Journal articles on the topic 'Graduate Consortium in Women's Studies'

What methods do graduate students take up for their dissertation projects? This article shares findings from distant reading of 2,711 abstracts, suggesting that humanist approaches predominate within the Consortium of Doctoral Programs in Rhetoric and Composition, but not without some methodological pluralism. A large number of studies outside the consortium are also considered.

A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.

Readers theater productions are meaningful expressions of creative pedagogy in higher education. This article presents the script of a readers theater called Identify This… A Readers Theater of Women's Voices, which was researched, written, and produced by undergraduate and graduate students in a women's studies class called Intersections of Race, Class, and Gender. Section one of the article reproduces the script of Identify This that was based on life history interviews with a diverse selection of women to illustrate intersectional identities. Section two briefly describes the essential elements of the process we used to create and perform Identify This.

Ministry of Religious issued the new nomenclature of the separation of the field of study of the Qur'an and the Hadith, which was a single entity by the name of Tafsir Hadith (TH). This paper is to research on the current prospect of Hadith studies in UIN, IAIN and STAIN after the new nomenclature was brought. It comes to a conclusion that after the new nomenclature, Hadith studies in Indonesia has a little prospect to develop in the future. Solutions offered by this paper is to reintegrate the Qur’an studies and Hadith studies into Tafsir Hadith studies and to separate the two fields only at the graduate level, and create a consortium of the science of Hadith.

[First paragraph]The women of Azua: work and family in the rural Dominican Republic, by BARBARA FINLAY. New York: Praeger, 1989. xi + 190 pp. (Cloth US$ 35.00)The psychosocial development of Puerto Rican women, edited by CYNTHIA T. GARCIA COLL & MARIA DE LOURDES MATTEI. New York: Praeger, 1989. xiii + 272 pp. (Cloth US$ 45.00)Women and the sexual division oflabour in the Caribbean, edited by KEITH HART. Mona, Jamaica: Consortium Graduate School of Social Sciences, UWI, 1989. 141 pp. (Paper n.p.)The three books under review work have a common theme: the impact of changing gender expectations on Caribbean women. The authors are mainly concerned with recent political and economie changes that might have contributed to either the improvement or deterioration of women's status in these societies. The questions raised by the contributors are strikingly similar: What has been the impact of dependent economie development on women's lives and has this resulted in increased labor participation (a problem explored for rural Dominican women as well as for Jamaican and Barbadian women) or in the migration to metropolitan centers, with its psychosocial consequences (an issue raised for Puerto Rican women living in the United States)? If patriarchal values (often referred to as traditional values) prevail in these societies, then what impact might wage work, migration, or improved education have on those values? Could it be the disintegration of the nuclear family with an increased proportion of female-headed households (Hart), higher rates of mental illness as a result of dysfunctional aceulturation (Garcia Coll and Mattei), or even an improvement of women's status within their families and communities (Finlay)?

The Association of Transnational Law Schools [ATLAS] is a consortium of seven law schools from four continents that launched an annual academic summer program, called the Agora, for doctoral students this past July 2008. As the name of the consortium would suggest, the program focused on transnational law. The Agora is one of several multi-school initiatives aimed at furthering the study of the globalizing legal environment. The Agora both reflects and furthers a trend in legal scholarship, and as a consequence legal education, toward a focus on a set of interrelated concerns, which include globalization, international governance, transnational law, comparative legal studies, legal transplantation and the apparent conceptual challenges that these pose. In important respects these new conceptual challenges have a long pedigree in questions about the scope of legal pedagogy and theory. The pedagogical controversy is rooted in questions about the purpose of legal education, namely, whether it is trade training and should focus on practical legal skills, or whether it should be conceived of as broader than this. Intimately connected to this pedagogical controversy is a legal-theoretical controversy about the scope of legal theory (and thus the nature of law and its investigation). Does the word “law” designate the organizational instruments of state power, or should we think of “law” as referring to a more diverse set of social-organizational systems that may have greater or less affinity and connection with state law?

In the 1980s, domestic sitcoms on television proliferated with examples of men who performed domestic labor. In response to the women's movement, these “Mr. Mom” sitcoms liberated women from the domestic sphere and enabled men to claim it as their own. This article examines the potential impact of these series’ foregrounding of men and masculinities. In particular, it examines how the domestication of Mr. Moms highlighted the tensions between “new man” ideology persisting from the 1970s and 1980s Reagan-era machismo. The increasingly progressive attitudes toward women's work exhibited by Mr. Mom characters, coupled with the ultimate excision of the wife-mother character, resulted in complex, potentially queer, depictions of masculinity that help reveal feminist and antifeminist anxieties about the changing structure of the American family in the 1980s. This article won the Society for Cinema and Media Studies Women's Caucus Graduate Student Writing Prize in 2016.

AbstractThe microbiome of the female upper reproductive system has garnered increasing recognition and has become an area of interest in the study of women's health. This intricate ecosystem encompasses a diverse consortium of microorganisms (i.e., microbiota) and their genomes (i.e., microbiome) residing in the female upper reproductive system, including the uterus, the fallopian tubes, and ovaries. In recent years, remarkable advancements have been witnessed in sequencing technologies and microbiome research, indicating the potential importance of the microbial composition within these anatomical sites and its impact in women's reproductive health and overall well-being. Understanding the composition, dynamics, and functions of the microbiome of the female upper reproductive system opens up exciting avenues for improving fertility, treating gynecological conditions, and advancing our comprehension of the intricate interplay between the microbiome and the female reproductive system. The aim of this study is to compile currently available information on the microbial composition of the female upper reproductive system in humans, with a focus beyond the uterus, which has received more attention in recent microbiome studies compared with the fallopian tubes and ovaries. In conclusion, this review underscores the potential role of this microbiome in women's physiology, both in health and disease.

Participants were grouped on the basis of theological beliefs about divine-human and female-male dynamics using cluster analysis. We then explored whether these subgroups might differ on (a) hierarchical social expectations, (b) commitments to social justice and intercultural competence, (c) religious exploration, (d) existential defensiveness, (e) views of psychology – theology integration, and (f) perspectives on women's leadership. The sample consisted of graduate students (N = 227) at an Evangelical seminary in the Midwestern United States. Results yielded a four-cluster solution. Individuals scoring high on both Calvinist theological beliefs and complementarian gender role beliefs scored significantly higher on hierarchical relationship expectations and existential defensiveness, and preferred a Christian psychology view of integration and a male headship perspective of leadership, compared to those scoring low on Calvinism and complementarianism. In contrast, individuals scoring low on both theological dimensions scored higher on Arminianism, gender egalitarianism, social justice commitment, intercultural competence commitment, religious exploration, and they preferred an integration view of psychology and theology and a “no restrictions” perspective on women's roles. Findings highlight implications for theological training and spiritual formation.

This essay examines the work of British “cinefeminist” Claire Johnston, whose activism, writings, and filmmaking during the 1970s and 1980s merged innovative feminist media production practices with new modes of theoretical inquiry. Johnston's 1973 essay “Women's Cinema as Counter-Cinema” was crucial to feminist film theory's development, yet the essay's canonization has reduced her thinking to a handful of theoretical concerns. To grasp the full political promise of Johnston's work, this article reconsiders the essay in three related contexts, examining: the historical circumstances in which it was published and the feminist debates it participated in; its ties to Johnston's less noted writings; and its relation to Johnston's filmmaking while she was a member of the London Women's Film Group, a feminist filmmaking collective committed to building coalitions among women media workers. This article won the Society for Cinema and Media Studies Graduate Student Writing Prize in 2016.

Theatre scholarship is only just beginning to respond to the insights and emphases suggested by feminist criticism. In this introductory article to what we intend to be a strong and continuing thread in NTQ, Susan Bassnett outlines the resulting problems, and explores the historical context and conditions in terms of one central issue – the role of women as performers (and non-performers) in the sixteenth and seventeenth centuries. She also examines some of the wider implications for theatre studies, affected as these also are by new historicist approaches to the study of cultural change. Susan Bassnett teaches in the Graduate School of Comparative Literary Theory in the University of Warwick, and has been a regular contributor to New Theatre Quarterly and other journals, notably in the field of Italian theatre. Her most recent books include a feminist study of Elizabeth I, and (in collaboration with John Stokes and Michael Booth) Bernhardt. Terry, Duse: the Actress in Her Time.

This article reports on a study that engaged graduate students from one Canadian university in a knowledge creation project, which produced new evidence and insights regarding pressing socio-political issues of our time. This study resulted in the creation of an instructional application known as the IIF (the Interpretive Imagination Forum), a collaborative video research application for use in higher education courses across the disciplines (e.g., anthropology, history, media studies, philosophy, queer studies, sociology, women's studies). Further, this study resulted in the development of a technology-mediated, hermeneutic tagging technique. IIF was developed as an open-source platform for conducting video research. In keeping with open-source curriculum objectives (OSC), a curriculum framework was developed, which can be used in graduate-level courses (e.g., curriculum foundations, qualitative methodology, critical inquiry). Student participants were invited to add, delete, and modify text annotations or tags, which not only resulted in broader understandings of the themes, theories, and concepts that existed within the videotaped content, but also resulted in the development of a creative and innovative instructional and learning tool. The overarching objective of this study was to circumvent linear or normative qualitative analysis and instead facilitate non-linear, creative, and organic approaches to understanding, analyzing, representing, and disseminating theories and concepts derived from video scholarship.

An examination of the distribution of women who earn doctorates in mathematics and science presents a picture of uneven advancement. Women are clustered in the life sciences with far fewer majoring in the physical sciences, mathematics, engineering, and computer sciences. Recent studies attempting to identify factors that influence a woman's choice of career in the mathematical fields have focused on either women who have completed doctorates or formal training in their chosen fields or women presently in graduate programs in mathematics. This study focuses on math majors still in college, specifically 16 females at a highly selective liberal arts women's college, and factors that influenced their choice of this major and future career plans. A qualitative research methodology was employed using questionnaires, interviews with the students and the mathematics faculty, participant observation in mathematics classrooms, and document reviews of college and departmental publications. Findings revealed that positive school experiences and certain shared personality characteristics were integral in students' decisions to continue the study of mathematics in college.

