Inequality is one of the most pressing challenges of our time, affecting millions of people across the world. It undermines human dignity, social justice, and sustainable development. How might Higher Education Institutions (HEIs) contribute more to reducing inequalities within and among countries, as envisioned by the United Nations' Sustainable Development Goal 10 (SDG10)?Exploring various ways that HEIs address inequality through their core functions of teaching, research, outreach, and engagement, the chapters include leading examples and practices to deliver SDG10 from different regions and contexts. Offering a practical approach towards the challenges faced in reducing inequalities, this is a valuable resource for academic researchers, scholars, practitioners, policy makers, and students who are interested in learning more about how higher education can contribute to the attainment of SDG10 and the 2030 Agenda for Sustainable Development.Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.

Inequality is one of the most pressing challenges of our time, affecting millions of people across the world. It undermines human dignity, social justice, and sustainable development. How might Higher Education Institutions (HEIs) contribute more to reducing inequalities within and among countries, as envisioned by the United Nations' Sustainable Development Goal 10 (SDG10)?Exploring various ways that HEIs address inequality through their core functions of teaching, research, outreach, and engagement, the chapters include leading examples and practices to deliver SDG10 from different regions and contexts. Offering a practical approach towards the challenges faced in reducing inequalities, this is a valuable resource for academic researchers, scholars, practitioners, policy makers, and students who are interested in learning more about how higher education can contribute to the attainment of SDG10 and the 2030 Agenda for Sustainable Development.Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.

Inequality is one of the most pressing challenges of our time, affecting millions of people across the world. It undermines human dignity, social justice, and sustainable development. How might Higher Education Institutions (HEIs) contribute more to reducing inequalities within and among countries, as envisioned by the United Nations' Sustainable Development Goal 10 (SDG10)?Exploring various ways that HEIs address inequality through their core functions of teaching, research, outreach, and engagement, the chapters include leading examples and practices to deliver SDG10 from different regions and contexts. Offering a practical approach towards the challenges faced in reducing inequalities, this is a valuable resource for academic researchers, scholars, practitioners, policy makers, and students who are interested in learning more about how higher education can contribute to the attainment of SDG10 and the 2030 Agenda for Sustainable Development.Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.

The Indian society has been the caste system and its inalienable practice of untouchability is inter linked and overlapped with the class system. Word Dalit has been defined differently by differently people. According to Victor Premasagar, the term expresses their weakness, poverty and humiliation at the hands of the upper casts in the Indian society. Caste-based discrimination and oppression have been a pernicious feature of Indian society and in the post-independence period its imbrications with politics have not only made it possible for hitherto oppressed caste-groups to be accorded political freedom and recognition but has also raised consciousness about its potential as a political capital. In fact Dipankar Gupta has poignantly exposed this contradiction when he elaborates the differences between Ambedkar and Mandal Commission's view of caste. While the former designed the policy of reservations or protective discrimination to remove untouchability as an institution from Indian social life and polity, the latter considered caste as an important political resource. The book will be of immense help to the students, researchers, academicians, development action planners, administrators and social workers.

Dalit women are one of the most marginalized segments in the society. The condition of dalit women is more vulnerable than non-dalit women. The women are not properly informed about the Government schemes and there is an urgent need to get a feedback about the welfare schemes where lot of money is spent for the development of Dalits. The funds are not utilized properly for their upliftment. Many of the schemes go unnoticed because they are not popularized properly. There are nine major forms of violence against Dalit women; six being violence in the general community " physical assault, verbal abuse, sexual harassment and assault, rape, sexual exploitation, forced prostitution, kidnapping and abduction; and three being violence in the family " female foeticide and infanticide, child sexual abuse and domestic violence from natal and marital family members. The book is to tremendous use to students, teachers, social organisations and general readers.

Philosophy of History should not be confused with the History of Philosophy, which is the study of the development of philosophical ideas through time. However, philosophy of history necessarily enquires about history of philosophy, since it is the history of its own thought. Originally the term "philosophy" was applied to all intellectual endeavours. Aristotle studied what would now be called biology, meteorology, physics, and cosmology, alongside his metaphysics and ethics. Even in the eighteenth century physics and chemistry were still classified as "natural philosophy", that is, the philosophical study of nature. Today these latter subjects are popularly referred to as sciences, and as separate from philosophy. But the distinction is not clear; some philosophers still contend that science retains an unbroken--and unbreakable--link to philosophy. This book contains the fundamental and basic information of subject and legible book will provide key text to all students alike.

