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91.
Sarah B. Rosenbach S. Henry Sherwood V. Paul Poteat Hirokazu Yoshikawa Jerel P. Calzo 《Psychology in the schools》2022,59(1):152-180
In a time of unprecedented polarization in the United States, particularly concerning immigration, schools are uniquely positioned to help students understand the consequences of drastic policy changes. Beyond formal settings such as social studies classes, extracurricular activities may be important for fostering discussions about sociohistorical and policy issues. Such discussions could serve to empower youth from marginalized populations and raise their critical consciousness. Yet the potential outcomes of discussions in these extracurricular settings have not been studied in depth. Using data collected in school-based Gender-and-Sexuality-Alliances (GSAs) throughout Massachusetts during the periods leading up to and following the 2016 US Presidential election, we examined whether discussions of immigration issues in GSAs were associated with greater empowerment and critical consciousness among 580 youth (M Age = 15.59, range = 10–20 years). Multilevel structural equation models showed that the frequency with which youth discussed immigration, relative to their fellow members, was positively associated with residualized change in perceived peer validation for members in general and with residualized change in hope for immigrant-origin members only. Contrary to our expectations, we did not find significant associations for critical consciousness. Findings suggest how groups addressing issues of equity and justice can promote members' empowerment. 相似文献
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Access to government information in electronic form is essential to the realization of a civil society, democratization, and a rule of law. Freedom of information issues are centrally important in countries around the world, and the Internet's World Wide Web offers the potential to provide freedom of information at low cost. Achieving a sound information policy to promote open government requires constant vigilance by those who care about the goal. The greatest threat is state sponsored monopoly. State sponsored monopolies are inimical to open government and rule of law because they open the possibility of censorship, because they raise prices and increase cost, and because they deprive the public of new technology developments. Agencies should never seek to restrict redissemination or to prescribe prices at which information may be distributed to redisseminated. Copyright law may be interpreted to exclude the possibility of copyright in basic public information. Finally, the proposed database protection treaty now pending before the World Intellectual Property Organization should be opposed, unless drafters add a compulsory license provision to mandate multiple sources and channels for public information locked up by intellectual property and database rights. 相似文献
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Henry Bradford María–Andrea Trujillo 《Journal of Higher Education Policy & Management》2017,39(4):435-452
We analyse the internationalisation process in business schools as a response to the globalisation phenomena and argue that environmental pressures, isomorphic forces, the pool of internal resources and the alignment of the process with the institution’s general strategic plan are the main determinants of a successful internationalisation process. These determinants, two external and two internal, find support in different theoretical frameworks such as contingency, isomorphism, resource-based view and strategic management theories. We use these theoretical approaches to discuss four propositions that explain the implementation of an appropriate internationalisation process for a business school. This paper contributes to the literature concerned with the internationalisation processes in higher education institutions highlighting the main factors that should be taken into account by school deans, university provosts, university boards and educational policymakers in guiding internationalisation process at institutional and national/sector levels. 相似文献
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Hannah L. Whitehead Mary-Claire Ball Henry Brice Sharon Wolf Samuel Kembou Amy Ogan Kaja K. Jasińska 《Child development》2024,95(2):e93-e109
Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children experience late enrollment and grade repetition, leading to variation in age-for-grade; participants were between grades 1 to 6, but their ages ranged from 5 to 15 (M = 9.19, SD = 2.07). Phonological awareness, numerical magnitude, ordinality, working memory, and inhibitory control were cognitive predictors of covariance. Age-for-grade was negatively related to covariance suggesting that covariance is related to timing of instruction. 相似文献
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