Although recent empirical research suggests that there is a gender gap in Anglophone philosophy, no research has been done on the representation of women in non‐Anglophone philosophy. The present study constitutes a first step toward filling this void in the literature by providing empirical evidence on the representation of female students and female faculty members in Greek universities' departments of philosophy. Our findings indicate that the underrepresentation of female students in philosophy is not a universal phenomenon, since female students constitute the majority of philosophy students in Greece at both the undergraduate and the graduate levels. However, our findings also suggest that the low number of women in philosophy at the faculty level is not a problem unique to Anglophone philosophy, since female faculty members comprise, on average, only 29% of philosophy faculty members in Greece. In order to explain these findings, we argue, first, that the teaching of philosophy at the secondary level may motivate female students in Greece to enter and persist in philosophy, and, second, that since the gender gap at the faculty level in Greece cannot be attributed to the low number of female students in the philosophy pipeline, the causes of women's poor participation in philosophy at the faculty level should be looked for elsewhere.

In the fall of 2021, I taught a graduate seminar entitled Women and Gender in the Arab World at Georgetown University. It had been two decades since 9/11 and the start of the “War on Terror,” events that most of my students were not old enough to recall, but which still had, in one way or another, profoundly shaped their interest or experience in the region. In planning the course, I received a syllabus that had been used in past years. The first week was an introduction to the course, and it consisted of two essays intended to frame the state of the field of Middle East women's studies: Lila Abu-Lughod's “Do Muslim Women Really Need Saving?” and Mounira Charrad's “Gender in the Middle East: Islam, State, and Agency.”

INTRODUCTION Southeastern Europe faces shortage of interest in modern program of public health education and research, and in mutual cooperation and cooperation with countries of European Union. In 2000, Stability Pact for Southeastern Europe has initiated a project: "Academic Programmes for Training and Research in Public Health in South Eastern Europe". The project named "Agreement on Collaboration of the Public Health Consortium for South Eastern Europe (PH-SEE) provides many opportunities to advance the cooperation and student exchange during post graduate studies. Academic Programmes for Training and Research in Public Health in South Eastern Europe Academic programs include education of how to use internet material in regard to public health from relevant areas and select skilled coordinators. 10 appropriate curricula have been developed with many models and most can be expanded. Agreement on Collaboration of the Public Health Consortium for South Eastern Europe This document has the objective of establishing a formal agreement between the members of the Network enabling cooperation and student exchange programs during postgraduate studies. It supports the mobility of postgraduate students in their scientific or practical work, awards student scholarships or acquiring diploma at foreign universities. Each member of this network will support progress in the frame of mutual research and identify program priorities based on unilateral and multilateral cooperation in public health. Conclusion Work on the project "Academic Programmes for Training and Research in Public Health in South Eastern Europe" has to be considered continual, including some colleagues who have interest in preventive medicine and in other areas. Agreement on Collaboration offers younger generations an opportunity for scientific training. According to recently signed Bologna Declaration, we are free to create a school of public health, and it becomes also our obligation.

Prof. Stephanie Matseleng AllaisStephanie Matseleng Allais is Research Chair of Skills Development and Professor of Education at the Centre for Researching Education and Labour (REAL) at the University of the Witwatersrand. She researches international education and development, focused on education/work relationships. Prof. Suzanne Elizabeth BesterSuzanne Bester is an Associate Professor in the Department of Educational Psychology at the University of Pretoria. Her main area of expertise is psychological assessment and intervention with a particular interest in dynamic assessment. She is also interested in well-being. Dr Tafireyi ChambokoTafireyi Chamboko is a Senior Lecturer in agricultural economics with 27 years’ experience in the field of agricultural economics, agricultural marketing and pricing analysis, farm management research, livestock economics and data analysis. He is a recipient of a PhD Fellowship from the Africa Economic Research Consortium (AERC) to pursue a DPhilAG at the University of Zimbabwe. Prof. Doria DanielsDora Daniels has a PhD in International and Intercultural Education from the University of Southern California. Her passion lies in understanding marginalised populations’ experiences with educational access and inclusion. This NRF-rated research focuses on women’s educational empowerment, gender in community history, and adult education and training for active citizenship. Ms Jennifer EsauJennifer Esau holds an MEd in Educational Support from the University of Stellenbosch and a BA (Hons) in Health Care Studies from the University of the Western Cape. She is currently studying towards a PhD in Education at the Cape Peninsula University of Technology. Her MEd research was on TVET students’ educational experiences of family and community support. Associate Prof. James GarrawayJames Garraway works in the Professional Education Research Institute (PERI) at the Cape Peninsula University of Technology. His research focus is on work-integrated learning and the development of the university of technology sector, primarily using Activity Theory and Change Laboratory approaches. He supervises PhD and Master’s students in this field. Prof. Darren LortanDarren Lortan is an Associate Professor and the head of department of Mathematics at the Durban University of Technology. His interests outside of Mathematics include Community Engagement and Articulation in and across the Post-School Education and Training Sector. He is the Project Coordinator of the Unfurling Post-School Education and Training (UPSET) Articulation Project. Dr Lucky MalulekeLucky Maluleke is an emerging researcher and academic in the field of career development and Technical and Vocational Education and Training. He is a lecturer in the Faculty of Education at Nelson Mandela University. His current research interest is in career development and career decision-making, as well as promoting post-school education and training among youth. Dr Muneta Grace Manzeke-KangaraMuneta Grace Manzeke-Kangara is a Soil Scientist in Climate- and Nutrient-Smart Agriculture at Rothamsted Research in the United Kingdom. While working at the University of Zimbabwe, Muneta promoted Integrated Soil Fertility Management and conservation agriculture for soil fertility and grain yield improvement; and agronomic biofortification with micronutrient-supplying fertilisers for improving grain quality in smallholder farming systems. Prof. Simon McGrathSimon McGrath is Professor of Education at the University of Glasgow and a Visiting Professor at Nelson Mandela University. He is co-editor of the Journal of Vocational Education and Training and of the Handbook of Vocational Education and Training. Dr Mary Mmatsatsi MadilengMary Mmatsatsi Madileng is a senior lecturer in the Department of English Studies at the University of South Africa (UNISA). Her key areas of teaching expertise and research interest include Applied Linguistics; Education, Skills Development and Pedagogy in Vocational Education and Training; Work-Integrated Learning; and Vocational Educator Development. Dr Chenjerai MuwanikiChenjerai Muwaniki is a lecturer in Adult and Continuing Education at Great Zimbabwe University. His research interests are in adult education, vocational education, especially green skills in vocational education, learning needs of smallholder farmers and curriculum responsiveness in Agriculture Education and Training in Zimbabwe. Prof. Shervani PillayShervani Pillay is an Associate Professor in the Faculty of Education at Nelson Mandela University. She is Head of the Post Graduate Studies Department. Shervani does research in Higher Education Transformation and Decolonisation in Curriculum, Educational Policy, Higher Education and Curriculum Theory. Dr Lesley PowellLesley Powell is the Chair of Youth Unemployment, Employability and Empowerment (CYUEE) at Nelson Mandela University. Her scholarship is largely focused on Vocational Education and Training (VET), with her theoretical interests being the ways in which education and training intervene in poverty and advance the conditions for sustainable livelihoods. She has published widely on VET from human development and social justice perspectives, and more recently also on skills and the informal sector. Prof. Suresh RamsuroopSuresh Ramsuroop is an Associate Professor in Chemical Engineering and the assistant dean in the Faculty of Engineering and the Built Environment at the Cape Peninsula University of Technology. He has over 33 years of industrial and academic experience. His current research interests include Computational Chemical Thermodynamics, Process Synthesis, and Design and Engineering Education. Mr Deepak SinghDeepak Singh has an MSc in Physics with research areas including Statistical Physics. He lectures in the Department of Physics at the Durban University of Technology. Dr Tanya SmitTanya Smit is a lecturer of higher education and the Acting Head of the Work Integrated Learning office of the Faculty of Education at the University of Pretoria. Her research interests include pre-service teacher self-regulated professionalism, lecturer and teacher professionalism, action research, mentorship and Technical and Vocational Education. Mr Rodney StopsRodney Stops is a lecturer in the Department of Electrical Power Engineering at the Durban University of Technology. He has over 29 years of lecturing experience and has a passion for Articulation and is using research in Education and Articulation to benefit present and future students. Prof. Volker WedekindProfessor Volker Wedekind is Professor of Education and Head of the School of Education, University of Nottingham. He is the convener of the Nottingham UNESCO-UNEVOC Centre. His research focuses on the policies and practices of vocational education in developing countries.

Abstract Head and neck cancer (HNC) risk prediction models based on risk factor profiles have not yet been developed. We took advantage of the large database of the International Head and Neck Cancer Epidemiology (INHANCE) Consortium, including 14 US studies from 1981–2010, to develop HNC risk prediction models. Seventy percent of the data were used to develop the risk prediction models; the remaining 30% were used to validate the models. We used competing-risk models to calculate absolute risks. The predictors included age, sex, education, race/ethnicity, alcohol drinking intensity, cigarette smoking duration and intensity, and/or family history of HNC. The 20-year absolute risk of HNC was 7.61% for a 60-year-old woman who smoked more than 20 cigarettes per day for over 20 years, consumed 3 or more alcoholic drinks per day, was a high school graduate, had a family history of HNC, and was non-Hispanic white. The 20-year risk for men with a similar profile was 6.85%. The absolute risks of oropharyngeal and hypopharyngeal cancers were generally lower than those of oral cavity and laryngeal cancers. Statistics for the area under the receiver operating characteristic curve (AUC) were 0.70 or higher, except for oropharyngeal cancer in men. This HNC risk prediction model may be useful in promoting healthier behaviors such as smoking cessation or in aiding persons with a family history of HNC to evaluate their risks.

