Gender Responsiveness of Selected Primary School English Textbooks in Zimbabwe

When classrooms are not gender responsive, boys and girls seating in the same classroom and learning from the same teacher receive very different education. Each and every textbook and all learning materials tell a story about people; how they relate to one another and to the environment within which they live. The present study is a desk research conducted to establish the extent of gender responsiveness of selected primary school English textbooks in Zimbabwe. Using the ABC of Gender Analysis framework, the study made quantitative and qualitative analyses of two selected series of primary school English textbooks, which are Step in New Primary English （Grade 1 to 7） and Ventures English Alive! （Grade 1 to 7 Pupil＇s Book）. Components of the ABC of Gender Analysis were used to make a critical analysis of the textbooks. Despite the fact that a number of measures have been put in place to address issues of gender inequality in all sectors, findings from the study revealed that the selected primary school English textbooks continue to perpetuate gender discrimination and bias. This impacts negatively on the education of girl children and it is detrimental to equal educational attainment for boys and girls. Girls tend to be affected and lag behind, others fail to excel and even drop out. The study recommends the promotion of zero tolerance to gender biases and stereotypes in all learning and teaching environments. The study also recommends that school textbooks be exposed to the rigour of gender analysis before they are recommended for use in any educational activity.     

Understanding Transgender Identity Development in Childhood and Adolescence

Many sexuality educators and professionals, even those involved in program development and planning, are not aware of the biological and social factors involved in gender identity development in youth. As such, this topic is often not as well addressed in whole life educational curricula as better understood topics, such as reproductive anatomy, puberty, and contraception. This review article is intended to provide an overview of gender identity development in childhood and adolescence, in order to encourage better integration of comprehensive understandings of gender identity into new sexuality education curricula through the inclusion of specific information about transgender and other gender nonconforming identities.     

试析标示反向条件关系的“尽管”

连词“尽管”具有反向条件标示功能,其关联的P与后续句Q之间存在着条件关系,而且P不利于Q的出现。 Q必须是确定性的,一般是陈述句,Q中有时可以不出现表示转折关系的词语。在表达过程中,“尽管”与“虽然”的视角不同,P、Q之间的语义关系不同,语用功能等方面也存在着差异。     

汉语和维吾尔语多重定语语序的个性差异

论述了汉维多重定语语序的相异之处。指出维语中数词通常和核心词距离较近,而汉语中数词位置则比较灵活;维语中指示代词通常后置于谓词性短语,而汉语中指示代词可以位于谓词性短语之后,也可以位于谓词性短语之前。此外词语组合的紧密程度也会导致两种语言多重定语语序的不一致。     

“Body self” in the shadow of childhood sexual abuse: The long-term implications of sexual abuse for male and female adult survivors

Childhood sexual abuse (CSA) may have long-term negative outcomes for victims’ body representations. In this study we examined a model in which the relation between CSA and an individual’s discomfort when in close proximity to others is mediated by disrupted body boundaries, and the relation between CSA and body shame is mediated by body self-objectification. Since most of these variables were conceptualized and assessed primarily among women, gender differences regarding the proposed model were examined. Study participants were 843 college/university students (536 women and 307 men). Results from structural equation modeling analyses indicated that in both genders, disrupted body boundaries mediated the relations between CSA and an individual’s discomfort when in close proximity to others, as well as between CSA and body shame. Body self-objectification was not associated with history of CSA. Finally, we discuss the role these findings may play in the detrimental long-term effects of CSA on both male and female survivors, and refer to their common underlying mechanism.     

Funding model and creativity in science: Competitive versus block funding and status contingency effects

In many countries the scientific funding system is shifting from an internal block funding model toward a competitive project funding model. However, there is growing concern that the competitive project funding system favors relatively safe, conventional projects at the expense of risky, novel research. It is important to assess different funding models in order to design better funding systems for science. This paper empirically tests for differences in the novelty of funded outputs between internal block funding and competitive project funding, in the setting of Japan, where both funding models play a significant role. Combining survey data from a large sample of research projects in Japan and bibliometric information about the publications produced from these projects, we find that projects funded by competitive funds on average have higher novelty compared to those funded by internal block funds. However, such positive effects only hold for researchers with high status, such as senior and male researchers. In contrast, compared to internal block funding, competitive project funding has a negative relation to novelty for low status scientists (especially junior and female researchers). The findings suggest that the competitive project selection procedure is less receptive to novel ideas from researchers with low academic status and therefore discourages their novel research. These findings can serve as a warning about potential biases in competitive funding allocation procedures and suggest the importance of secure stable funding for allowing researchers with low status to pursue their novel ideas.     

Ni de Aquí, Ni de Allá: Conceptualizing the self-authorship experience of gay Latino college men using conocimiento

This essay aims to enhance our conceptual understanding of students with intersectional identities, specifically gay Latino men in college. We first explain how ethnic, gender, and sexual identities can act as compounding influences. Second, we review two distinct but complementary developmental theories. Conocimiento captures the disruptive, challenging path experienced by marginalized Latino youth. Self-authorship situates the broader developmental process in and beyond college. Our modified framework—conociéndose y escribiéndose—conceptualizes how college students navigate multiple marginalized identities. Finally, we discuss the implications of this intersectional framework for LGBTQ+ students and institutions seeking to enhance diversity, inclusion, and student success.     

从认知角度看"绿色"和"green"的异同

“绿色”和“green”作为近年来中外媒体中的流行词而倍受关注。本文从认知的角度探讨“绿色”和“green”的异同：“绿色”和“green”的初始意义、变异的象征意义以及趋同的现代意义。     

She's Reddit: A source of statistically significant gendered interest information?

Information about gender differences in interests is necessary to disentangle the effects of discrimination and choice when gender inequalities occur, such as in employment. This article assesses gender differences in interests within the popular social news and entertainment site Reddit. A method to detect terms that are statistically significantly used more by males or females in 181 million comments in 100 subreddits shows that gender affects both the selection of subreddits and activities within most of them. The method avoids the hidden gender biases of topic modelling for this task. Although the method reveals statistically significant gender differences in interests for topics that are extensively discussed on Reddit, it cannot give definitive causes, and imitation and sharing within the site mean that additional checking is needed to verify the results. Nevertheless, with care, Reddit can serve as a useful source of insights into gender differences in interests.