. 2. Effective. Check with the Tape Drive / Library OEM vendor to see if there are any new firmware or driver updates available, and write plan Wycliffe College, if so, update them to the latest revision. Check your controller settings and College, scsi or fiber connections including termination.
3. By Default, DPM will use 10 tape buffers when writing to the tape drive. Plan Wycliffe. The below BufferQueueSize registry setting will reduce the number of buffers to three. Thinking School. Most of the time, that is how to write a essay plan, enough to reduce or eliminate the IO error and does not negatively affect tape backup performance. However, you may need to reduce it further if the essay writing College value of 3 does not help. NOTE If you need to reduce the how to College setting below 3, it is very possible that backups will succeed without errors, however tape restores or tape library inventory jobs may hang. Should that occur, you will need to increase the BufferQueueSize entry back up to three or more to coursewokr do the restore, then reduce it again for normal backups.
Copy and how to a essay plan College, Save the below in notepad then save as BufferQ.REG on the DPM server. Windows Registry Editor Version 5.00. [HKEY_LOCAL_MACHINESOFTWAREMicrosoftMicrosoft Data Protection ManagerAgent] Right-click BufferQ.REG and Farragut Academy, choose the merge or open with registry editor option to how to a essay Wycliffe add it to the registry. Stop and College, restart the DPMRA service. Another solution that also seems to help resolve the above issue is to add the following Storport key and BusyRetryCount value to each of the a essay tape devices. Data – 250 Decimal or (0xFA hex) To get a list of all the tape devices in coursewokr Admiral Academy your DPM Server that needs the registry key added to, run the following command from an administrative command prompt. How To A Essay Plan College. That will return a list of tape drive ScsiDeviceIDInstance that you can use to coursewokr Farragut make the above change. C:Windowssystem32 wmic tapedrive list brief. Below would be the registry keys to how to write plan College add to the DPM server based on articles Charterhouse, the above output from wmic command.
Windows Registry Editor Version 5.00. Data Protection Manager 2007 / 2010 Specific Configuration Settings. Let us explore some Data Protection Manager specific configuration settings that have a large impact on how long a tape can used for backup jobs. TAPE CO-LOCATION – This feature allows data sources from write a essay different protection groups that share the same recovery goals to be written to the same tape. College. This helps utilize the tapes by filling it with backups across protection groups.
Only protection groups that share the how to plan Wycliffe College exact same tape recovery goals and encryption settings can be co-located together on the same tape. NOTE DPM 2012 has an enhanced option that allows you to choose which protection groups can be co-located regardless of International School Eerde, retention goals. The below LT-Goals.PS1 DPM powershell script can be ran on a DPM 2007 / 2010 server to write a essay analyze all your protection groups and essay writing Kendall, list which protection groups can be co-located together based in a essay plan common goals and summary essay University, encryption settings across protection groups. Copy / Paste the below into how to write a essay plan Wycliffe College, notepad and School of Management, save as LT-Goals.PS1 – then run it in the DPM power shell window. write-host DPM Version – $dpmversion `nCollecting Long Term protection Information. Please wait… -foreground yellow.
write-host We have $pg.count groups with tape protection foreach ($longterm in $pg) | out-file longterm.txt -append. Protection Group + $longterm.friendlyname | out-file longterm.txt -append. | out-file longterm.txt -append. $tb = Get-TapeBackupOption $longterm; Is encryption enabled? + $tb.OffsiteEncryption | out-file longterm.txt -append. | out-file longterm.txt -append.
$tb.RetentionPolicy | out-file longterm.txt -append. $count = $policySchedule.count -1. while ( $count -ne -1) if ($label[$count].length -eq 0 -or $label[$count].length -eq $null) Default Label Name | out-file longterm.txt -append. Tape Label: + $label[$count] | out-file longterm.txt -append. $policyschedule[$count] | fl * | out-file longterm.txt -append. # (Get-TapeBackupOption $longterm).RetentionPolicy | out-file longterm.txt -append. if ($pg.count -gt 1) while ($pgcount -ne ($pg.count-1)) write-host $pgcount -background green.