The purpose of the present study was to examine the content emphasis of courses of public health administration and management (A & M) among member institutions of the Asia-Pacific Academic Consortium for Public Health (APACPH), to determine comparability of curricula across campuses. A survey of course syllabi from, APACPH schools was conducted by three separate reviewers to identify topical subject matter presented in general and specialty A & M courses delivered to graduate students at each campus. Based on this review, three synthetic general content A & M courses, and one specialty A & M course (i.e. Hospital Administration) were created as a basis for inter-campus cross-institutional comparisons conducted by the author. Despite the number of courses provided by the different APACPH institutions, specific content areas consistently appeared across institutions, suggesting possible foundational A & M content for public health students. In general, there was much better coverage of similar topics at the introductory level of instruction, and much greater consistency was observed across institutions that provided course work addressing the administration of hospitals. Several recommendations are made for further studies of other content areas, and for the development of minimum training content areas as a basis for cross-institutional studies. Asia Pac J Public Health1994;7(3):183-90.

In 1881 two women who were to become part of the history of Victorian feminism met: Constance Maynard (1849–1935), graduate of one of the first cohorts of women to enter Girton College and founder in 1882 of Westfield College for Women, and Bessie Rayner Parkes Belloc (1829–1925), friend of Barbara Leigh Smith Bodichon and the “Langham Place” group of feminists, and former editor of the feminist English Women's Journal. In 1873 Maynard became the first woman in England to receive a degree in “moral sciences,” from Girton, and subsequently worked for six years as a headmistress and schoolmistress at two groundbreaking girls' schools, Cheltenham Ladies' College and the new St. Leonard's School in Scotland. When she met Belloc, she was living in London with her brother, taking art classes at the Slade School, and beginning discussions that would lead to the foundation of Westfield College, formed as an explicitly Evangelical-identified parallel to ecumenical Girton and also as the first college to prepare women for the examinations and degrees offered by the University of London.

The increase in health research in sub-Saharan Africa (SSA) has generated large amounts of data and led to a high demand for biostatisticians to analyse these data locally and quickly. Donor-funded initiatives exist to address the dearth in statistical capacity, but few initiatives have been led by African institutions. The Sub-Saharan African Consortium for Advanced Biostatistics (SSACAB) aims to improve biostatistical capacity in Africa according to the needs identified by African institutions, through (collaborative) masters and doctoral training in biostatistics. We describe the SSACAB Consortium, which comprises 11 universities and four research institutions- supported by four European universities. SSACAB builds on existing resources to strengthen biostatistics for health research with a focus on supporting biostatisticians to become research leaders; building a critical mass of biostatisticians, and networking institutions and biostatisticians across SSA. In 2015 only four institutions had established Masters programmes in biostatistics and SSACAB supported the remaining institutions to develop Masters programmes. In 2019 the University of the Witwatersrand became the first African institution to gain Royal Statistical Society accreditation for a Biostatistics MSc programme. A total of 150 fellows have been awarded scholarships to date of which 123 are Masters fellowships (41 female) of which with 58 have already graduated. Graduates have been employed in African academic (19) and research (15) institutions and 10 have enrolled for PhD studies. A total of 27 (10 female) PhD fellowships have been awarded; 4 of them are due to graduate by 2020. To date, SSACAB Masters and PhD students have published 17 and 31 peer-reviewed articles, respectively. SSACAB has also facilitated well-attended conferences, face-to-face and online short courses. Pooling the limited biostatistics resources in SSA, and combining with co-funding from external partners is an effective strategy for the development and teaching of advanced biostatistics methods, supervision and mentoring of PhD candidates.

Abstract Background In ancient China, especially in the Ming and Qing Dynasties, there are a large number of historical materials about festival activities. However, related works mainly describe festival activities from the perspective of men, rarely record women's festival activities, and the content is very scattered. This not only increases the difficulty of women's festival research, but also the main reason for the lack of relevant research results. Therefore, this paper also studies the changes of women's emotional behavior in the Ming and Qing Dynasties. Research Objects and Methods Based on the local chronicles and festival works in the Ming and Qing Dynasties, this study systematically combs the tracks of women in various festival activities. Link their roles as believers, pilgrims, organizers, sponsors and tourists to their family and social roles. From the perspective of role psychology, this paper analyzes the relationship between the two roles and the main reasons for women's active participation in festival activities. A coping style scale was developed. We analyzed the correlation between the role emotional behavior and the trajectory of women's festival activities. Results Fulfilling family responsibilities is the main psychological motivation and important content of women's participation in festival activities, and it is also a reasonable excuse for them to carry out sightseeing activities; The practice of participating in festivals as workers reflects women's expectations of more business income to meet economic needs; As believers and tourists, participating in festival activities is the embodiment of their role socialization, reflecting their enthusiasm and social needs to enter the broad social stage. It has the nature of personality liberation, which shows that women have broken through the gender restrictions of traditional society to a certain extent. According to the data of way scale, this study found that women's psychological quality was significantly positively correlated with cognitive reappraisal and negatively correlated with expression inhibition; Researchers believe that the development of metacognition is the basis for the development of women's emotion regulation strategies, and psychological quality is composed of cognitive quality, personality quality and adaptability. The core of cognitive quality is metacognition. In addition, the adaptability of psychological quality also includes emotional adaptation, which is closely related to emotional regulation strategies. Therefore, psychological quality is closely related to emotion regulation strategies. This study also verified that cognitive reappraisal was significantly negatively correlated with negative indicators of mental health, while expression inhibition was significantly positively correlated with negative indicators of mental health. Conclusion The worship of God in traditional society and the role of women as family and social workers provide high sounding reasons for them to participate in festival social activities. After the mid Ming Dynasty, the development of commercial economy and the rise of civil society promoted the opening of society and the diversification of values. Compared with the narrow social space in other fields, the social activity space of women's festivals is becoming larger and larger. Their roles in festival activities, such as believers, pilgrims, organizers, sponsors and tourists, are closely related to their social roles. Their devotion and enthusiasm to festival activities are also closely related to their social and psychological needs and expectations. The nature of social roles is different, and the motivation and content of women's participation in festival activities are also different. It can also help contemporary Chinese society analyze the three special factors of female attention, cognitive attention and physical attention. When researchers want to use special factors such as social attention, cognitive attention and physical attention to predict external variables, they should more effectively consider the influence of public factors, so as to explain the prediction results independently. Acknowledgements The paper is the phased research result of the Later-funded Project “Research on Ancient Chinese Women's Culture” (Project No.: 19FZSB047) funded by the National Social Science Foundation and the 2021 Academic Degrees & Graduate Education Reform Project of Henan Province “Research on Cultivation of Professional Practice Ability of MTCSOL ---- Taking Anyang Normal University for Example” (Project No.: 2021SJGLX223Y).

The increase in health research in sub-Saharan Africa (SSA) has led to a high demand for biostatisticians to develop study designs, contribute and apply statistical methods in data analyses. Initiatives exist to address the dearth in statistical capacity and lack of local biostatisticians in SSA health projects. The Sub-Saharan African Consortium for Advanced Biostatistics (SSACAB) led by African institutions was initiated to improve biostatistical capacity according to the needs identified by African institutions, through collaborative masters and doctoral training in biostatistics. SACCAB has created a critical mass of biostatisticians and a network of institutions over the last five years and has strengthened biostatistics resources and capacity for health research studies in SSA. SSACAB comprises 11 universities and four research institutions which are supported by four European universities. In 2015, only four universities had established Masters programmes in biostatistics and SSACAB supported the remaining seven to develop Masters programmes. In 2019 the University of the Witwatersrand became the first African institution to gain Royal Statistical Society accreditation for a Biostatistics Masters programme. A total of 150 fellows have been awarded scholarships to date of which 123 are Masters fellowships (41 female) of whom 58 have already graduated. Graduates have been employed in African academic (19) and research (15) institutions and 10 have enrolled for PhD studies. A total of 27 (10 female) PhD fellowships have been awarded; 4 of them are due to graduate by 2020. To date, SSACAB Masters and PhD students have published 17 and 31 peer-reviewed articles, respectively. SSACAB has also facilitated well-attended conferences, face-to-face and online short courses. Pooling of limited biostatistics resources in SSA combined with co-funding from external partners has shown to be an effective strategy for the development and teaching of advanced biostatistics methods, supervision and mentoring of PhD candidates.

If ours is a young man's world, it is also a woman's world. Some of us who are fortunate to have women among our graduate students and as young colleagues are extraordinarily impressed by the high level of their work. Indeed, we often wonder if criticism will not make substantial strides forward, blending the cognitive and the affective values, taste and a rational approach, the logic of the intellect and that of the heart, only when women take over a large share of it, as they are now out-numbering men as teachers of English and of languages in many schools. This country witnessed a bold feminist movement several decades ago. The second sex then conquered all the rights and courageously accepted corresponding duties. College presidents in women's colleges were in many cases women. In anthropology, archeology, psychology several American women have been outstanding. So have they been in journalism. Why not to the same extent today in philology, medieval studies, literary history, criticism? Are men to blame, wary of these potential rivals, preferring to utilize women's generosity and their capacity for devoted attachment by keeping them as secretaries and obedient confidents of their profound male cogitations? Have women put so much energy in once winning equality and security that they are now content to enjoy these rights, and to look upon maternity and procreation without tears and without anesthesia as their sole vocation? Men in any case have the duty to make room for them, to incite them to express themselves more boldly, to elect them to more positions of power in this Association and in others, to ask them for the healthy challenge which our duller brains need to receive from their keener perceptiveness in matters of art and literature.

