13 research outputs found
VUCast: A first for Disney, Rock Band Vandy-style, and who was that dancing with 'The Boss'? (Dec. 11, 2009)
No full textIncludes descriptive metadata provided by producer in MP4 file: "Video @ Vanderbilt - Videos - VUCast: A first for Disney, Rock Band Vandy-style, and who was that dancing with 'The Boss'? (Dec. 11, 2009) - Vanderbilt University." Princine Lewis reports on Walt Disney's first African American princess character, Tiana of The Princess and the Frog; Tracy Sharpley-Whiting, Director of African-American Studies, comments. Lewis reports that Khaled Hosseini, author of the novel The Kite Runner, which was made into a motion picture in 2007, will deliver Vanderbilt's Senior Day address in May 2010 and accept the Nichols-Chancellor's Medal for the year. Carole Bartoo reports on a "Rock Band at Vandy" competition held upon the visit of Rock Band creater Eran Egozy to Vanderbilt. Beth Fox, Senior Online Content Manager for Vanderbilt Web communications, talks about her adventure at a Bruce Springsteen concert
Interest Rate Cap Policy in Cambodia- Summary of Findings from a Survey and the Policy Implications-
No full textFinancial Literacy Among Microfinance Borrowers: Its Importance and Determinants from a Household Survey in Cambodia
No full textFinancial inclusion can play an important role in reducing poverty and improving people’s living standards in developing countries. Microfinance has significantly contributed to financial inclusion in Cambodia, but issues like the high debt burden among borrowers, especially those with inadequate financial literacy, have emerged. Borrowers with inadequate financial literacy often underestimate loan repayments and borrow at high interest rates for consumption and other unproductive uses. Understanding the level of financial literacy and the factors that influence it among microfinance borrowers in Cambodia is important for policy making. Using data and information from a household survey in 2021, our study examines the financial literacy landscape among microfinance borrowers in Cambodia and explores the factors influencing their financial literacy levels, focusing on personal and household characteristics. The findings provide insights for enhancing financial literacy and financial inclusion in Cambodia. From our analysis, we confirm (1) the importance of financial literacy in reducing access to informal finance, (2) a positive correlation between years of general education and financial literacy, (3) an association between poor households and lower financial literacy, and (4) a positive relationship between higher social capital (the social network within a community) and higher financial literacy金融包摂は、途上国において貧困削減と人々の生活水準向上において重要な役割を持つ。カンボジアでは、マイクロファイナンスの拡大は金融包摂に大いに貢献をしてきたが、近年金融リテラシーの不十分な借り手の間で過度な債務負担が起こっていることが指摘されている。金融リテラシーの不十分な借り手は、ローンの返済を過小評価し、消費目的や生産性の低い投資のために高い利息で借り入れを行っているケースがしばしば指摘されている。そのため、金融包摂をさらに進めるうえでは、どういった要因が金融リテラシーの程度に影響しているのかを把握し改善していくことが求められる。本研究では、2021年の家計調査からのデータを用いて、カンボジアのマイクロファイナンスの借り手における金融リテラシーを測定するとともに、個人や世帯の特性に注目し、彼らの金融リテラシーに影響を与える要因を分析した。分析の結果、(1) 金融リテラシーとインフォーマル金融へのアクセスとの負の相関関係、(2) 教育年数と金融リテラシーの間の正の相関関係、(3) 貧困と金融リテラシーとの間の負の相関関係、および(4) 高い社会関係資本（地域内の社会的ネットワーク）と金融リテラシーとの間の正の相関関係が実証的に明らかになった。これらの分析結果は、カンボジアにおける金融リテラシー改善の方向性を示唆するとともに、金融リテラシーの改善が金融包摂のさらなる向上や過重債務問題の解決につながる可能性を示唆するものと考えられる。departmental bulletin pape
Mužské postavy v prozaickom svete Vandy Rozenbergovej
No full textThe paper analyses the depiction of male characters in the selected texts of the Slovak author Vanda Rozenbergová. Most of the attention is focused on a specific set of problems – on young/adolescent male characters within certain family and partner configurations and on the segments of childhood/adolescence displayed in Rozenbergová’s three books: Slobodu bažantom (Freedom to Pheasants) (2015), Muž z jamy a deti z lásky (The Man out of a Hole and the Children out of Love) (2017), and Zjedol som Lautreca (I Ate Lautrec) (2021), not only because they offer a very good insight into her general style of writing, but also due to her assessment of the character/hero of our times and forms of masculinity in contemporary literature. The interpreted prose largely deals with adolescence as an important period during which the a child turns into an adult. Rozenbergerová’s non-adult protagonists often represent the cathartic aspect of an insensitive society which lacks the sense of fellowship as well as empathy. Their meaning of life and its value is represented by almost epistemological privilege in the child’s ability to see what cannot be seen by the adult.The paper analyses the depiction of male characters in the selected texts of the Slovak author Vanda Rozenbergová. Most of the