Inequality is one of the most pressing challenges of our time, affecting millions of people across the world. It undermines human dignity, social justice, and sustainable development. How might Higher Education Institutions (HEIs) contribute more to reducing inequalities within and among countries, as envisioned by the United Nations' Sustainable Development Goal 10 (SDG10)?Exploring various ways that HEIs address inequality through their core functions of teaching, research, outreach, and engagement, the chapters include leading examples and practices to deliver SDG10 from different regions and contexts. Offering a practical approach towards the challenges faced in reducing inequalities, this is a valuable resource for academic researchers, scholars, practitioners, policy makers, and students who are interested in learning more about how higher education can contribute to the attainment of SDG10 and the 2030 Agenda for Sustainable Development.Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.

Inequality is one of the most pressing challenges of our time, affecting millions of people across the world. It undermines human dignity, social justice, and sustainable development. How might Higher Education Institutions (HEIs) contribute more to reducing inequalities within and among countries, as envisioned by the United Nations' Sustainable Development Goal 10 (SDG10)?Exploring various ways that HEIs address inequality through their core functions of teaching, research, outreach, and engagement, the chapters include leading examples and practices to deliver SDG10 from different regions and contexts. Offering a practical approach towards the challenges faced in reducing inequalities, this is a valuable resource for academic researchers, scholars, practitioners, policy makers, and students who are interested in learning more about how higher education can contribute to the attainment of SDG10 and the 2030 Agenda for Sustainable Development.Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.

Inequality is one of the most pressing challenges of our time, affecting millions of people across the world. It undermines human dignity, social justice, and sustainable development. How might Higher Education Institutions (HEIs) contribute more to reducing inequalities within and among countries, as envisioned by the United Nations' Sustainable Development Goal 10 (SDG10)?Exploring various ways that HEIs address inequality through their core functions of teaching, research, outreach, and engagement, the chapters include leading examples and practices to deliver SDG10 from different regions and contexts. Offering a practical approach towards the challenges faced in reducing inequalities, this is a valuable resource for academic researchers, scholars, practitioners, policy makers, and students who are interested in learning more about how higher education can contribute to the attainment of SDG10 and the 2030 Agenda for Sustainable Development.Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.

The Indian society has been the caste system and its inalienable practice of untouchability is inter linked and overlapped with the class system. Word Dalit has been defined differently by differently people. According to Victor Premasagar, the term expresses their weakness, poverty and humiliation at the hands of the upper casts in the Indian society. Caste-based discrimination and oppression have been a pernicious feature of Indian society and in the post-independence period its imbrications with politics have not only made it possible for hitherto oppressed caste-groups to be accorded political freedom and recognition but has also raised consciousness about its potential as a political capital. In fact Dipankar Gupta has poignantly exposed this contradiction when he elaborates the differences between Ambedkar and Mandal Commission's view of caste. While the former designed the policy of reservations or protective discrimination to remove untouchability as an institution from Indian social life and polity, the latter considered caste as an important political resource. The book will be of immense help to the students, researchers, academicians, development action planners, administrators and social workers.

Dalit women are one of the most marginalized segments in the society. The condition of dalit women is more vulnerable than non-dalit women. The women are not properly informed about the Government schemes and there is an urgent need to get a feedback about the welfare schemes where lot of money is spent for the development of Dalits. The funds are not utilized properly for their upliftment. Many of the schemes go unnoticed because they are not popularized properly. There are nine major forms of violence against Dalit women; six being violence in the general community " physical assault, verbal abuse, sexual harassment and assault, rape, sexual exploitation, forced prostitution, kidnapping and abduction; and three being violence in the family " female foeticide and infanticide, child sexual abuse and domestic violence from natal and marital family members. The book is to tremendous use to students, teachers, social organisations and general readers.

Philosophy of History should not be confused with the History of Philosophy, which is the study of the development of philosophical ideas through time. However, philosophy of history necessarily enquires about history of philosophy, since it is the history of its own thought. Originally the term "philosophy" was applied to all intellectual endeavours. Aristotle studied what would now be called biology, meteorology, physics, and cosmology, alongside his metaphysics and ethics. Even in the eighteenth century physics and chemistry were still classified as "natural philosophy", that is, the philosophical study of nature. Today these latter subjects are popularly referred to as sciences, and as separate from philosophy. But the distinction is not clear; some philosophers still contend that science retains an unbroken--and unbreakable--link to philosophy. This book contains the fundamental and basic information of subject and legible book will provide key text to all students alike.