In this article, we analyse findings of the largest, most comprehensive survey of the career paths of social science PhD graduates to date, Social Science PhDs - Five+Years Out (SS5). SS5 surveyed more than 3,000 graduates of U.S. PhD programmes in six social science fields six to ten years after earning their PhD. The survey collected data on family, career and graduate school experiences. Like previous studies in Australia, the U.K., the U.S.A. and Germany, SS5 found that graduates several years after completing their education had mostly positive labour market experiences, but only after undergoing a transitional period of insecurity and uncertainty. Most SS5 doctoral students wanted to become professors, despite the difficult academic job market and the existence of a non-academic market for PhD labour. Many respondents' career pathways included a delayed move into a faculty tenure-track position, but exceptionally few moved from a faculty tenure-track position into another labour market sector. Respondents reported that their PhD programmes had not trained them well in several skills important for academic and non-academic jobs. Men's and women's career paths were remarkably similar, but, we argue, women 'subsidised' gender equality in careers by paying higher personal costs than men. We conclude with recommendations.

Disability Studies has experienced steady growth in the humanities, the social sciences, and education departments of a growing number of United States colleges and universities. One area of study that has remained static is undergraduate health science, where the number of schools offering a degree in disability studies has grown slightly from two in 2009 (Cushing & Smith, 2009b; Taylor & Zubal-Ruggieri, 2013) to four in 2015 (Zubal-Ruggieri, 2015). Some disability scholars believe that health science students are missing out on an opportunity to incorporate this perspective into their outlook and approach to disability. Longmore (1991) believes that "students interested in healthcare . . . need to have the opportunity to study this [disability] in the same way that they have the opportunity to study women's history or African American history or Asian history" (Stanford University News Service, Silent Screen Villains section, para.12). This opportunity can shape a group of healthcare professionals who view disability from a unique individual perspective. The purpose of this survey research study was to examine alumni self-perception of the impact of completing a one-semester (16 credit) disability studies concentration in an undergraduate health science major. Fifty-one alumni from a New York area public research 1 level university who graduated between 2006 and 2012 with a Bachelor of Science in Health Science and a concentration in Disability Studies were surveyed to examine their perception of the helpfulness of the curriculum in four areas: practice and/or post-graduate study, comfort level interacting with people with disability, confidence level in ability to work with people with disability, and sensitivity and awareness of disability issues. This survey research study used descriptive statistics to analyze the responses to 10 Likert questions. The paper also includes comments from one open-ended question that allowed respondents to add additional thoughts and comments. The results strongly indicated that the health science alumni perceived a positive increase in the four focus areas as a result of completing the disability studies concentration.

Since the founding of the Missouri Botanical Garden (MBG) in 1859, the emphasis on research and the distribution of research findings in botany has been, and will remain, one of the central components of the garden’s mission. Likewise, Washington University in St. Louis (WUSTL), the MBG’s partner in graduate programs since 1885, has had a continuous and similarly strong emphasis on research and the dissemination of research findings in plant science through publications. Since the beginning of this partnership, the ongoing extension of common research themes has been critical, through the early focus on traditional botanical studies (1885–1930) at the MBG, the move toward a focus on physiology and the emerging field of ecology (1930–1960), and eventually the shift to the study of biochemistry, molecular biology, and genomic studies in plant science (1960–present), primarily at WUSTL. For more than 135 years (1885–2020), this St. Louis–based collaboration has had a prominent place in the region’s rich history in plant science. In recent years, collaboration with and contributions from other St. Louis–area degree-granting institutions in the field (such as Saint Louis University [SLU] and the University of Missouri–St. Louis [UMSL]) have steadily increased. Couple this with the addition of the Donald Danforth Plant Science Center (Danforth Center) in 2000, which, like the MBG, has undertaken research and training in plant science, and you now have impressive depth and diversity within St. Louis’s plant science offerings. As a result, both organizations train students and carry out peer-reviewed research funded by the same agencies (i.e., National Institutes of Health, National Science Foundation, U.S. Department of Agriculture) as the region’s degree-granting institutions. Every year, a significant number of master’s degree and Ph.D. graduates in this consortium comprise an impressive pool of talent available for postdoctoral training, research, and teaching positions, as well as employment in government entities and private and public life science corporations. To this end, St. Louis has one of the largest concentrations of plant science Ph.D.’s in the world (with more than 1,000 such individuals residing in the region [BioSTL, 2018]), as well as a broad diversity of disciplines represented. In addition, the faculties at both the Danforth Center and MBG frequently serve as adjunct members of university departments and as advisors to graduate students, and greatly increase the breadth of topics offered in the St. Louis plant science community, particularly in areas not directly supported by the universities. Both organizations contribute to an increasingly important part of this ecosystem. Below is a short history of the relationship between the MBG and WUSTL, and how this collaboration, primarily through graduate research education, has been foundational for the St. Louis area’s impressive plant science ecosystem. This is not a detailed review of the science generated by these organizations, but rather an account of the initial events and leaders that led to the region becoming the present-day hub for plant science.

Abigail Stewart Sherif Award Citation. For your exceptional contributions to feminist psychology, the Society for the Psychology of Women presents to you the Carolyn Wood Sherif Award. Your entire career has been marked by distinction; you have been as prolific in publishing as you have been in mentoring. You have illuminated women's lives, their personalities, their development, and their adaptation to change. You have advanced feminist theory, and your academic leadership has created the opportunity for students to do graduate work in feminist psychology. We honor you and your work with gratitude. In this essay I make two arguments. First, I argue for the value of ethnographically informed methods in psychology in general and particularly for the psychology of women. Second, I argue for the importance of the role of generation in psychology, perhaps particularly in the study of values and social identities. In advancing these arguments, I draw on evidence from an ongoing, ethnographically informed study of the graduates of a Midwestern high school in the mid-1950s and late 1960s. The two generations of graduates have distinctive accounts of their experiences, with the older generation's accounts consistent across gender and race, and the younger generation's accounts inflected by both race and gender. Differences in the form of generational identity in the two cohorts are discussed.

The authors of this article highlight the contribution of women to the creation and functioning of museums of Tomsk University. The using of authentic sources suggests that in the early years of the university's creation, the participation of women in the museum science was limited to charity. Women donated collections of their deceased relatives to Tomsk University or donated their own collections of museum objects. It is known about the generous gift of F.E. Tsibulskaya, Siberian gold-miner' widow. She donated a collection of Siberian minerals to the university. Anna Nordenschild (Smit), the widow of the Norwegian collector Gustav Nordenschild, presented a large collection of butterflies. It was highly appreciated by the head of the University Zoological Museum, professor Kashchenko. It mentioned that among the women-donors were ordinary townswomen, and high-society ladies. For example, the collection of coins and tokens, sent to Tomsk by E.V. von Geyser, the Minister of Public Education I.D. Delyanov had accompanied. The situation was changed by the law of July 3, 1914. This law allowed women to work in university museums on equal terms with men. The implementation of the law began in 1915. The Ministry of Public Education sent additional assignation for the maintenance of educational and auxiliary institutions (offices, laboratories, museums) of the Imperial Tomsk University. In 1915-1916, the first female employees were admitted to the museums of Tomsk University. Graduates of the Siberian Women's Courses Taisiya Tripolitova, Enafa Nikitina and Lidia Sergiyevskaya worked at the Botanical Museum (Herbarium)) on a permanent basis. They participated in scientific expeditions conducted under the leadership of professor of Botany Department V.V. Sapozhnikov, as well as the curator of the Botanical Museum P.N. Krylov. They processed their herbariums, published the first scientific articles. Elizaveta Kiseleva, a graduate of the Siberian Women's Courses, worked at the Zoological Museum. Under the guidance of Professor M.D. Ruzsky, she collected a collection of ants and was engaged in the processing and description of this collection. In 1919, E.F. Kiseleva collaborated at the Institute of Siberian Studies. She studied the fauna of the Ob River and brought a collection of Ob fish to the Zoological Museum. So the study of the causes of the “fish kill” in Ob River was began. In addition to full-time employees in Tomsk University museums female students who specialized in the study of Siberian vegetation worked as well. Their collections replenished the Herbarium of Tomsk University and were used for scientific and educational purposes. In conclusion, the authors emphasize that at the turn of the 1910-20s, Tomsk University formed a core of women researchers, around whom professional museum employees were concentrated.

Abstract Phenomics started with Mendel’s elegantly simple empirical studies. Soon after, Fisher discovered purines were rich in nuclei of all cells. A century later, we have the technology to compare the actual base pair sequence of DNA and RNA with the outward expressions of phenotypes. We have sire evaluation based on genomic and phenomic measure. But, being human, it is quite common to get immersed in exciting technology and tend to forget why we developed the technology in the first place. We only refer to ensuring a stable efficient food supply of plants and animals in the reports that we expect decision makers to read and give us more money. It is, however, truly wonderful that we now have the techniques to study the questions of the ages. But the future of phenomics is built on the foundations of the past. In 1974, A. E. Freeman and others convened a meeting under the mechanism of the newly formed Regional Research Project 2 on Defining the Inefficiency of Animal Production. From that workshop came the first modern multistate genetic study in dairy cattle with the objective to compare the phenotypes (milk component production, energy and nitrogen metabolism, hormones) of dairy animals that were born from bulls of High (+795 kg PTAM) and Low (167 kg PTAM) bulls. Please remember this study was designed in the mid 1970s and the first data collected in the early 1980s, decades before efficient methods of DNA and RNA composition were available. Studies conducted at Washington State University demonstrated marked genetic and environmental differences in adipose tissues of dairy animals. Enzymes involved with catabolic reactions were highly associated with High PTAM bulls while enzymes associated with anabolic reactions in adipose tissue were more closely related to increased energy intake regardless of genetic background. With mRNA chips, we were able, after almost 40 years, to directly relate variation in mRNA expression in the adipose tissue with the genetic background of the animals. This was the first such discovery in the field, and has led to more defined and expansive phenomics studies. In the year 2023, the use of genomics, phenomics, databases, large scale, cooperative studies and team science are specific recommendations, strategies and goals of the USDA, NIFA, The National Academies, and Land-Grant Universities. The AgBioData consortium is one example of international teams working together to expand the use of genetic and genomic databases, to prepare undergraduate and graduate level educational materials on FAIR databases and to encourage and support sustainable, robustly funded public and private partnerships in the use of integrated studies and large databases, including phenomics, with the sole purpose of expanding a robust, resilient, safe and plentiful food supply.

