Network Transformation: Can Big Nonprofits Achieve Big Results?

In an era of tech-enabled, high-growth social enterprises, it's easy to overlook the very large, slower-growth organizations with expansive networks that have been serving children, youth, and families for a decade -- or longer. But it's these national and global networks that have the reach and power to take on big social issues. That's a challenge some have chosen to undertake in a quest to evolve from simply serving community needs to solving underlying social problems

Key Factors Supporting Small-Scale Coastal Fisheries Management

This synthesis was designed to provide an evidence base on the success factors in small-scale coastal fisheries management in developing countries and, in turn, to assist the Rockefeller Foundation in developing its strategy for its Oceans and Fisheries Initiative. In doing so, it identifies and describes some 20 key factors believed to influence success in small-scale coastal fisheries management. The report was completed via a rapid review of key sources of knowledge from formal published literature, institutional literature, key informants and Internet searches. The focus was on key success factors in achieving a balance of social, economic and ecological benefits from the management of small-scale coastal fisheries. A summary of these success factors can also be explored via an interactive visualization that accompanies this report

Stress Perception in L1 and L2 Spanish and English

Word-level stress, which occurs on a specific syllable of each word, aids lexical access and helps distinguish word boundaries. Three correlates are most often used in languages to denote stress: pitch, vowel duration, and intensity. However, languages differ on which of these correlates are most important or necessary at all: for Spanish, pitch is the primary correlate, but for English, duration is more important. The goal of this investigation was to determine the differences in perception of duration, pitch, or both together for bilingual speakers of English and Spanish in countries with differing dominant languages. Half of the participants (native English speakers who have some level of Spanish knowledge) were tested at the College of William and Mary, and half (native Spanish speakers who had some level of English knowledge) were tested at La Universidad Peruana de Ciencias Aplicadas in Lima, Peru. Both groups were prompted in two sections – Spanish and English – to determine the location of stress in words with one syllable altered in duration, pitch, or both. Both groups responded best to the combination of correlates rather than one correlate on its own. Response scores for each language section did not differ significantly between groups, but the groups showed a notable difference in improvement as amounts of each correlate increased. Both groups had more correct responses when the stress was in antepenultimate, rather than penultimate, position. This experiment can contribute to the field of language acquisition research and can eventually be applied to second language education methods

Power, politics, and the origin of the Chinese Exclusion Era

2017 Summer.Includes bibliographical references.This study places the origins of the Chinese Exclusion Era (1823-1882) in a larger regional, national, and international context to reveal that the Chinese Exclusion Era was not a direct cause and effect relationship between labor and policy, but rather a negotiation between various groups including immigrants, laborers, politicians, and businessmen, where each group worked in its own self-interest to achieve or eliminate the exclusion of Chinese immigrants in the United States. This study focuses on issues of race, class, and gender, with particular emphasis on the ways in which existing structures and institutions within the United States such as the black-white binary, democracy, and capitalism shaped the reception and ultimate exclusion of immigrants

Julie L. J. Koehler, Shandi Lynne Wagner, Anne E. Duggan, and Adrion Dula’s Women Writing Wonder: An Anthology of Subversive Nineteenth-Century British, French, and German Fairy Tales

Popular understanding of the history of the European fairy tale begins with canonical authors like Charles Perrault (late seventeenth to early eighteenth century) and the Brothers Grimm (early nineteenth century), then proceeds to the twentieth-century Walt Disney films, and ends with feminist revisionist fairy tales written by women authors in the past fifty years. Even in fairy-tale scholarship, it has been hard to shake the narrative that male authors established the conservative fairy-tale canon and then female authors beginning in the late twentieth century subverted that canon with revisions that sought to expose and remedy the sexism of classic fairy tales. This narrative has been complicated by robust scholarship on the role of the conteuses—French women writers who were Perrault’s contemporaries and just as important as he in establishing the literary fairy tale. As a result, discussions of the role of women in the production of fairy tales have ended up jumping from the seventeenth/eighteenth-century conteuses to late-twentieth-century writers like Angela Carter, without much in between. Were women writing fairy tales during the intervening years? Women Writing Wonder answers this question with a resounding “yes.