attention is focused on a specific set of problems – on young/adolescent male characters within certain family and partner configurations and on the segments of childhood/adolescence displayed in Rozenbergová’s three books: Slobodu bažantom (Freedom to Pheasants) (2015), Muž z jamy a deti z lásky (The Man out of a Hole and the Children out of Love) (2017), and Zjedol som Lautreca (I Ate Lautrec) (2021), not only because they offer a very good insight into her general style of writing, but also due to her assessment of the character/hero of our times and forms of masculinity in contemporary literature. The interpreted prose largely deals with adolescence as an important period during which the a child turns into an adult. Rozenbergerová’s non-adult protagonists often represent the cathartic aspect of an insensitive society which lacks the sense of fellowship as well as empathy. Their meaning of life and its value is represented by almost epistemological privilege in the child’s ability to see what cannot be seen by the adult
Interest Rate Cap Policy in Cambodia- Summary of Findings from a Survey and the Policy Implications-
No full textAn interest rate cap policy has been newly introduced to the Cambodian microfinance sector since April 2017.
■ This policy note summarizes the results of a survey, carried out jointly by JICA, CMA and CBC, that investigates the impact of the Cambodian interest rate cap policy.
■ Based on the results of the survey, it can be seen that the outreach of MFIs (Microfinance Institutions) declined due to the implementation of this policy. Specifically, MFIs reduced the availability of costly or high-risk profile loans, such as non-collateral and small-sized loans, which are more likely to be extended to lower-income households.
■ However, the impact is different from MFI to MFI, depending on each one’s original customer segments and operation. Especially large differences were found between deposit-taking MFIs and non-deposit-taking MFIs.
■ To mitigate the negative side effect of the policy, we suggest that the government and the development agencies should consider taking actions such as implementing supporting measures for financial inclusion, addressing regulatory arbitrage, and enhancing the transparency of the microfinance sector.articl
Dare to read : book study experiences
No full textThis study used a phenomenological approach to explore how nine female elementary educators involved in a book study of Brené Brown’s (2018) Dare to Lead: Brave work, tough conversations, whole hearts perceived their experiences. The purpose of the study was to better understand what was meaningful for the book study participants, and to gain insight into how to better use book studies to promote teacher reflection and growth. Participants completed an emailed reflectionnaire about their experiences with the book and in the book study. They also participated in a follow-up telephone call that asked about the interplay between the book and the book study. Participants reported that both the book and the book study experience were meaningful avenues for personal and professional growth; recommendations and suggestions were given for future book studies. Those who work for school districts and in schools may wish to consider how to harness the potential power of the book study as a powerful format for educator growth.book studyteacher growthlearning in communityreflectio
Teachers’ experiences of collaboration in alternate education : a phenomenological inquiry
No full textThis research aimed to capture teachers’ perceptions of collaboration in alternate education with the goal of making recommendations for the future. Many studies have varying definitions and structures for collaboration, revealing the importance of context. This study used phenomenology to conduct interviews with four participants at an alternate education school that has a weekly collaboration structure within the timetable. These interviews gathered rich data of teachers’ experiences of collaboration using in vivo coding for data analyses. The findings resulted in a conceptualization of collaboration through togetherness, relevance to context, professional learning, and collaborative communities. Additionally, participants’ experiences of collaboration were influenced by planning for collaboration, attitudes towards collaboration, and engaging in collaboration. Finally, participants made suggestions to increase the effectiveness of collaboration, including restructuring collaboration, increasing teachers’ voice and choice, as well as enhancing accountability among teachers and administrators. This research suggests a need for more research on collaboration to be conducted in alternate education settings.teacher collaborationalternate educationprofessional learningphenomenologycollaboratio
