156 research outputs found
Escaping the Kmara Box: Reframing the Role of Civil Society in Georgia’s Rose Revolution
No full textThis article examines the role of civic groups in Georgia’s Rose Revolution using Larry Diamond’s framework of the democratic functions of civil society. The author argues that the contribution of civil society to the peaceful transfer of power in 2003 is best understood by expanding the analytical focus out from the Kmara youth movement to include a larger set of organisations. Rather than focusing on the Kmara youth movement as the primary civil society actor in 2003, the author contends that Kmara was, in fact, a product of the coordinated involvement of a cohort of NGOs. The article stresses the highly interconnected nature of Georgian civic leaders and organisations, particularly regarding networks with other NGOs, opposition politicians, and journalists from the Rustavi 2 television station
A case study of the design, implementation, and formative evaluation of a team development program for a women's swimming and diving team in a NCAA division I university setting
No full textThis dissertation reflects a case study of the process of the design, implementation and formative evaluation of a team development program conducted with a swimming and diving team consisting of twenty-three women at a NCAA Division I university during the 2008-2009 academic year. The dissertation was undertaken to contribute to the knowledge base about how team development programs can be designed and implemented in athletic settings. As a foundation for the dissertation, the participant observer role was used in conjunction with Maher's (2000) Program Planning and Evaluation (PP&E) Framework and Maher's (2004) Student-Athlete Pyramid of Development. Relying on these approaches as procedural and technical guidance, a framework of knowledge, skills and abilities was formulated and then put into an evaluable programmatic form to assist the student-athletes on the team with interpersonal communication, within the team context. This dissertation explores how the PP&E Framework can be coupled with some of the levels of the Student-Athlete Pyramid of Development along with knowledge about team development from business, military, and sport to assist an athletic team in learning to communicate constructively. Formative evaluation data is provided from participating team members and the coaching staff about the actual and potential value of this kind of program. Finally, conclusions and recommendations are offered for the possible design and implementation of similar team development programs in athletic, business, and other contexts.Psy.DIncludes bibliographical references (p. 119-126)by Robyn L. OdegaardIncludes abstrac
Pedagogical practices for the development and improvement of reading
No full textThis chapter is concerned with contemporary pedagogies and practices related to the development of and improvement in reading achievement. First, the author will describe reading as one of a uumber of literacies students use in school contexts. The reading of print will be discussed in relationship to multiliteracies and curriculum literacies in primary and secondary school settings. Reference will be made to the Four Resource Model of Reading (Luke & Freebody, 1990). Second, the author will examine the multiple meanings of evidence-based reading instruction pointing to the debate that has emerged in the field of reading. Drawing on the literature, the autbor will argue that tbere is no single reading program that is suitable for all children and teachers should use evidence-based pedagogies and practices that contribute to the development of, and improvement in, reading achievement. Third, the author will examine three main influences on the identification of evidence-based pedagogies and practices for the teaching of reading. Specifically, the author will refer to the role of the teacher, the students and their individual needs, and the role of context, namely school and system influences. Finally, the author will conclude the chapter by providing some guidelines for teachers in reviewing evidence-based pedagogies and practices for the teaching of reading
Twitter and E-Leadership in a Postsecondary Setting
No full textThe purpose of this article is to describe student experiences when incorporating Twitter into a Bachelor of Education (BEd) course. Participants were 8 first year BEd students who provided written answers to open-ended questions and participated in two focus group interviews. Findings showed that, after participants completed a Twitter assignment, their view of Twitter and its usage changed. Analyzed through the emerging concept of e-leadership, the learning experienced by students enhanced collaboration and communication between them and their instructor. An implication is that if BEd students are to effectively incorporate technology into future Kindergarten to Grade 12 classrooms, they need to experience digital literacy during undergraduate courses
'Making its own history': New Zealand historical fiction for children,1862-2008
No full textThis thesis considers historical fiction for children and young people dealing with New Zealand history from the arrival of the first Polynesian settlers to the end of the nineteenth century. It provides both a comprehensive survey of historical novels published between 1862 and the end of 2008, and an analysis of the way the same historical events and periods have been depicted in historical novels written at different times. Individual chapters discuss books set during specific historical periods or dealing with particular events - the pre-European period, early contact, nineteenth century immigration, the New Zealand Wars, the gold rushes, and the colonial period - in chronological order of publication. Since children's literature is particularly adept at reflecting and promoting the dominant ideas of the society in which it is produced, the chronological consideration of these texts reveals contemporary attitudes to such issues as race relations, gender roles, class, war and conflict, and concepts of national identity, as well as the way historical fiction has responded to societal changes since the 1860s.