Gendered Environments in Canada: An Analysis of Women and Environments Magazine, from 1976 to 1997

“Gendered Environments in Canada: An Analysis of Women and Environments Magazine from 1976 to 1997” explores feminist interpretations of environments in the Toronto-based periodical, Women and Environments (W&E). Founded by scholars, W&E began as a small newsletter. Its purpose was to keep in touch an international cohort of people interested in the intersections between women and environments at the 1976 U.N. Habitat I Conference in Vancouver. Shortly thereafter, W&E matured into a magazine of professional quality, but maintained its alternative edge. Its mandate was to give equal coverage to the built, urban, rural, and natural environments, represent women from across Canada, the United States, and shed light on women and environments around the world. In 1998, W&E announced its name change to Women and Environments International. Today, the magazine is one of Canada’s oldest feminist magazines still in production. This thesis examines the years of W&E’s publication since its inception up to and including 1997. It asks: How successful was W&E in offering comprehensive coverage of environmental concerns from 1976 to 1997 and how much was W&E’s narrative a Canadian story? Through qualitative and quantitative analysis, this project demonstrates that W&E offered attention to several environment types for an international readership. Yet, for the first few years the magazine limited its feminist critique to urban planning, and later to psychological impacts of built social spaces in central Canada. It was only later that it expanded its scope to rural areas, and eventually to natural environments across Canada, and around the world. Despite expanding its scope to global topics, for the most part, W&E’s writers and readers were Canadian, and specifically represented a Toronto perspective. As such, the magazine was not necessarily a national magazine, but it was nonetheless a Canadian magazine. Such variations in topics and scope were related to larger societal issues, written submissions, reader requests, and changes to editorial management. The total of twenty-one years under review could be broken into three blocks (1976 to 1984, 1984 to 1987 and 1987 to 1997), each block was marked by particular editorial influence, and subsequently their editorial preferences for environmental topics. Regardless of its fluctuation in focus, however, Women and Environments upheld its mandate to provide a feminist analysis of environments for English-speaking women. In the end, the purpose of the project was to showcase a collection of Canadian women who shared an ongoing concern for a variety of environments, and by doing so, participated in conversations about feminism and the environment in late twentieth century Canada

Gender Bias In The Technical Disciplines

This study investigates how women are affected by gender bias in the workplace. Despite the increasing numbers of women in the workforce, women are still under-represented and under-valued in workplaces, which, in part, is due to their gender stereotype. This study demonstrates how gender bias in the workplace has been proven to limit women in their careers and potential in their occupational roles. The media’s negative depiction of women in their gender stereotype reinforces and perpetuates this image as a cultural norm in society. Women both conform and are judged and evaluated according to their weak and submissive gender stereotype. Women face challenges and problems in the workplace when they are evaluated and appraised by their female gender stereotype. Women have been prevented from acquiring jobs and positions, have been denied promotions and advancements, failed to be perceived as desiring of and capable of leadership or management positions, as well as typically receive lower paid than their male counterparts. Furthermore, women’s unique, indirect, and congenial conversational methods are perceived as unconfident, incompetent, and thus, incapable in the masculine organizational culture of most workplaces. Through the investigation of gender bias in the workplace, professionals and employers will gain an awareness of how gender bias and socially-prescribed gender roles can affect the workplace and interfere with women’s success in their career. Technical communicators and other educators will have a better understanding of how to overcome gender stereotyping and be encouraged to teach students on how to be gender-neutral in their communications in the workplace, perhaps striving for a more egalitarian society

Reaching Across the High School-College Divide to Represent the Other: A Meta-Analysis of the Literature

Starting from the question of how high school and college writing teachers and teacher educators understand and represent what happens in each others\u27 spaces, this meta-analysis establishes a baseline taxonomy of the ways in which we cross the divide. Combing through literature published in representative high school and college English professional journals since the introduction of the Common Core State Standards (CCSS) in 2010, this analysis finds five thematic clusters of how writing instructors understand and represent each other across the high school-college divide: (a) document analysis of the CCSS and the Framework for Success in Postsecondary Writing; (b) studies of the efficacy of standardized high school exams in predicting students’ performance in college writing; (c) discussions of autobiographical literacy narratives and biographical case studies of student writers over time; (d) reconnaissance studies in which researchers gather information from and ask questions of their high school/college counterparts; and (e) descriptions of collaborations orchestrated across high school and college sites

Results of the 2001 Becoming an Outdoor-Woman Survey

INHS Human Dimensions Research Program and Illinois Department of Natural Resourcesunpublishednot peer reviewedOpe