Women in politics: A global review     

Kathleen Newland 《Int J Intercult Relat》1979,3(4)

At the end of the 1970s, discrimination against women as political participants continues, but it is being challenged and, in some countries, steadily eroded. There are only eight countries in the world today in which national law excludes women from political processes that are open to men. While in most countries that have elections, women lag behind men in exercising the franchise; the tendency is for the difference in men's and women's voting rates to narrow over time in stable electoral systems. However, there is an enormous disparity between women's attainment of formal political equality and their real exercise of political power. The numbers of women in public office remains low in most countries; in very few do women fill even 10% of such positions. Yet there are scattered signs of improvement, with slowly rising numbers of women in elective and appointive offices. The real centers of political power are still overwhelmingly dominated by men, but the fact that women in most countries can enter the political contest on a routine basis is a sign that exclusion based on sex roles is diminishing.  相似文献   

Toward Paperless Information Systems,F.W. Lancaster,Library and Information Science Series,Academic Press,New York (1978), 179 pp. $13.50, ISBN: 0-12-436050-5     

Kathleen T. Bivins 《Information processing & management》1980,16(6):319

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Validation evidence for the Netherlands physical activity questionnaire for young children: the Iowa bone development study     

Janz KF  Broffitt B  Levy SM 《Research quarterly for exercise and sport》2005,76(3):363-369

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Effects of early and later family violence on children's behavior problems and depression: a longitudinal, multi-informant perspective     

Sternberg KJ  Lamb ME  Guterman E  Abbott CB 《Child abuse & neglect》2006,30(3):283-306

OBJECTIVES: To examine the effects of different forms of family violence at two developmental stages by assessing a sample of 110 Israeli children, drawn from the case files of Israeli family service agencies, studied longitudinally in both middle childhood and adolescence. METHODS: Information about the children's adjustment was obtained from parents, teachers, and the children themselves when the children averaged 10.6 and 15.9 years of age using the Child Behavior Checklist (CBCL), Teacher Report Form (TRF), Youth Self-Report (YSR), and Children's Depression Inventory (CDI). Information about the history of family violence was obtained from the mothers, fathers, children, and social workers. RESULTS: The results paint a mixed picture of the effects of family violence on children and adolescents. The relationship between concurrent behavior problems and abuse group varied by informant and study phase, although they were strongest when children were the informants. Predictions regarding the relationship between early abuse and later adjustment were only partially confirmed. Different informants did not agree about which groups of children were most adversely affected, there was little stability over time in the pattern of reported effects, and children were more likely than other informants to report levels of maladjustment that varied depending on recent or concurrent exposure to family violence. Many families changed their abuse status over time, and children who were new victims at follow-up had the most internalizing problems. Girls were found to be at more risk for internalizing and externalizing behavior problems than boys. CONCLUSIONS: Multiple informants are necessary to evaluate and assess the effects of family violence on children's behavior. Younger children may be more susceptible to the effects of family violence than older children, but problems manifest by some children may not carry over to adolescence. Changes in family and parenting practices, as well as in children's capacity to appraise and cope with family violence may help mitigate the adverse effects of family violence.  相似文献   

DNA microarray wet lab simulation brings genomics into the high school curriculum   总被引：1，自引：1，他引：0  

Campbell AM  Zanta CA  Heyer LJ  Kittinger B  Gabric KM  Adler L  Schulz B 《CBE life sciences education》2006,5(4):332-339

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.  相似文献   

Telling Them Their Own Stories: Legitimizing sexual and reproductive health education in rural Bangladesh     

Kathleen Cash  Sharful Islam Khan  Hashima-E-Nasreen  Abbas Bhuiya  Sadia Chowdhury  A. Mushtaque R. Chowdhury 《Sex education》2013,13(1):43-57