Inspired by place: BC secondary school teachers and perceptions of benefits, barriers, supports, and decolonization in place-based education
No full textPlace-based education (PBE) provides dynamic and memorable learning experiences. While some teachers have embraced PBE in their practice, there seems to be a reluctancy among secondary school teachers to do so. As well, in Canada, there is now an imperative to undo the infrastructure which was designed to and continues to promote the spirit of colonialism. Data for this study was gathered through interviews with four participants from the same secondary school with varied teaching subjects and experience with PBE. Data analysis concentrated on descriptive coding of the information provided in the categories of benefits, barriers, decolonization, and supports. The perceived benefits of PBE were that it provides context for learning, improves academic achievement, and allows for connection to the land and community. The perceived barriers to PBE were logistics and safety concerns, student and teacher conditioning to being in a traditional classroom, and the feeling that change is hard. The perceived supports required to implement PBE effectively were a need for more professional development and mentorship, more time, resources, and logistical supports. Based on the findings, five recommendations were suggested to support PBE implementation in secondary schools: (1) provide PBE-specific professional development and mentorship programs; (2) resolve logistical concerns; (3) address perceptions pertaining to student safety; (4) challenge ‘desk culture’; and (5) provide more support to decolonize and indigenize the education system.place-based educationplace-based pedagogysecondary schoolbenefitsbarriersdecolonizationIndigenizationprofessional development,mentorshi
Implementing a structured literacy approach: a collaborative inquiry
No full textThis study examined ways in which members of a collaborative inquiry group (CIG) worked together for the purpose of improving students’ reading skills in the early primary grades. The CIG specifically focused on using aspects of a structured literacy approach in the classroom. Data was collected through written reflections, observations, and interviews. As this was an action research study, the principal investigator was also a part of the study.
The three themes that emerged from the data were teacher efficacy, professional growth, and collaborative inquiry. The results of this study confirm that there are many benefits to participating in a CIG. Particularly, teachers appreciated being active contributors to their own learning, and being treated as experts in their field. The study confirms that teachers place value on working collectively to solve problems related to meeting the diverse needs of their students. While the results pointed to the benefits of implementing a structured literacy approach, there remains a need for further research to evaluate the impact of this approach on student learning
Exploring co-mentorship as a promising practice for weaving Indigenous and western pedagogy
No full textCanadian provinces have recently started incorporating Indigenous perspectives and content into their official provincial curriculum, and while school districts often provide K-12 curricular resources and one-time professional development sessions, many educators continue to struggle with implementing Indigenous worldviews and pedagogies into their daily classroom practice. Some literature has explored the role of mentorship in supporting teachers in this implementation, but no research relates directly to British Columbia’s context. This study examined co-mentorship as a promising practice for increasing both Indigenous and non-Indigenous teacher efficacy with integrating Indigenous knowledge and worldviews into classroom practice. This qualitative research was shaped by Tribal Methodology and uses storytelling to interpret the findings. The results from this study showed that co-mentorship effectively promoted holistic connection and reciprocal relationship; the removal of power hierarchy; respect and openness; recognition and encouragement of strengths and good practice; and taking the time needed for learning. These results could be used to inform the building of Indigenous/non-Indigenous mentorship relationships between teachers for the purposes of effectively integrating Indigenous ways of knowing and learning into classroom practice.Indigenous worldviewsco-mentorshipmentorshipIndigenous educationIndigenous pedagogyimplementation of curriculu