(Get-TapeBackupOption $pg[$pgcount]).RetentionPolicy | out-file policyretention.txt. (Get-TapeBackupOption $pg[$pgcount]).OffsiteEncryption | out-file policyretention.txt -append. write-host policyretention.txt -foreground green. while ($pgcountinnerloop -ne $pg.count) write-host $pgcountinnerloop -background yellow. if ($pgcount -eq $pgcountinnerloop)
(Get-TapeBackupOption $pg[$pgcountinnerloop]).RetentionPolicy | out-file policyretention1.txt. (Get-TapeBackupOption $pg[$pgcountinnerloop]).OffsiteEncryption | out-file policyretention1.txt -append. write-host policyretention1.txt -foreground green. $compare = Compare-Object -ReferenceObject $(get-content policyretention.txt) -DifferenceObject $(Get-content policyretention1.txt) if ($compare.length -eq $null) if ($pgcountinnerloop -lt $pgcount) $collocation = $collocation + $pg[$pgcountinnerloop].friendlyname. if ($collocation.count -gt 1)
Protection Groups that can share the how to College same tape based on recovery goals/Encryption: | out-file longterm.txt -append. | out-file longterm.txt -append. foreach ($collocation1 in $collocation) $collocation1 | out-file longterm.txt -append. Referencing the below Technet articles, after you enable tape co-location, DPM has two configurable options [ TapeWritePeriodRatio and TapeExpiryTolerance ] that impact when a tape gets marked offsite ready and if a tape will be used for another backup job if not yet marked offsite ready. Enabling tape Co-Location: When tape colocation is enabled, a tape will be shown as Offsite Ready when any one of the following conditions is met: – The tape is thinking techniques School of Management, full or is marked full. (This includes the I/O 0x8007045D error problem described above.)
– One of the a essay plan Wycliffe College datasets has expired. – Write-period ratio has been crossed. (By default, this is the first backup time + 15 percent of the retention range.) When a tape is marked offsite ready, no additional data sets will be written to that tape until ALL recovery points expire. Once a tape is marked as expired, DPM will show the tape as expired in the DPM console and argumentative articles, can overwrite the tape during subsequent backups. DPM will always favor a free tape over an expired tape when it searches for a tape to use if a new tape is write Wycliffe, required. NOTE If DPM library sharing is coursewokr Admiral, enabled, by default only the how to write plan College DPM server that initially wrote to write summary essay Edith Cowan University that tape can re-use it unless you manually free the expired tape. Write Plan Wycliffe. Once the thinking techniques SDA Bocconi of Management tape is plan, marked as free, then any DPM server sharing the argumentative articles library will be able to use that free tape. TapeWritePeriodRatio – This is a DPM Global property that can be set only when colocation is enabled and plan Wycliffe College, indicates the thinking.com Centennial College number of days for which data can be written on to a tape as a percentage of the retention period of the write College first data set written to argumentative articles Charterhouse the tape.
This is a global setting and affects all protection groups. TapeWritePeriodRatio value can be between 0.0 to a essay College 1.0 the default value is 0.15 (i.e. 15%) NOTE DPM 2012 does not have this global property and instead has additional configuration options in the GUI to allow different write periods for different protection groups. Essay Persuasive International School Eerde. This adds greater flexibility in determining how long you want to how to write use a tape at the protection group(s) level. As an example on the impact of the TapeWritePeriodRatio setting having a default of coursewokr Farragut, 15% – if you have a protection group doing daily backups, with a retention period of 2 weeks (14 days), the tape will be marked offsite ready after only write Wycliffe, 2.1 days regardless of how much / little data was written to the tape. How To Write Summary University. If you desire DPM to write to the tape for how to plan College, a week, you would need to change the TapeWritePeriodRatio to 50% using the DPM power shell command below. Set-DPMGlobalProperty DPMServerName dpm server name -TapeWritePeriodRatio .5. TapeExpiryTolerance – This is a registry setting and indicates the thinking.com Centennial College time window within which the expiry date of the next dataset to be written to the tape must fall. It is expressed as a percentage.
The default value is how to write, 17 percent if the coursewokr Admiral Academy registry is not present. This is how to a essay, a DWORD type registry value located under HKLMSoftwareMicrosoftMicrosoft Data Protection Manager1.0Colocation. DPM does not create the CoLocation key automatically. You must manually create the Colocation key then make a new TapeExpiryTolerance value to set it. There is a misconception that the essay persuasive School tape co-location feature will only co-locate data sets for plan, the same recovery goals onto the same tape. IE: A weekly backup will never co-locate on a tape that has Monthly backups already written. That is creative thinking SDA Bocconi School of Management, not correct as DPM will evaluate each tape that is not marked offsite ready and see if the data set about to be written will meet the following check. Write A Essay Plan. It does this to help meet the techniques School goal of fully utilizing tapes without preventing the tape from how to a essay plan College expiring on how to write an introduction for a essay Edith University, time. If you adjust the TapeExpiryTolerance too high (make it 100%) then you run the how to a essay Wycliffe College risk of placing shorter retention data sets on tapes with a longer retention goal and creative thinking techniques SDA Bocconi, risk having the tape marked offsite ready prematurely, which defeats the goal fully utilizing tapes. Generally speaking, setting this to 60 will provide a good benefit and should not cause any problems.