Most people in Bangladesh are rural, poor and underprivileged. The incidence of sexual disease has increased, but little has been done to educate rural people about sexual and reproductive health. In 1997, a sexual and reproductive health project was initiated within a collaborative research agreement between the International Centre for Diarrhoeal Disease Research (ICDDR,B) and the Bangladesh Rural Advancement Committee (BRAC), an indigenous non-governmental organization which pursues integrated rural development strategies. Qualitative in-depth interviews with 65 different women, men, boys and girls revealed significant sexual health problems and a lack of knowledge of sexual and reproductive health. The interviews were transformed into composite problem-solving picture stories and information about sexual and reproductive health. Stories mirrored respondents' interpretations of sexual behavior. Those who had achieved or ascribed legitimacy to talk about sex, e.g. traditional health providers, were trained to utilize the methods and materials. Qualitative evaluations revealed important changes in health providers' self-confidence, business and personal interactions as well as changes in clients' behavior. This project found that sexual and reproductive health education can be integrated into indigenous health activities if the sociocultural context in which sex, relationships, risks, diseases and communication occur is reflected in a program's content and methods. Unquestionably, there is a great need for sex education in rural Bangladesh.  相似文献   

Social Justice Education for Preservice Leaders: Evaluating Transformative Learning Strategies     

Kathleen M. Brown 《Equity & Excellence in Education》2013,46(2):155-167

Abstract

The purpose of this article is to explore the effects of an alternative, transformative pedagogy that may assist us in responding to the urgent call for changes in the way educational leaders are prepared and developed. Within the contextual loom of preparation programs, the two theoretical perspectives of Transformative Learning Theory and Critical Social Theory are interwoven with the three pedagogical strategies of critical reflection, rational discourse, and policy praxis to increase students' awareness, acknowledgment, and action regarding issues of social justice and equity.  相似文献   

SST (Successful Strategic Teaching): Enhancing Adult Learners’ Motivation and Achievement     

Linda Lengacher  Kathleen Wiles 《Community College Journal of Research & Practice》2013,37(11):1057-1060

Enhancing motivation in adult learners is often a difficult task in today’s college classroom. Significant reforms in America’s educational system have directed the initiative to adopt Common Core Standards in Language Arts by all 50 states. With the focus on increased rigor and depth of understanding in learning, the hope is to prepare students throughout the K–12 sequence for college and careers. This new instructional model requires moving students from passive recipients to active learners. Although the arrival of an expanding population is encouraging for college communities, the issue of underprepared college students must be addressed. Instructional methods designed to cultivate active learning and critical thinking through more contextualized, hands-on teaching activities produced initial evidence of improved reading achievement.  相似文献   

VIOLENCE ON COLLEGE CAMPUSES: UNDERSTANDING ITS IMPACT ON STUDENT WELL-BEING     

Daniel J. Flannery  Kathleen Quinn-Leering 《Community College Journal of Research & Practice》2013,37(10):839-855

Educational institutions are becoming increasingly concerned about school violence. This review of the literature on violent behavior focuses on two general issues that can be used to guide community college administrators and faculty in their attempt to counteract the damaging effects violent behavior has on the well-being of their students. First, it is important to be aware that the majority of students have at least some experience with violence. There is considerable evidence that students' exposure to violence is associated with bothantisocial behavior and psychological trauma (e.g., depression, anxiety, anger, post-traumatic stress disorder). Community colleges can help students who may be experiencing the negative effects of violence by, for example, establishing student support groups and taking accusations of harassment seriously. The second issue addressed provides some of the steps that community colleges can take to ensure the safety of their students. Violent threats should be addressed and employees need to become knowledgeable about the warning signs of violent behavior. In addition, it is recommended that community colleges develop a security plan based on the unique needs of their campuses as well as establish a Crisis Intervention Plan. The article concludes by stressing the importance of evaluating the violence prevention programs that are implemented.  相似文献   

Transfer Student Success: Exploring Community College,University, and Individual Predictors     

Paul D. Umbach  Jeremy B. Tuchmayer  Ashley B. Clayton  Kathleen N. Smith 《Community College Journal of Research & Practice》2013,37(9):599-617

ABSTRACT

This paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion.  相似文献