9041 Background: Several studies demonstrate widespread use of medical podcasts as learning resources. Utility of integration of educational podcasts in fellowship curricula remains unknown. Here we describe a multicenter cluster randomized trial comparing a supplemental PC with standard curriculum (SC) to SC alone for HOF. Methods: HO fellowship programs in the United States were eligible. One HOF from each program was invited via email to participate as a local PI. The trial protocol was reviewed by program directors for approval. Programs were cluster randomized to novel PC with SC (intervention) or SC alone (control). Permuted block randomization stratified by program size was performed using STATA. The PC arm was given access to a website developed by the study team with links to podcasts episodes (PE) covering 4 topics: breast oncology, myeloma, bleeding disorders, and HIT. Written show notes (SN) were provided as separate links. PE and SNs were previously developed employing an inductive approach and released by The Fellow on Call and Two Onc Docs podcasts and are freely available. Pre and post qualitative surveys (QS) and knowledge assessments (KA) were administered via REDCAP. QS utilized a 7-point Likert score. KAs were peer reviewed by expert disease-specific faculty. QS and KA links were included on the PC website. To maintain blinding, the SC arm was given a separate website with these links. HOF participation was voluntary. To improve enrollment, at minimum, QS completion was required; KA was optional. Baseline data was obtained from October to November 2023. Post data cut off will be June 2024. Power calculation was based on mean difference in comfort level and knowledge. Assuming a mean improvement by 0.5 points for QS, a total sample size of 210 HOF, 11 clusters in each arm would provide at least 80% power assuming a standard deviation (SD) of 1, intracluster correlation coefficient (ICC) of 0.05, and coefficient of variation of cluster sizes of 0.7. For improvement in KA by 10%, a total sample size of 60 HOF would provide the same power assuming SD of 15%. We therefore planned to recruit 30 HO programs to account for non-response rates. IRB review deemed the study exempt. Results: Baseline characteristics from 28 randomized programs are presented below. Conclusions: This is the first randomized education trial in graduate medical education of its kind with a priori power calculations. Our innovative use of HOF as local PIs may have led to increased participation in KAs. Recruited sites will serve as a consortium for future multicenter education research. Interim analysis will be presented at ASCO 2024. [Table: see text]

ResumoO presente estudo objetivou documentar a produção stricto sensu da enfermagem brasileira que utilizou o referencial fenomenológico de Merleau-Ponty. Método: estudo documental, com abordagem quantitativa, realizado mediante análise dos relatórios de pesquisa indexados no Catálogo de Dissertações e Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Foram utilizadas estatísticas descritivas, análise de similitude e nuvens de palavras para análise dos dados. Resultados: 98 relatórios de pesquisa compuseram a amostra. Os termos enfermagem, fenomenologia, cuidados de enfermagem, percepção, existencialismo, espiritualidade, família, adolescente e saúde da mulher representaram temáticas relevantes relacionadas aos estudos. Discussão: A fenomenologia reforça a condição indissociável entre a pessoa em suas diversas dimensões e a singularidade de suas inter-relações diante de cada fenômeno. Considerações finais: A fenomenologia de Merleau-Ponty reitera a horizontalidade desta base teórica e sua inter-relação com a integralidade do ser.Palavras-chave: Enfermagem. Filosofia em Enfermagem. Educação de Pós-Graduação em Enfermagem. Merleau-Ponty phenomenology in the stricto sensu production of brazilian nursing: documental study AbstractThis study aimed to document the stricto sensu production of Brazilian nursing that used the phenomenological framework of Merleau-Ponty. Method: documentary study, with a quantitative approach, carried out through analysis of research reports indexed in the Catalog of Dissertations and Theses of the Coordination for the Improvement of Higher Education Personnel. Descriptive statistics, similarity analysis and word clouds were used for data analysis. Results: 98 research reports comprised the sample. The terms nursing, phenomenology, nursing care, perception, existentialism, spirituality, family, adolescent and women's health represented relevant themes related to the studies. Discussion: Phenomenology reinforces the inseparable condition between people in their different dimensions and the uniqueness of their interrelationships in face of each phenomenon. Considerations: Merleau-Ponty's phenomenology reiterates the horizontality of this theoretical basis and its interrelationship with the integrality of being.Keywords: Nursing. Philosophy in Nursing. Graduate Nursing Education. Fenomenología de Merleau-Ponty en la producción stricto sensu de enfermería brasileña: estudio documental ResumenEste estudio tuvo como objetivo documentar la producción stricto sensu de la enfermería brasileña que utilizó el marco fenomenológico de Merleau-Ponty. Método: estudio documental, con enfoque cuantitativo, realizado a través del análisis de informes de investigación indexados en el Catálogo de Disertaciones y Tesis de la Coordinación para la Perfeccionamiento del Personal de Educación Superior. Se utilizó estadística descriptiva, análisis de similitud y nubes de palabras para el análisis de datos. Resultados: 98 informes de investigación componen la muestra. Los términos enfermería, fenomenología, cuidados de enfermería, percepción, existencialismo, espiritualidad, familia, salud del adolescente y de la mujer representaron temas relevantes relacionados con los estudios. Discusión: La fenomenología refuerza la condición inseparable de las personas en sus diferentes dimensiones y la singularidad de sus interrelaciones frente a cada fenómeno. Consideraciones finales: La fenomenología de Merleau-Ponty reitera la horizontalidad de esta base teórica y su interrelación con la integralidad del ser.Palabras clave: Enfermería. Filosofía en Enfermería. Educación de Posgrado en Enfermería.

