Graduating to a Pay Gap: The Earnings of Women and Men One Year After College Graduation

Nearly 50 years after the passage of the Equal Pay Act of 1963, women continue to earnless than men do in nearly every occupation.Because pay is a fundamental part of everyday life, enabling individuals to support themselves and their families, the pay gap evokes passionate debate. Although the data confirming the persistence of the pay gap are incontrovertible,the reasons behind the gap remain the subject ofcontroversy. Do women earn less because they make different choices than men do? Does discrimination play a role? What other issues might be involved?This report explores the pay gap between male and female college graduates working full time one year after graduation.You might expect the pay gap between men and women in this group of workers of similar age,education, and family responsibilities to be small or nonexistent. But in 2009 -- the most recent year for which data are available -- women one year out of college who were working full time earned, on average, just 82 percent of what their male peers earned. After we control for hours, occupation, college major, employment sector,and other factors associated with pay, the pay gap shrinks but does not disappear. About one third of the gap cannot be explained by any of the factors commonly understood to affect earnings, indicating that other factors that are more difficult to identify -- and likely more difficult to measure -- contribute to the pay gap

Women in Community Colleges: Access to Success

This report explores an underappreciated part of our higher education system. The report looks at the role of community colleges in women's education, including challenges women face in completing a certificate or degree, or in transferring to a four-year institution. The particular concerns and needs of student mothers and barriers women face in pursuing STEM and nontraditional fields are examined in detail. The report includes recommendations that will strengthen community colleges for all students

The Simple Truth About the Gender Pay Gap, Spring 2017 Edition

This guide provides key facts about the gender pay gap in the United States, along with explanations and resources. Information is organized around five common questions:1. What is the pay gap?2. How does the pay gap affect women of different demographics?3. What causes the pay gap?4. How can I make a difference?5. What should I do if I experience sex discrimination at work

Distribution and diversity of exotic plant species in montane to alpine areas of Kosciuszko National Park

Diversity and distribution of exotic plant taxa in Kosciuszko National Park in south-eastern Australia were reviewed based on 1103 records of exotics from 18 vegetation surveys conducted between 1986 and 2004. 154 taxa from 23 families were recorded in the alpine to montane zones, with eleven taxa in the alpine, 128 taxa in the subalpine and 69 taxa in the montane zone. Nearly all taxa were associated with anthropogenic disturbance with only four taxa exclusively recorded in natural areas. 62 taxa were recorded from subalpine ski resort gardens, and although not recorded as naturalised in the vegetation surveys, their presence in the Park is a concern. Road verges provided habitat for numerous exotics (65 taxa). 44 taxa were recorded in both disturbed and natural locations but most were uncommon (33 taxa < 2% frequency). Nine common taxa Acetosella vulgaris, Achillea millefolium, Agrostis capillaris, Anthoxanthum odoratum, Cerastium spp., Dactylis glomerata, Hypochaeris radicata, Taraxacum officinale and Trifolium repens comprised 68% of records. These species are common to disturbed areas in other areas of Kosciuszko National Park, NSW and worldwide. The forb Acetosella vulgaris was the most ubiquitous species particularly in natural areas where it was recorded at 36% frequency. Based on the data presented here and a recent review of other data sets, there are at least 231 exotic taxa in the Park (including exotics in gardens). The increasing diversity and abundance of exotics is a threat to the natural values of this Park

The Reconquista and Crusading in the Late 11th and Early 12th Century

The purpose of this project is to recount the historiography and literature of the Crusades and the Reconquista and then offer some commentary on their relationship in Spain in the late 11th and early 12th centuries. Both of these fields have a tremendous amount of scholarship to understand these phenomena in medieval history. Therefore, the scope of this project is to compile the main scholarly debates surrounding the connection between the Crusades and the Reconquista and consider the evidence for the various approaches. The relevant background history of the Reconquista contextualizes the literature of the two fields. The main debates within the scholarship of the Crusades and the Reconquest of Iberia will be considered in order to set up each field and their literatures. The final section will consider the scholarship on the relationship between the Crusades and the Reconquista. Defining a Reconquista as a crusade or a crusade as a form of Reconquest ignores too much of the vast literature that highlights both events as evolving historical events wrought with complexities and ever-changing characteristics. Rather, it will be argued the Crusades and the Reconquista share a complicated history and a relationship that the most respected scholars of the period have grappled with. This work will show how these two medieval events have become interlaced and developed into large scale narratives of the past, which should continue to be evaluated by medieval scholars