The predominant themes of historical fiction set prior to 1900 are: the arrival of settlers in New Zealand; encounters with the country's indigenous inhabitants; the taming of the often hostile landscape; the assertion of the settlers' claims to 'belong' in their new land; and the establishment of New Zealand as a nation with distinctive characteristics. There are perceptible nuances and differences in the way these themes are discussed depending on the historical moment in which individual authors are writing. Novels of the Victorian period and early twentieth century reflect the imperialistic and evangelistic ethos of the time, and present the British settlers' right to colonize the land and the ensuing dispossession of Māori as largely unproblematic. Subsequent historical novels, particularly those written since the 1960s, offer a more inclusive version of New Zealand history, although the lack of historical fiction for children by Māori writers means that Eurocentric views of history continue to dominate, and that all representations of Māori and their history are mediated through Pakeha writers.
Shifts in social attitudes have resulted in changes in the treatment of Māori in historical novels for children, and similar changes have occurred in the portrayal of gender, class, and ethnicity. The passage of time has seen increased agency and a wider variety of roles allocated to Māori, female and working class characters, as well as greater ethnic diversity. Developments in New Zealand historiography are also reflected in fiction, although at times historical fiction prefigures written histories, or provides alternative views by depicting the experience of women, children and Māori, who often did not feature in conventional histories. While many historical novels for children, especially the earlier texts, are adventure stories set in the past and are not necessarily concerned with historical verisimilitude, an increasing number attempt to present authentic recreations of historical periods, including accounts of actual people and events, based on extensive research, and reinforced with peritextual material in the form of historical notes, bibliographies, maps and photographs.
The role of New Zealand historical fiction for children and young people has been not only to entertain young readers and inform them about their country's past, but to create and foster a sense of national identity
My superbrain is all binary: nostalgic futurism as Robyn's feminist super-persona
No full textThe article discusses the Swedish electro-pop musician Robyn and her feminist persona. Topics include the feminist ideal of empowerment that is conveyed in her songs, the theme of outer space or futurism in her music and on stage performance and the retrofuturist element in her music. The author compares her to Lady Gaga on discusses how the two differ on feminism in their music
Realizing the right to health through the use of health print materials in the Western Cape, South Africa
No full textIncludes bibliographical references.This qualitative study was conducted in Cape Town, South Africa in 2010. It examines the effectiveness of promotional educational pamphlets on the awareness, understandings and practice of the right to health among eight civil society organizations and their constituents
The effectiveness of afterschool programs in improving fifth grade academic performance: a case study of two select metro Atlanta afterschool programs, 2014
No full textThe purpose of this qualitative case study was to research strategies of successful afterschool programs and their effectiveness in promoting student achievement and closing achievement gaps. Many afterschool programs have boasted of their ability to improve student achievement. Some students who participated in afterschool programs have shown an increase of improved academic performance. However, studies have indicated that students are still performing below grade level on national and state curriculum standards. Data have shown that fifth graders across the state ofGeorgiaare struggling in math, social studies, and science. Effective academic afterschool programs may have assisted struggling students in raising their Criterion Reference Competency Tests (CRCT) scores. Afterschool programs have the ability to help students socially, emotionally, culturally, behaviorally and academically. The variables addressed in the study are (a) program effectiveness, (b) student motivation, (c) parental involvement, (d) successful program structure, (e) student attendance, (f) student involvement/ socialization, (g) climate of the program, and (h) student expectations. Data were gathered using observations, face-to-face teacher interviews, document analysis, teacher questionnaires, and student questionnaires. The sample was 24 (18 students from school A and 6 students from school B) fifth grade students in two select afterschool programs whose CRCT data were compared to students in the same school but do they did not attend the afterschool program. The comparison group was 18 fifth grade students from school A and 15 fifth grade students from school B. The CRCT test data revealed how well students may perform on standardized tests even if they do not attend the afterschool program. Although CRCT test data were used to help determine the effectiveness of the afterschool program in improving academic achievement in fifth grade students, there may be other factors that contributed to student success. The fifth grade students were selected because they are mandated to takeGeorgias standardized CRCT. In mostGeorgiacounties, if students do not pass all parts of the CRCT, they will not be able to move on to the next grade level. The results revealed that students in the study enjoyed attending the afterschool programs. After review of the CRCT data, it was determined that most of the study participants and the non-study participants mostly met or exceeded in reading and math. School A had an adequate study group of 15 students. School B only had four students CRCT test scores. Two students in school B scored below grade level in math. The study also revealed that there may be other factors as to why students perform well on the CRCT. KEY TERMS: afterschool, academic performance, Georgia, program effectiveness, afterschool programs, Educational Methods, Elementary and Middle and Secondary Education Administration, Elementary Education and Teaching, Other Education, Other Teacher Education and Professional Developmen
