The educational impacts of cash transfers in Tanzania

Cash transfers boost educational outcomes for poor children on average, but which aspects of educational performance are most responsive and which poor children benefit the most? This study examines the educational impacts of cash transfers, drawing on a randomized, community implemented conditional cash transfer program targeted to poor households in Tanzania. On average, being assigned to receive transfers significantly improves children’s likelihood of having ever attended school (by between 4 and 5 percentage points), with suggestive evidence that this is driven by more age-appropriate enrollment for the youngest children. However, school attendance and primary school completion remain unaffected on average. Girls and boys benefit similarly, and only students with stronger initial educational performance experience increases in primary completion rates.     

金陵十二钗“又副册”的误读

通过统计金陵十二钗在四大家族中所占的比例,分析十二钗的入选原则以及她们在文本中的妙用,按照正室入“正册”,妾入“副册”,丫鬟入“又副册”的文本暗示,较阅前人对“又副册”的见解,揭示“正册”的影响力,推出自己心中的“又副册”。     

The Agony of Early Chinese Immigrants--A Review on Shanghai Girls

The article aims at exploring by the way of a traditional approach—Historical-Biographical the agony confronted by early Chinese immigrants in America based on the novel Shanghai Girls.Early Chinese Americans encountered numerous pains:hardship in their work,discrimination in their lives,and the threat of deportation from the host government.Generally,the sufferings of theirs derive from three sources,namely,their powerless homeland,the hostility of the white and their low education status.Due to the poverty and powerless their homeland,both the sisters encountered countless insults.     

Practical Patriotism: Camp Fire Girls,Girl Scouts,and Americanization

Drawing primarily on discourses and events from the period surrounding World War I, this essay examines the methods deployed by Camp Fire Girls and Girls Scouts to recruit the daughters of immigrants and, upon joining, acculturate these new members to the American way of life. The argument begins by analyzing those discourses describing the so-called “new immigrant” from southern and eastern Europe as a threat to national unity. Turning to the ways in which the new immigrant problem was gendered through the rhetorical construction of a “girl problem,” this author argues that the advocates describing the girl problem leveraged the presumed cultural rift between foreign-born parents and their new-world children in order to induce the daughters of the foreign-born to perform as American. The essay closely analyzes the discourses of two groups committed to the project of Americanizing the daughters of immigrants: the Camp Fire Girls and Girl Scouts. The article contends that these groups, the two most popular of the period, Americanized the daughter of the foreign-born by using recruitment tactics that invited her to dissociate from an old-world ethnicity, deploying legendary heroines re-figuring the girl's American belonging, and engineering patriotic regimens habituating her to American customs. Ultimately, this essay demonstrates how these groups rhetorically refigured the cultural and social belonging of their members in order to assuage public concerns about national unity.     

Not Left by the Wayside

Abstract

The article presents a case study of the establishment of a library in the Wayside Home School for Girls in Valley Stream, New York, in 1993. Wayside and the services it provides for troubled adolescent girls are described, and the need for the library is explained. The steps taken by librarians from the Nassau County Library Association in setting up the library are detailed. These include the initial planning, funding, collection development, cataloging of the collection, and staffing of the library. The Wayside Library provides not only recreational reading for the girls, but it also supports the school curriculum. The Wayside girls' use of the library and its effect upon their lives arc described. Lastly, related literature on juvenile detention center libraries is annotated.     

《海上花列传》英译本中女性视阈的体现

从《海上花列传》伊始,海派小说的叙事形象开始建立,也可以说“女性”的叙事形象开始建立。张爱玲和孔慧怡以她们独特的女性体验在翻译、编订《海上花》英译本的过程中表现出了一定的女性视闲。从书名翻译的选择、原文序和楔子等的删除并加注、对人物形象的刻画三个方面,均可说明女性视闻在翻译过程中是如何凸显女性身份的。通过分析女性人物形象刻画中具体的翻译策略和方法,可以窥见译者精湛的翻译技巧。     

空间视角透视下的《男孩与女孩》

《男孩与女孩》是加拿大诺贝尔文学奖获得者艾丽丝·蒙若早期的代表作。在整个故事当中，“空间”这一因素一直扮演着一个极为重要而活跃的角色。同传统的小说不同的是，它不再被弱化为背景、舞台或是一个空空的载体，而成为一股有创造力的能量，时时刻刻塑造和限制者主人公的思想和言行。     

高校女生游泳课结合水中有氧健身操教学应用研究

针对高校女生游泳课的实际情况,在游泳教学中尝试结合水中有氧健身操的全新的教学方式,对黑龙江科技学院2009级女生游泳选修班运用水中有氧健身操的教学方法进行了实验研究,结果表明：在游泳课中结合水中有氧健身操教学能有效地提高女生游泳的教学质量,取得显著效果。探索在女生游泳教学中结合水中有氧健身操的思路与方法,旨在提高教学水平,为高校体育教学改革的不断深入提供参考依据。     

对普通中学女生800m耐久跑教学效果的探讨

本文根据普通中学女生耐力素质较差的现状,采用教学实验法对800m耐力跑的教学效果进行了初步的研究。结果显示:注重理论教学和科学的练习手段相结合,改革教学与训练方法,加强学生的心理指导,提高自我锻炼能力是提高800m耐久跑教学效果的有效途径。     

Predicting running away in girls who are victims of commercial sexual exploitation

Youth that are victims of commercial sexual exploitation of children (CSEC) have a host of clinical problems and often run away from home, residential care, and treatment, which complicates and limits treatment effectiveness. No research to date has attempted to predict running away in CSEC victims. The present study aimed to 1) characterize a clinically referred sample of girls who were victims of CSEC and compare them to other high-risk girls (i.e., girls who also have a history of trauma and running away, but deny CSEC); and 2) examine the utility of using the Youth Level of Service/Case Management Inventory (YLS/CMI) to predict future running away. Data were collected from de-identified charts of 80 girls (mean age = 15.38, SD = 1.3, 37.9% White, 52.5% CSEC victims) who were referred for psychological assessment by the Department of Child Services. Girls in the CSEC group were more likely to have experienced sexual abuse (χ² = 6.85, p = .009), an STI (χ² = 6.45, p = .01), a post-traumatic stress disorder diagnosis (χ² = 11.84, p = .001), and a substance use disorder diagnosis (χ² = 11.32, p = .001) than high-risk girls. Moderated regression results indicated that YLS/CMI scores significantly predicted future running away among the CSEC group (β = 0.23, SE = .06, p = .02), but not the high-risk group (β = −.008, SE = .11, p =.90). The YLS/CMI shows initial promise for predicting future running away in girls who are CSEC victims. Predicting running away can help identify those at risk for and prevent running away and improve treatment outcomes. We hope current findings stimulate future work in this area.