Scholars of language believe that where there is no language there is no development, thus language is pivotal in the implementation of Sustainable Development Goals (SDGs). This study aims to explore a language-based approach to the achievement of SDGs. Studies and reports describe language theories such as Edward Sapir-Benjamin Lee Whorf Linguistic Determinism Theory, Geoffery Leech’s five characteristics of language, Lev Vygotsky Developmental Theory, Jim Cummins Principles of Language – Basic Interpersonal Skills/Cognitive Academic Language Proficiency and other relevant linguistic concepts vis-à-vis sustainability goals and enumerate how the SDGs can be translated into a plan of action through the language-based approach. Specifically, the study focuses on Goal 3- Good health and wellbeing, Goal 4 - Quality education, Goal 16 - Peace, justice, and strong institutions, and Goal 17 - Partnership for the goal. Qualitative meta-analysis was employed using a five-step synthesis approach: 1) Exploring the field and defining research questions 2) search, selection, and appraisal of studies (sampling procedure) 3) data extraction 4) aggregation and 5) synthesis to analyze data from reports, symposiums, and studies as the main sources of data. In the iterative analyses, aggregates of concepts were identified: 1) language 2) language users 3) inclusiveness, equality, and sustainability 4) Sustainable Development Goals and language-based approaches. Other concepts were extracted from data such as diversity of language, language and culture, multilingualism, plurilingualism, multiculturalism, multilingualism, mother tongue-based multilingual education, literacy and reading skills, communication disabilities, minority vs. dominant languages, language loss and language maintenance, rights language to health care, inclusivity, vulnerability, diversity, equality, global citizenship, transparency and integrity, nationalism, national unity and collective identity and their centrality in the development, implementation, and successful completion of the SDGs.ReferencesBaart, J. L.G. (2003). Sustainable development and the maintenance of Pakistan’s indigenous languages. Conference on the state of the social sciences and humanities: Current scenario and emerging trends Islamabad, September 26-27, 2003Balčiūnaitienė Asta (2018). 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(2012) Communication strategies in ELF. Academia. Communication_strategies_in_ELF-with-cover-page-v2.pdfReyes, C. M., Albert, R.G., Tabuga, A. D., Arboneda, A.A., Vizmanos, V. & Cabaero, C. C. (2019). The Philippines’ voluntary national review on the sustainable development goals. Philippine Institute for Development Studies.Stein-Smith, K. (2016). The role of multilingualism in effectively addressing global issues: The sustainable development goals and beyond. ISSN 1799-2591 Theory and practice in language studies, 6(12), pp. 2254-2259Sustainability | Free Full-Text | Quality education as a sustainable development goal in the context of 2030 agenda: Bibliometric approach | HTML (mdpi.com) International communication project(www.internationalcommunicationproject.com)The Sustainable Development Goals Report (2021). United Nations. 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The call for this special issue was prompted by the International Conference on Women Empowerment deliberations. The conference, held on 10th December 2022 at International Islamic University Malaysia (IIUM), was inaugurated by Dr. Maulana Akbar Shah @ U Tun Aung, Head of Research in the department of Fundamental and Inter-Disciplinary Studies, AbdulHamid AbuSulayman Kulliyyah of Islamic Revealed Knowledge and Human Sciences (AHAS KIRKHS), who delivered a welcoming speech, followed by opening remarks by Prof. Shukran Bin Abd Rahman, Dean of AHAS KIRKHS. The event also featured speeches by distinguished guests, including the Honourable Rector of IIUM, Professor Emeritus Tan Sri Dato’ Dzulkifli bin Abdul Razak and Mr. Thomas Albrecht, Representative of UNHCR, Malaysia, Prof. Abdul Aziz Berghout, the Dean of the International Institute of Islamic Thought and Civilisation (ISTAC), IIUM, and Prof. Dawood Al-Hidabi, Director of International Institute for Muslim Unity (IIMU), IIUM. The conference aimed to explore the social conditions of women refugees living in Malaysia with a focus on their social status, living conditions, domestic violence, the impact of criminal activities in their environment, and lack of access to education for their children. It also aimed to promote academic excellence, cultivate future leaders in various disciplines within the realm of Islamic revealed knowledge and human sciences, and encourage high-quality research, scholarship, and academic work in specific areas. The conference brought together experts and professionals from different fields to share their perspectives on the social status of refugee women. It was attended by over 200 participants and its success was attributed to the efforts of the organizers and the dedication of the speakers and participants. Participants presented innovative ideas, findings, and insights that contributed to advancing knowledge in their fields. The call for this special issue, released in the first quota of the year 2023, triggered a number of conversations with a broad number of people about the topic and ultimately resulted in many submissions. Submissions covered a diverse range of topics and came from contributors mainly from AbdulHamid AbuSulayman Kulliyyah of Islamic Revealed Knowledge and Human Sciences. The contributions that make up this special issue are as follows. First, Family empowerment and role transformation: Observations on the importance of religion. This paper is an examination of the concept of family empowerment and role transformation from an Islamic perspective, emphasising the need for integrated value-driven frameworks to address issues of family roles and empowerment. The authors, Abdelaziz Berghout and Ouahiba Saoud, believe that studies and research on family empowerment have increased in recent years, enshrining the discourse, and providing insights and solutions to the questions associated with family empowerment. They argue among other things that there are numerous efforts in the Islamic world to strengthen family empowerment. The article explains the main elements that comprise the Islamic perspective of family empowerment and the need for role transformation. The articles contends that Islam emphasises the importance of understanding the goals and roles of family as a social entity and agent entrusted with the mission of Istikhalf (vicegerency) and I‘mar (civilisation) on earth. Second, Crucial requirements for children’s empowerment: In this paper Kabuye Uthman Sulaiman sheds light on the important and mostly neglected role that parents play in raising their children, namely empowerment through character development, impartment of knowledge and skills. The key objective of this article is to enhance the understanding of the concept of empowerment of children from the Islamic perspective and the importance of character and values education in today’s society. The article is structured around six core sections describing the role of parents in children’s (1) virtues and character formation and development, (2) physical development, (3) emotional development, (4) mental development, (5) intellectual development, and lastly their role in preparing children for the realities of life and death. The focus of this paper is character formation and development. Character development and impartment of knowledge and skills are the three crucial and mandatory requirements for children’s empowerment. The paper outlines the ideas underlying character refinement or character education focusing on its meaning, aims, importance, and the role of parents, teachers, and community as character educators. It outlines some of the moral qualities of the Prophet (peace and blessings be upon him) as the universal model of all virtues and goodness. This is qualitative research employing descriptive methods with literature review analysis. The primary sources of this paper comprise selected verses from the Qur’an and their exegesis (tafsir) and Hadith, both of which constitute the major source of guidance for Muslims. Its secondary sources consist of books, journals, and other materials. The main contention in this paper is that: first, knowledge, skills, and values or personality traits need to be combined for a thriving life; second, moral values are of paramount significance to peaceful coexistence and harmony in society. They are critical for sustainable living. Without them, there is no cohesion and solidarity among people. Hence, there is no civilization; third, learning is of little value and with no soul unless core ethical values are added to it. Hence, one of the aims of education is to graduate ethical individuals; fourth, the development of character in children is not just the responsibility of parents and schools, it is also the responsibility of those who come into contact with them; last but not least, character education should be included as a core component of schools’ curriculum. Third, A Critical Analysis of Bent-Rib Metaphor Ḥadīth: Embracing Women's Uniqueness and Empowerment. The authors, Nurul Jannah Zainan Nazri, Nurul Mukminah and Mohd Arif assert that the Bent-Rib Metaphor ḥadīth can be interpreted as a symbol of diversity, complexity, and complementarity between genders, rather than justifying women's subordination. By promoting a more nuanced understanding of the ḥadīth, this study advocates for a broader role for women in religious, social, economic, and political spheres. Fourth, A critical need for breastmilk collection centres for high-risk premature babies: In this paper Zainol Abidin and Wan Mazwati write that premature babies are very vulnerable and exposed to various life-threatening diseases. According to the report of World Health Organization, they quote, many premature babies are saved from morbidity and mortality when they are fed with breastmilk starting from within the first hour after their birth. They believe that: firstly, the rate of premature birth in Malaysia has increased exponentially since 2018. Therefore, hospitals should have enough supplies of breastmilk to save the lives of the precious premature babies. Secondly, only one hospital in Malaysia provides supplies of breastmilk on demand. Hence, the study argues for the establishment of breastmilk collection centre. It examines the concept of maqāṣid al-sharīʿah to justify the proposal for the establishment of breastmilk collection centres in hospitals throughout Malaysia to save the lives, intellects, and progenies of the at-risk premature babies. Fifth, Empowering Mothers Against a Malaysian Societal Convention: An Islamic Perspective: In this paper Nur Jannah Hassan believes thar: firstly, having greater women participations in the workforce potentially enhances the country’s prospects for growth; secondly, various agencies work towards increasing women’s participations in the labour force; thirdly, women’s contribution to the family’s and the nation’s income is significant. However, it is observed that the race to get women to ‘roll-up their sleeves’ economically is not without worrying downside trends, even at the current rate of only 55.5% of Malaysian women in the labour force. The paper deliberates on how this affects individuals’ and families’ well-beings, thus putting constrains on the family, society and the Nation at large. The paper draws guidance from the Qur’an and Prophetic traditions to propose a more realistic and well-balanced approach to empowerment of mothers. According to Nur Jannah, the demand to get women’s economic participation towards National growth is real. However, this should not endanger and threaten personal, familial, and societal holistic well beings. She adds, the role of motherhood, especially early motherhood must be included in the equation. Thus, the necessity to empower women. Sixth, Women Empowerment from Quranic perspective. The authors, Radwan Jamal, Rahmawati, and Ziyad Alhaq highlight present-day scenario of problems faced by women in education, social status, in job market, domestic violence, sexual assault etc. and presented a balanced Qur’anic approach to empower women. Seventh, Empowering Thinking and Moral Formation in Muslim Women Through the Philosophical Inquiry (PI) Approach: The authors of this paper, namely Norillah Abdullah and Mohamed Abdelmagid believe that much of what has been said about the social problems involving Muslim women in Malaysia is due to the lack of thinking skills and religious understanding. For this reason, this study is an attempt to highlight the PI method which integrates the Socratic questioning approach to help address the issue and lead to moral formation. This, according to them, would allow women to explore their thoughts and generate rational ideas and choices to achieve understanding and sound judgments (hikmah) and finally empower them in executing their roles and tasks. Eighth, The Role of Faith (Iman) in Women Empowerment: While the role of women in any development is undeniably very essential, the author of this paper Abdul Latif believes that there are women who are being side-lined; their role is being marginalized and consequently, they are being denied their rights. The purpose of his paper is to elaborate on the role of Iman in women empowerment. Abdul Latif describes a good believer as the one who upholds all the three integrated conditions that make the person strong and tranquil, namely profession by the tongue, conviction by heart and practice by limbs. He contends that true belief in Allah is the solution to many of the problems faced by women today. Ninth, The Role of Women in Achieving Sustainable Development Goals (SDGs) in Islam. Rownok Jahan and co-authors analyzed the role of women in achieving sustainable development goals according to Islam. The Islamic approach emphasizes a balanced realization of human rights, consumer welfare, social justice, ecological balance, and economic progress. Achieving these aims is not possible without the active involvement of women. Tenth, The Moral-sexual Empowerment of Women and Children in Hadith Literature: In this paper, Bachar Bakour describes sex as a human innate disposition and a basic need for the survival of the human race, and marriage as the primary appropriate avenue for satisfying sexual desire and living a moral and peaceful life. This article aims to briefly delineate the salient features of women and child sexual empowerment within the specific epistemic and cultural soil of Islamic tradition. Eleventh, A Close Study on Domestic Violence Against Women: Islamic Perspectives and Remedies: The authors of this paper, Maulana Akbar Shah @ U Tun Aung and Phoo Pwint Thu Aung, define women empowerment as: firstly, the process of giving women the power to take control of their lives, rights, and decision-making; secondly, the creation of a society where women are treated equally, with respect, and have access to the same opportunities as men. This, in their view, involves promoting women’s education, encouraging their participation in politics and breaking down gender stereotypes. Twelfth, Women’s Empowerment and Participation in Islamic Financial Planning Diversity, Equity and Inclusion: Evidence from Maqasid al-Shariah. Its authors Mohammad Habibullah, Rusni Hassan, and Nor Razinah Mohd Zain assert that it is imperative to consider the role played by women in the financial sector and their contribution to economic progress. Using an experiment, this study examined the relationship between confidence, gender, and race in relation to dealing with a financial planner among various groups and races with color and creed. The study demonstrates how women plan financially for retirement based on psychological concepts and sociodemographic variables, highlighting the importance of financial management and planning for women. Thirteenth, Muslim Women in Politics: Does it Align With Shari‘ah Parameters? In this paper Ahmad Akram Mahmad Robbi, Saidatolakma Mohd Yunus and Mohamad Faiq Mohamad Sharin examine the views of Muslim scholars regarding women's political participation. They opine that political participation is essential for women empowerment. Fourteenth, Empowerment and Faith: Unraveling the HUI Women’s Mosques in China: In this paper Mai Jianjun describes the Hui Muslims as the largest Muslim minority group in China and their mosques as a very unique phenomenon within the broader Muslim world. They (mosques) stand as a testament of the remarkable resilience of the Hui Muslims in preserving their Islamic faith and Muslim identity in a predominantly non-Muslim society heavily influenced by Confucian culture. Mai Jianjun argues that the previous studies on Hui women’s mosques left two crucial questions unanswered, i.e., why did Hui women’s mosque emerge exclusively in the eastern and central regions of China and not in northwestern region where the concentration of Hui Muslims’ population is higher? Why was this phenomenon limited to the Hui Muslim community and not observed among other Muslim ethnic groups in China? This study employs historical, analytical and contexture analysis approaches to accomplish three research objectives. Firstly, it aims to re-examine the historical background of the Hui Muslims and the emergence of Hui women's mosques during the Ming and Qing dynasties within this particular ethnic group. Secondly, the study seeks to address the aforementioned questions and reidentify the possible causes for the emergence of the Hui women’s mosques in specific regions in China. Thirdly, the study intends to provide an Islamic perspective to illuminate the unique phenomenon of Hui women's mosques in China. Fifteenth, Qadaya al-Mar’ah wa Anwa`uha fi daw’ al-Sunnah al-Nabawiyyah. Its author, Saad Eldin, sheds lights on various topics related to women's issues and their types, such as women's rights, sermons, the hadith concerning the deficiency of intellect and religion, and other issues related to women's rights in general. It also addresses the issue of the mahram (forbidden relationships) for women. Sixteenth, Dawr al-Mar’ah fi al-Marwiyyat al-Hadithiyyah: Mafahimuha wa Masaqatuha. Ahmed Elmogtaba in this article deals with the efforts of women in the narration of Hadiths, with a focus on the six major Hadith collections and the topics related to their narrations. It was found that the narrations of female scholars contributed to various areas of jurisprudence in general, and family laws in particular. The above observations and discussions are intended to prompt critical reflection on the current state of women and children and prompt researchers to consider areas where future research is needed. Editorial Team Associate Professor Dr. Kabuye Uthman Sulaiman, HOD, FIDS, AHAS KIRKHS, IIUM Associate Professor Dr. Maulana Akbar Shah @ U Tun Aung December 5, 2023

