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Building Pathways for Female Leaders’ Economic Empowerment
Get PDFThe purpose of this study is to evaluate the obstacles women experience in leadership development and economic empowerment, mainly in non-Western countries, and to compare them to those in developed nations. The study reviewed current literature in order to identify the hurdles and facilitators for female leadership and economic empowerment. Research suggests unpaid work and gender harassment pose the greatest obstacles to women\u27s leadership and economic development. Mentoring has been proven to promote women\u27s leadership and economic empowerment in both western and non-western countries. The study also examined the function of the economic environment in the growth of women\u27s leadership and the impact of different economic systems on female leadership and economic empowerment in western and non-western nations. In western economies, the literature implies that the gender regime, economic standing, and economic environment influence women\u27s company startup decisions. In non-Western nations, the literature concentrates on the influence of the political environment on the economic environment and corporate activity. Additionally, the impact of international relations and the economy on the growth of women\u27s leadership was mentioned by literature. According to the findings of this study, women continue to be underrepresented in leadership positions, especially in Eastern countries
Giving silenced genes a voice: Activating epigenetically silent cancer genes using CRISPR-activation
No full textPrevious cancer research has extensively studied the role of genes that regulate cell replication. These genes, known as tumor suppressor genes, are responsible for arresting the growth of cancerous cells. However, epigenetically inactive genes–genes silenced via promoter DNA methylation–are under-examined in this realm. Our study aims to determine which genes, when normally “switched off,” contribute to unregulated cell proliferation. To achieve this goal, we are using CRISPR technology to overexpress five genes of interest in HCC1937 breast cancer cells. By inserting guide-RNAs (gRNA) for each gene into our cell lines, we can see if the reactivation (“switched on”) of normally inactive genes slows cancerous growth
Utilizing social media as an assistive technology tool for children with autism spectrum disorder
Get PDFThe number of children diagnosed with autism has continued to rise since 2000 at startling rates, leading to an increased need for schools to discover innovative ways to meet the unique learning needs of these students. Technology has proven to be adaptable and successful in teaching social skills to children with autism. Assistive technology and the continuing development of online platforms offer unique opportunities for children with special needs to access the general education curriculum. This combined with the increased usage of social media among school-aged children, make it a potential tool for learning. Understanding how social media can be used as a learning tool for Autism Spectrum Disorder (ASD) students is crucial in order to meet the needs of the growing ASD students in classrooms. This exploratory qualitative study examined the necessary considerations for schools when implementing social media as a learning tool in the classroom. Eight experts from the special education field were interviewed to gain knowledge from their experience working with students with autism in the classroom setting. These eight professionals were composed of special education teachers, school psychologists, assistive technology specialists, and Board Certified Behavior Analysts. Themes discussed by the experts focused on considerations for students, staff, budgets, safety, training, and technology. Thematic analysis resulted in four study conclusions. First, rapidly changing learning environments, especially during the pandemic, are forcing schools to innovate with virtual instructional tools. Second, lack of knowledge, training, and known practices impede integration of social media as an instructional tool. Third, there are increased safety risks for children with ASD with using social media as a learning tool and fourth, the adoption of social media as a learning tool needs stakeholder buy-in. Specific recommendations for schools include formally integrating technology into their learning programs, establishing best practices for teachers to use for implementation, formulating digital safety measures for students, and collaborating with parents to ensure beneficial utilization. Additional research around the safety of social media use for the autism population, adoption strategies for new and ever-changing technology in the classroom, technology use for the ASD population, and gathering of student and parent perspectives is recommended