Tráfico de mulheres, negócios de homens: leituras feministas e anti-coloniais sobre os homens, as masculinidades e/ou o masculino
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em Psicologia, Florianópolis, 2009Os estudos sobre os homens, o masculino ou as masculinidades surgiram ao longo da década de 1970 dentro de diferentes tendências do feminismo ou de sua área de influência. Os esforços de diálogo entre estas tendências são escassos, pretendendo esta dissertação se somar a eles. Dentre uma ampla lista de obras pertencente a estes estudos, foi selecionado um conjunto de textos que puderam ser agrupados em sete tradições, diferenciadas segundo a área acadêmica ou política, a língua e o campo de diálogo. Dentro de cada uma destas tradições, foi escolhida uma autora ou um autor cuja obra foi lida com particular atenção. As tradições e autoras escolhidas foram as que seguem: feminismo negro estadunidense (bell hooks), feminismo pós-estruturalista estadunidense (Eve Sedgwick), ciências humanas em língua inglesa (Raewyn Connell), ciências humanas em língua francesa (Daniel Welzer-Lang), ciências humanas em língua portuguesa (Rita Segato), ciências humanas em língua castelhana (José Olavarría) e psicanálise (Monique Schneider). Em cada um dos casos, procedeu-se a uma leitura das obras das autoras, procurando-se ressaltar a especificidade de cada pensamento, o modo como se inserem ou dialogam com a tradição feminista e alguns dos pontos que permitem uma comparação com outras autoras das tradições consideradas. Outras pensadoras e pensadores feministas, anti-coloniais e/ou pósheideggerianos foram também lidos na medida em que enriqueciam as discussões dentro dos capítulos ou entre estes. No último capítulo, alguns aspectos coincidentes e divergentes entre diferentes textos foram aprofundados, aqueles relacionados à perspectiva histórica, ao espaço dito subjetivo dos homens e às concepções políticas no campo do gênero. O debate mais frutífero que se estabeleceu ao longo da dissertação ocorreu entre as autoras que se encontram dentro do paradigma do tráfico de mulheres (principalmente Sedgwick, Segato e também Robyn Wiegman) e aquelas dentro do pensamento anti-colonial (hooks, novamente Segato e Wiegman, Connell e também Angela Davis, Michele Wallace e Arlette Gautier), permitindo a emergência de uma hipótese compreensiva que articula os distintos modos de domínio da (hetero)sexualidade das mulheres às formas diferenciadas de exploração do trabalho que emergem com a expansão colonial e capitalista e que deram origem às configurações raciais, tal como exposto por Aníbal Quijano. Imbricadas as formas de opressão, também o estão as formas de resistência, tornando-se a luta pela liberação das mulheres uma forma de descolonização dos povos.The studies about men, masculine and masculinities appeared along the seventies within different tendencies of the feminism or of its area of influence. Efforts of dialogue between these different tendencies are still scarce, and this dissertation is intended to sum to them. Among a broad list of works on the subject, a set of texts was selected which could be grouped in seven traditions, according to academic or political area, language and dialogue field. Within each one of these traditions, an author was chosen and his or her work was read with particular attention. Traditions and authors chosen were the following: black North American feminism (bell hooks), post-structuralist North American feminism (Eve Sedgwick), human sciences in English (Raewyn Connell), human sciences in French (Daniel Welzer-Lang), human sciences in Portuguese (Rita Segato), human sciences in Spanish (José Olavarría) and psychoanalysis (Monique Schneider). Within each one of the cases, the authors# works were read and we tried to highlight the singularity of each thought, the way they are inserted in the feminist tradition and the points that allow a comparison with other authors who write about the traditions that were considered. In the last chapter, some coincident and divergent aspects between different texts were deepened. They were related to historical perspective, to the so called subjective space of men and to political notions in the field of gender. The most beneficial debate that happened along the dissertation was between the authors that are in the paradigm of traffic of women (Sedgwick and Segato, mainly) and those in the anticolonial thinking (hooks, Segato again, Connell and also Angela Davis, Michele Wallace and Arlette Gautier), allowing the emergency of a comprehensive hypothesis that articulates the control of women (hetero)sexuality to the racially differentiated forms of work exploitation in the modernity/coloniality, as exposed by Aníbal Quijano
Sensory processing subtypes in autism: association with adaptive behavior
No full textChildren with autism are frequently observed to experience difficulties in sensory processing. This study examined specific patterns of sensory processing in 54 children with autistic disorder and their association with adaptive behavior. Model-based cluster analysis revealed three distinct sensory processing subtypes in autism. These subtypes were differentiated by taste and smell sensitivity and movement-related sensory behavior. Further, sensory processing subtypes predicted communication competence and maladaptive behavior. The findings of this study lay the foundation for the generation of more specific hypotheses regarding the mechanisms of sensory processing dysfunction in autism, and support the continued use of sensory-based interventions in the remediation of communication and behavioral difficulties in autism
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