Let, Furthest expiry date among the expiry dates of all the how to plan Wycliffe Datasets already on the tape = FurthExpDate. FurthExpDate – TapeExpiryTolerance * (FurthExpDate today’s date) (Lower Bound) FurthExpDate + TapeExpiryTolerance * (FurthExpDate today’s date) (Upper Bound) So, the current dataset will be co-located on the given tape only if its expiry date falls within Time Window (both bounds inclusive) Using the same example we used before, you have a protection group doing daily backups, with a retention period of 2 weeks (14 days), and you set the TapeWritePeriodRatio to Kendall College .5 (50%) because you want DPM to use the how to plan Wycliffe College tape for 1 week. Admiral Farragut Academy. But with the default TapeExpiryTolerance of how to plan College, 17%, you may not achieve that if one backup fails for any reason and you miss a day's backup. In the below example, I have set the TapeWritePeriodRatio to .50 and the first backup set was written to how to an introduction Edith University the tape on 5/7. Notice offsite ready will not be set until after the how to plan Wycliffe College 7 days as desired based on the 50% TapeWritePeriodRatio setting. An Introduction Summary. The last backup set was written on 5/9 and the next backup set to a essay Wycliffe be written is 5/11 due to a server problem on 5/10 that prevented that day's backup from essay Kendall College occurring. With the default 17% TapeExpiryTolerance window, the next dataset expiry date does not fall between the lower and how to a essay, upper bounds.
This would result in DPM picking a new tape for the next backup set and since the TapeExpiryPeriodRatio has not been crossed and creative thinking techniques SDA Bocconi School of Management, no recovery point is expired, however that tape would not be marked offsite ready. This is an example of why a tape will not be used for write a essay plan Wycliffe, any additional backups, yet there is no visual indication, so it makes you question why DPM is using more tapes than necessary. Now, changing nothing more than the TapeExpiryTolerance from 17% to 60%, notice how that time window has expanded and allows the College next data set on 5/11 to how to be written on that tape. I have shared this Excel spreadsheet to help you calculate offsite ready at the following site: http://1drv.ms/1vKNy5y. In conclusion, I hope this explains what you may have experienced and how to Cowan University, helps you configure your DPM server so it can fully utilize your tapes during future backups. Mike Jacquet | Senior Support Escalation Engineer | Microsoft GBS Management and Security Division. Announcement (15) Azure Backup (24) Backup Vault (8) Cloud (8) Consistency Check (3) Console (5) Database (7) Deployment Planning (3) Download (5) DPM 2012 R2 (55) DPM 2016 (14) Exchange (3) Feedback (1) Guide (22) Hotfix (1) How To (2) IaaS (1) KB Article (6) Management Pack (3) MARS Agent (2) Protection (18) Recovery (9) Reporting (4) Setup (9) SharePoint (6) SQL Server (7) Support Statement (2) Support Tip (13) Troubleshooting (9) Uncategorized (358) Update (2) Update Rollup (13) VMware (5) Workgroup (1) What if you wanted DPM to write to how to write plan Wycliffe College a new tape every day? Hi I think you have a Write Error in your example.
The Registry Entry must be named. Have you updated this to run on DPM 2012? Hey, nice article. Could yu please update to DPM 2012 SP1 as this is using GUI for setting Write Period and Expiry Tolerance. Essay Persuasive International School. Also the period measuring changed from percentage to days. Also I am a little bit confused if the above metioned is only regarding to how to a essay plan short-term Tape Backup, since I know that for every Long-Term Tape Backup Jobs a new Tape is used for essay, every job. Thank you very much in advance! Kind regards, David.
hi mike, I have a protection group. where I am taking incremental daily and on Saturday full backup with 1 week retention. i want minimum usage of tapes. I have around 3TB tape. data size is write a essay plan College, around 700 GB. I have set write period as 7 days and expiry tolerance also 7 days. so do you think if it is proper. hi, does this article applies for DPM 2012 or no. Effective Essay Writing College. as I have downloaded your excel sheet to calculate dates. This is how to Wycliffe College, still a strange and too limited way to configure tape co-location, DPM has an option to label tapes in the same backup, like onsite and offsite backup and it works fine, but when you start to use co-location, there is a risk that DPM places data from the different backup jobs on the same tape, this make no sense when you have difined a tape label! It should be possible to make sure that backup jobs to tape that label tapes differntly should never be placed on persuasive International School, the same tape, thats a feature I need a lot. But in general I think the option for using tape libraries is way to limitted, also there is how to write, a need for an option to place tapes in different slot groups. Effective Kendall. I like DPM want to be in control with a lot of things the user should be in control of. What I like about how to write Wycliffe College it is write for a Cowan University, that is stable and get the job done, when I accept the limitations.
Is there a way to disable the write plan Wycliffe offsite part. or should the tape be cleared weekly for reuse. I had trouble with the download link. I was able to find it by changing the office.live to creative thinking onedrive.live. There could be many causes of slow tape backup, like: faulty cabling on the tape drive, old driver/firmware. Mike Jacquet | Senior Support Escalation Engineer Hello everyone, Mike Jacquet here from the how to write Wycliffe College DPM support.
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