At a recent conference I attended, a colleague stated that there was no education abroad research being conducted. In effect, he argued, we were a field without a research base to guide our program design and management. I heartily disagreed, countering that the field is producing an unprecedented amount of research of various types representing a wide range of disciplinary perspectives. The challenge, I said, was to expand our view of what we consider study abroad “research” to be. We work in a complex field that encompasses a tremendous range of issues and topics that invite analyses from multiple disciplines. Our challenge is more one of keeping up with reviewing all of this research and finding the time to analyze it and use it to improve programming. This present volume of Frontiers, the nineteenth since the journal’s first volume was published in 1995, contains research that education abroad professionals can use to consider how best to inform decisions about program administration, pedagogies, and curricula. For example, in the lead article by Vande Berg, Paige, and Connor-Linton, the results of one of the most comprehensive projects ever to assess study abroad learning outcomes, “The Georgetown Consortium Project,” the authors suggest that the results point education abroad in the direction of designing and managing “structured interventions” that promote intercultural and target language learning in study abroad. The results from this landmark study will be cited for many years to come. In keeping with the interdisciplinary nature of Frontiers, Stephanie Evan’s provides another perspective on education abroad through a scholarly review of African American women who have been influenced by study abroad. Her article, “African American Women Scholars and International Research: Dr. Anna Julia Cooper’s Legacy of Study Abroad,” details how Dr. Anna Julia Cooper, as well as other prominent women, were both impacted by study abroad and how they, in turn, impacted others. This historical research not only gives greater meaning and significance to the work of education abroad professionals by documenting these compelling stories, but also inspire the field to seek to expand access to study abroad for underrepresented students. Moreover, Evans presents practical ways in which she has designed and led her own study abroad programs utilizing her research, and in doing so helps us to think about how we might conduct similar kind of research that can inform our programming. Other articles in this volume serve the same purpose of providing research that informs education abroad programming. Five articles present research studies that examine study abroad outcomes, a fast-growing area of education abroad research. These include two studies that use a new instrument for assessing global learning called the Global Perspectives Inventory, or GPI (Braskamp, Braskamp and Merrill; and Doyle); a study of intercultural knowledge and competence in science students who study abroad (Bender, Wright and Lopatto); research on the influence that language courses taken prior to short-term study abroad (Duperron and Overstreet); and a study by Purdue University faculty and graduate students (Phillion, Malewski, Sharma, and Wang) of how preservice teachers participating in study abroad experience and interpret race, ethnicity, class and gender issues. Frontiers has always encouraged research into the nature and purposes of study abroad, and in this volume a number of authors present theoretical perspectives to advance our thinking about and practice of study abroad. Fred Dervin’s provocative analysis of how we conceive of study abroad is based on his research on European (especially Finnish) student mobility. Readers will find that his “proteophilic model” of intercultural competencies covers familiar ground but in ways that push us to examine our practices anew. Martha Johnson conducts a “post” analysis of study abroad and in doing so reminds us that the world is a complex place that challenges both study abroad students and those who develop and manage programs. She helps us to identify our inherent biases so that we may redefine the ways we design and deliver our study abroad programs. Tracy Williams presents the reflective model of intercultural competency in her article, which offers a qualitative approach to assessment that is built into several structures of the three stages (pre-departure, abroad, returned) of the study abroad experience. Pagano and Roselle describe their experiential education model as a means to improve study abroad learning, one that views student intellectual development as a process that ideally moves from reflection to critical thinking to a final stage of what they describe as “refraction.” Another theoretical approach to study abroad is provided by Reilly and Senders in their proposal of what they call “critical study abroad.” They argue that study abroad as a field needs to reevaluate its assumptions in light of the global challenges that we face, and they propose several reference points for doing so. Finally, Soneson and Cordano use universal design theory to encourage the re-design of study abroad programs in order to provide more effective access to a greater number of students. Yet another form of research that has frequently appeared in Frontiers is represented in articles by John Lucas and William Moseley: perspectives from resident directors and faculty. Formerly resident director of the IES Abroad Barcelona Program, Lucas presents and analyzes case studies that together explore important topics and issues related to the mental health of students who study abroad. Both on-site and campus-based staff alike will appreciate the insights offered in this article. A faculty member at Macalester College, Moseley draws on his experience leading a study abroad program as a pre-tenured faculty member to present a case study of how study abroad opportunities may be leveraged to support the research goals of junior faculty. Faculty with an interest in study abroad, deans and provosts, and study abroad directors will find Moseley’s article useful for considering how pre-tenured faculty may become involved in study abroad programming and at the same time meet the demands of institutional research requirements. Fourteen years ago, in my introduction to the first Frontiers volume, I wrote: “As we set out across the frontiers that have defined study abroad we cross into uncharted territory, but with a purpose that defines our path… the journey of encountering the frontiers of our field.” Since its founding Frontiers has remained true to this original purpose of seeking to expand our research approaches to and perspectives on study abroad. This current volume represents well how far the field of study abroad has come, and future volumes will no doubt take us further. Brian Whalen, Editor Dickinson College The Forum on Education Abroad

As part of the implementation of the joint Ukrainian-Israeli research project "Preservation of the cultural heritage of the Jewish cemetery in Hlukhiv, Sumy region as the only Jewish necropolis in the east of Ukraine by means of digital humanitarianism" at the Oleksandr Dovzhenko Hlukhiv National Pedagogical University together with scientists from the Schechter Institute of Jewish Studies (Jerusalem, Israel) the study of the Hlukhiv Jewish cemetery was intensified. In general, the implementation of the project, planned for two years, helps to solve the issue of physical preservation of the ancient Jewish cemetery in Hlukhiv through the study of Jewish heritage by students and post-graduate students of the Oleksandr Dovzhenko Hlukhiv National Pedagogical University in cooperation with Israeli partners, as well as the creation of a website and a database about a combination of electronic photos, their geodata, information about burials and tombstones. As of 2019, local historians and historians have identified 1,040 tombstones of the Jewish cemetery in Hlukhiv. 438 of them dated from the 19th to the beginning of the 20th century (until 1921) and can be considered monuments of local history. In the fall of 2023 and spring of 2024, the participants of the international project conducted reconnaissance and direct study of the tombstones of the Jewish cemetery. The search for hitherto unknown tombstones is being carried out as much as possible, and in cooperation with colleagues from Israel, active work is being carried out to decipher the epitaphs of the tombstones found. In the process of excavation, a number of buried graves were discovered along the western border of the cemetery. So far, as a result of the work carried out, 14 previously unknown burials have been discovered, 6 tombstones of which have been preserved in fragments. Among the newly discovered objects that help to create a collective portrait of the buried, the following women's burials are of particular interest: an unmarried girl (the name in the epitaph is chipped off), the daughter of Moshe Babad (died in 1916). Next to the gravestones of Sara-Esther, daughter of Pesach Burshtynskyi (died in 1915). A little further in the same row – a matseva from the grave of Fruma, the daughter of Zelika Greenblatt, who died in 1918, was thrown to the ground. Within the framework of a joint international project together with the scientists of the Shechter Institute, it was also possible to decipher the epitaphs of three previously discovered tombstones and update the decipherments of 5 more tombstones that have already been read. In particular, it was possible to read the name of Rivka, who died in 1896. Also, it was possible to decipher the date of death of the deceased (April 10, 1913) on the tombstone of Moisha – the son of Yakov Nepomnyashchy. As a result of thorough cleaning and redrawing of the half-erased inscriptions, it was possible to read the name of the representative of the hereditary honorary citizens of the Lazarevs – a woman buried in 1866, whose name in the Russified version was Luiza Markivna. There is no duplicate inscription in Hebrew on this tombstone. In addition, thanks to the implementation of a joint Ukrainian-Israeli research project, the dates of birth and death of the famous Jewish writer Lazar Davidovych Zweifel, buried at the Hlukhiv cemetery, were read for the first time on the tombstone and now accurately determined. He was born on the Gregorian calendar on April 14, 1815, and died on February 21, 1888. Thus, during the first stage of cooperation between Ukrainian and Israeli scientists, seven epitaphs of newly discovered tombstones and epitaphs of three tombstones, which were previously impossible to read, were deciphered. In addition, clarifications and additions were made to the epitaphs of six more previously discovered tombstones. So, the total number of known burials of the Hlukhiv Jewish cemetery has reached 1056. In cooperation with Israeli colleagues, the texts of the epitaphs of the remaining 8 tombstones found in the field season of autumn 2023 and spring 2024 were deciphered. All of them are monuments of history. The total number of burials of the Hlukhiv Jewish cemetery, which are of interest from the point of view of history, has now increased to 446. Careful and methodical work continues, but even the first modest results allow us to draw conclusions about the presence of another separate plot for the burial of unmarried girls at the HlukhivJewish cemetery along the western border of the cemetery. Also, new finds confirm the location of the burials of the victims of the Jewish pogrom on February 22-23, 1918 in the southwestern part of the cemetery. Therefore, the collected historical data have historical, scientific, ecological and chronological value and allow to determine the peculiarities of the development of the Hlukhiv Jewish community, its most famous representatives, bearers of Jewish traditions and culture during the Soviet times. In the fall of 2024, our research works will receive a further study of fallen and broken tombstones, their lifting and processing of the received information for the purpose of physical and informational preservation of the cemetery as the Jewish heritage of Ukraine, as well as popularization of this topic among the population.

