Modelling Sex/Gender

People often assume that everyone can be divided by sex/gender (that is, by physical and social characteristics having to do with maleness and femaleness) into two tidy categories: male and female. Careful thought, however, leads us to reject that simple ‘binary’ picture, since not all people fall precisely into one group or the other. But if we do not think of sex/gender in terms of those two categories, how else might we think of it? Here I consider four distinct models; each model correctly captures some features of sex/gender, and so each is appropriate in some contexts. But the first three models are inadequate when tough questions arise, like whether trans women should be admitted as students at a women’s college or when it is appropriate for intersex athletes to compete in women’s athletic events. (‘Trans’ refers to the wide range of people who have an atypical gender identity for someone of their birth-assigned sex, and ‘intersex’ refers to people whose bodies naturally develop with markedly different physical sex characteristics than are paradigmatic of either men or women.) Such questions of inclusion and exclusion matter enormously to the people whose lives are affected by them, but ordinary notions of sex/gender offer few answers. The fourth model I describe is especially designed to make those hard decisions easier by providing a process to clarify what matters

Bedding down the embedding : IL reality in a teacher education programme

Queensland University of Technology (QUT) is one of Australia's largest universities,enrolling 30,000 students. Our Information Literacy Framework and Syllabus wasendorsed as university policy in Feb 2001. QUT Library uses the AustralianInformation Literacy Standards as the basis and entry point for our syllabus. Theuniversity wide information literacy programme promotes critical thinking and equipsindividuals for lifelong learning (Peacock, 2002a). Information literacy has developedas a premium agenda within the university community; as documented by JudithPeacock, the university’s Information Literacy Coordinator (Peacock, 2002b).The Faculties at QUT have for the last few years, started to work through how theinformation literacy syllabus will be enacted in their curricula, and within theorientations of their subject areas. Attitudinal change is happening alongside arealisation that discipline content must be taught within a broader framework.Curricula and pedagogical reforms are a characteristic of the teaching environment.Phrases such as lifelong learning, generic skills, information revolution, learningoutcomes and information literacy standards are now commonplace in facultydiscussion. Liaison librarians are strategically placed to see the "big picture" ofcurricula across large scale faculties in a large scale university. We work withfaculty in collaborative and consultative partnerships, in order to implement reform. QUT Librarians offer three levels of information literacy curriculum to the university.The generic programme is characterised by free classes, offered around the start ofsemesters. The next level is integrated teaching, developed to answer a specificneeds for classes of students. The third level of information literacy is that ofembedding throughout a programme. This involves liaison librarians working toensure that information literacy is a developmental and assessed part of thecurriculum, sequenced through a programme in a similar way to traditional disciplineknowledge, and utilising the IL syllabus. This paper gives a glimpse of what ishappening as we attempt the process of embedding information literacy into theBachelor of Education programme

Expectations of the supervisor as a teacher

Thesis (M.S.)--Boston Universit

Scaling the Digital Divide: Home Computer Technology and Student Achievement

Assesses the effect of access to home computers and broadband Internet on students' math and reading test scores and its potential to close the achievement gap for the disadvantaged. Considers the role of parental monitoring

Internet sources for nursing and allied health

Lists and describes available Internet resources for nursing and allied health professionals. Procedure for subscribing and unsubscribing from the discussion lists; Newsgroups available for nurses; Accessing to gopher servers