Women in Labor: How Birthing Practices Reflect Society\u27s View of Women

An analysis of the shift from midwifery to doctor/hospital births in the American South, from 1900 to present

Collisional and structural properties of water ice in planet-forming regions

With the number of detected exoplanets standing at close to 2000, it seems that planets are ubiquitous throughout the universe. However, the processes leading to their formation are not well understood. It is widely accepted that planets form by dust aggregation from the material of protoplanetary disks, with micron-sized particles sticking together by van der Waals forces and kilometre-sized particles sticking together due to gravity. The process of growth between millimetre and kilometre sizes is yet to be explained, despite decades of research studying the collisions of silicate dust particles which form the main component of protoplanetary dust. However, the water ice that is present in the outer regions of protoplanetary disks has so far received less consideration. In this thesis, the collisional and structural properties of ices analogous to those in planet-forming regions were studied experimentally. Low velocity collisions of millimetre and centimetre-sized crystalline ice particles (both pure water and ice composed of pure water and water containing 5% methanol or formic acid) were investigated using a dedicated experimental set up for use on board parabolic flights. The porosity and pore collapse of amorphous solid water (ASW) grown at a variety of temperatures was investigated using neutron scattering. The results presented in this thesis show that crystalline water ice particles do not stick at relevant collision velocities, casting doubt on their ability to enhance planet formation by particle adhesion. However, the results of the neutron scattering experiments suggest that ASW is likely to remain porous at temperatures below 121 K, which may increase the likelihood of particle sticking. Sticking may also be enhanced by ice restructuring during pore collapse. The results of the experiments growing ASW at temperatures below 77 K show that these ices have different porosities, but further work is needed to fully characterise this

A cross-syndrome comparison of sleep-dependent learning on a cognitive procedural task

Sleep plays a key role in the consolidation of newly acquired information and skills into long term memory. Children with Down syndrome (DS) and Williams syndrome (WS) frequently experience sleep problems, abnormal sleep architecture and difficulties with learning; thus, we predicted that children from these clinical populations would demonstrate impairments in sleep-dependent memory consolidation relative to children with typical development (TD) on a cognitive procedural task: The Tower of Hanoi. Children with DS (n = 17), WS (n = 22) and TD (n = 34) completed the Tower of Hanoi task. They were trained on the task either in the morning or evening, then completed it again following counterbalanced retention intervals of daytime wake and night time sleep. Children with TD and with WS benefitted from sleep for enhanced memory consolidation and improved their performance on the task by reducing the number of moves taken to completion, and by making fewer rule violations. We did not find any large effects of sleep on learning in children with DS, suggesting that these children are not only delayed, but atypical in their learning strategies. Importantly, our findings have implications for educational strategies for all children, specifically considering circadian influences on new learning and the role of children’s night time sleep as an aid to learning.<br/

Becoming Psychotherapists: Experiences of Novice Trainees in a Beginning Graduate Class

The authors investigated the experiences related to becoming psychotherapists for 5 counseling psychology doctoral trainees in their first prepracticum course. Qualitative analyses of weekly journals indicated that trainees discussed challenges related to becoming psychotherapists (e.g., being self-critical, having troubling reactions to clients, learning to use helping skills), gains made during the semester related to becoming psychotherapists (e.g., using helping skills more effectively, becoming less self-critical, being able to connect with clients), as well as experiences in supervision and activities that helped them cope with their anxieties. Results are discussed in 5 broad areas: feelings about self in role of psychotherapist, awareness of reactions to clients, learning and using helping skills, reactions to supervision, and experiences that fostered growth. Implications for training and research are provided

The Integration of Social Studies Units and Language to Enrich the Kindergarten Curriculum

The goals of this project have been to review the relevant literature and provide activities for integrating subject areas of social studies and language in the kindergarten classroom. Research has indicated that the primary school child has learned best when the curriculum is relevant to the child\u27s everyday life.Included in the curriculum are the communication skills denoted by the Duval County\u27s Instructional Management System. These skills are integrated with the social studies units from the Kindergarten Keys curriculum. The topics for each unit have been those topics that children have had frequent exposure to in their everyday life.Conclusions about the study were arrived at through a review of the literature and development of the curriculum. Included were recommendations for improvement and expansion