TO THINK CHRISTIANLY: A History of L'Abri, Regent College, and the Christian Study Center Movement by Charles E. Cotherman. Downers Grove, IL: IVP Academic, 2020. 320 pages. Hardcover; $35.00. ISBN: 9780830852826. *How do Christians studying at secular universities, where religion is either ignored or attacked, achieve an integral Christian perspective on their areas of study and future careers? Charles Cotherman presents a first-rate history of one way that Christians have sought to answer this question, namely, in establishing Christian study centers on or adjacent to university campuses. *The Christian study center movement (CSCM) in North America arose to teach and guide Christians in how to think and behave Christianly in all areas and professions of life, by drawing upon the insights of biblical and theological studies. Cotherman defines such a study center as "a local Christian community dedicated to spiritual, intellectual and relational flourishing via the cultivation of deep spirituality, intellectual and artistic engagement, and cultivation of hospitable presence" (p. 8). He rightly contends that the roots of the CSCM movement are found in two institutions: L'Abri Fellowship in Switzerland (founded 1955) and Regent College in Vancouver (founded 1968). In Part 1, Innovation, he presents the history of these two institutions. *In chapter one, Cotherman gives an account of the birth and development of L'Abri under the leadership of Francis and Edith Schaeffer. As missionaries to an increasingly secular Europe, their encounter with its culture, art, and philosophical ideas led Francis to contextualize the gospel--as an evangelical Presbyterian minister rooted in the Reformed faith--in an intellectually honest fashion to people influenced by this culture. L'Abri's ministry was so effective because of two other equally important features: the practice of a deep spirituality amidst the rhythms of everyday life, and the practice of relationships in a hospitable community, both of which Francis and Edith were instrumental in shaping. As more people visited L'Abri and were helped in their faith or accepted the gospel, it became known in the wider evangelical Christian world. This gave rise to branches of L'Abri being established in other nations, and to Christians seeking to establish communities on university campuses that embodied L'Abri's intellectual, spiritual, and relational strengths. *In chapter two, Cotherman presents the history of the rise of Regent College and its progress toward financial and academic stability at the University of British Columbia in Vancouver. The first principal, James Houston, played a key role in attracting good faculty and in shaping the curriculum to educate laypeople in the Christian worldview for their secular careers. It provided students with a strong sense of community and vital spirituality. Regent also sought to be a witness to and partner with the university by purchasing property on the campus and by obtaining university affiliation. With the decline in enrollment for lay theological education in the 1970s, Regent survived by offering the MDiv degree (1978), attracting new students preparing for pastoral ministry. When other attempts at establishing Christian colleges and Christian study centers were initiated at other universities, Houston served to encourage and guide such ventures by drawing upon Regent's experience. *Inspired by the vision and community of L'Abri and by the success of Regent College, Christians ministering at other university campuses sought to establish "evangelical living and learning centers" on or near the campuses of state universities (p. 91). Part 2, Replication, gives an account of three such CSCM ventures: (1) the C. S. Lewis Institute (initially at the University of Maryland, later in downtown Washington, DC); (2) New College, Berkeley; and (3) the Center for Christian Study at the University of Virginia, Charlottesville. Cotherman also includes in this section a chapter on the history and progress of Ligonier Ministries under the leadership and teaching gifts of R. C. Sproul (initially in Pennsylvania, then in Orlando, Florida). Although originally modelled after L'Abri as a lay-teaching retreat center in a rural setting, Ligonier's move to Orlando marked a shift to a ministry focused on Sproul's teaching gifts in (Reformed) theological education that concentrated on video and print materials. The history of Ligonier is clearly the outlier here. Perhaps Cotherman includes it because it began as a retreat center for students, but it gradually became focused on general lay theological education, especially after its move to Orlando. *The three Christian university learning centers all began with grand visions of providing university-level education to aid students, studying at the large universities, in formulating a worldview to enable them to integrate their Christian faith with their academic and professional education. Although these three sought to become free-standing colleges with high-quality faculty, to teach courses during the academic year, and in summer study institutes, the challenges of raising funds, attracting full-time faculty, and finding permanent facilities resulted in all of them having to scale back their plans. The Lewis Institute turned its attention to relational learning, eventually establishing regional centers in eighteen cities; New College, Berkeley, became an affiliate, nondegree granting institution of the Graduate Theological Union, being the evangelical voice there; and the Center for Christian Study shifted its focus to being an inviting and hospitable place for study, formation, and relationships in its building on the edge of the campus. All three found that replicating a Regent College was a much more difficult project than they had originally thought. *Cotherman notes that all four attempts of the CSCM, in the late 1980s and early 1990s, ran into the new reality: American Christians were not willing to take a year off their careers to study for a nonaccredited diploma. Students were more interested in getting degrees that had financial payoffs. The most successful venture was the Center for Christian Study, which used the building it purchased as a hub for various Christian ministries at the university, and as a center for hospitality to Christian and non-Christian students. The Charlottesville Center became a catalyst for the formation of the Consortium of Christian Study Centers across North America. This included not only the three university centers mentioned above, but also numerous others that had arisen on university campuses. Many of the centers became convinced that "the path forward was more a matter of faithful presence through deeply rooted, engaged and hospitable relationships and institutions than it was about the apologetics or cultural bluster that had defined some aspects of the movement in its early days" (p. 252). *Cotherman's concluding chapter notes that the CSCM has largely focused on ministries of faithful presence and generous hospitality, with the goal of holistic flourishing at the universities that they serve. Such flourishing includes helping Christian students to cultivate the ability to think Christianly about current issues and their vocations as they engage the pluralistic ideologies, cultural practices, and neo-pagan practices on university campuses. Cotherman rightly observes that, while both L'Abri and Regent College inspired many to establish such centers, it was Regent that had played the prominent role as a model for those aiming to guide students and to interact with modern secular universities. L'Abri was focused around the unique community that the Schaeffers created and the giftedness of Francis and Edith, but L'Abri failed to interact with the wider academic world. In striving to be a Christian presence on campus, Regent was the appropriate model for the CSCM. *The details of the historical accounts in the book serve to remind the reader that, while grandiose visions and goals drove many in the movement, their reduced aspirations led to the CSCM being better suited to effective witnessing, appropriate educating, and faithful service to students and lay-people today. Any who would start such a Christian study center or who wonder how an existing one can survive should read this book and learn the lessons from the history of the ventures presented. Humility in one's plans and small beginnings are appropriate for any such ministry to avoid the mistakes of the centers presented. *While Cotherman touches on the rising antagonism to Christianity and Christians on university campuses, he fails to provide significant treatment of this new challenge that the CSCM faces. I think we can imply from this fine book that, as the CSCM movement adapted to the new realities in the latter part of the twentieth century, it can also adapt to the intensified attacks on the Christian faith in the twenty-first century. While the challenges ahead are great for Christian university ministries, Christian witness has the resources of the word of God, the wisdom of the Spirit, and the motivation of the gospel which continue to guide biblical discipleship and faithful witness. This historical survey by Cotherman can serve as an encouragement to campus ministry for our increasingly secularized western culture. *Reviewed by Guenther ("Gene") Haas, Professor Emeritus, Religion and Theology Department, Redeemer University, Ancaster, ON L9K 1J4.

Women in graduate programs have, in the past, been subject to a "chilly climate" (Hall & Sandler, 1982). Those in educational administration faced particular problems associated with the male orientation of the discipline (Edson, 1988). Has this diminished now that half of the students are women? Although there were many positive reports, the overall experiences for women in educational administration programs were often marred by discriminatory attitudes displayed by specific professors, negative responses to affirmative action initiatives voiced by fellow students, and resentment displayed by both male professors and male students toward female professors. In the students' perceptions, universities had done little to encourage women, although some had been able to take educational administration courses intended to address issues of gender or women's studies courses as part of program. Positive experiences were often associated with exposure to women mentors interested in qualitative research methods. Students' recommendations for improvement of educational administration programs centred around the inclusion of women in course content, the "upgrading " of particularly entrenched professors, and program changes to provide more flexibility. Students were also concerned with changing the school systems themselves, in order to improve job opportunities once they had completed their programs.