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Debates on intellectual property rights and open source frequently stem from the business sector and higher education, where goals are typically oriented toward profit, academic status, credit, and/or reputation. What happens if we reconsider the ethics of intellectual property rights and open source when our driving motivation is advancing women's health and rights? How does this prioritization complicate our assumptions of copyright and open access? How can we embark on a journey that validates the complex realities of multiple stakeholders who have good intent, but do not always consider the unintended impacts and the broader power dynamics at play? This paper explores the tensions and nuances of sharing methodologies that aim to transform harmful gender norms in an ecosystem that does not always consider the complex challenges behind intellectual property and open-source material. As a thought-collective dedicated to using a feminist approach to unpack and promote the principles of ethical, effective, and sustainable scale, we hope to underscore how the current research and debates on intellectual property rights and open-source material have good aims but may also fall short in encompassing the realities of gendered social norms change in and with communities around the world. We conclude with key recommendations for donors, researchers, International Development Corporations, International Non-Governmental Organizations, and those interested in using or adapting dynamic, gender transformative materials created by others.

In the past decades, donors and development actors have been increasingly mindful of the evidence to support long-term, dynamic social norms change. This paper draws lessons and implications on scaling social norms change initiatives for gender equality to prevent violence against women and girls (VAWG) and improve sexual and reproductive health and rights (SRHR), from the Community for Understanding Scale Up (CUSP). CUSP is a group of nine organisations working across four regions with robust experience in developing evidence-based social norms change methodologies and supporting their scale-up across various regions and contexts. More specifically, the paper elicits learning from methodologies and experiences from five CUSP members – GREAT, IMAGE, SASA!, Stepping Stones, and Tostan. The discussion raises political questions around the current donor landscape including those positioned to assume leadership to take such methodologies to scale, and the current evaluation paradigm to measure social norms change at scale. CUSP makes the following recommendations for donors and implementers to scale social norms initiatives effectively and ethically: invest in longer-term programming, ensure fidelity to values of the original programmes, fund women’s rights organisations, prioritise accountability to their communities and demands, critically examine the government and marketplace’s role in scale, and rethink evaluation approaches to produce evidence that guides scale-up processes and fully represents the voices of activists and communities from the Global South.

The Nurturing Care Framework for Early Childhood Development urges stakeholders to implement strategies that help children worldwide achieve their developmental potential. Related programmes range from the WHO’s and UNICEF’s Care for Child Development intervention, implemented in 19 countries, to locally developed programmes, such as non-governmental organisation Tostan’s Reinforcement of Parental Practices in Senegal. However, some researchers argue that these programmes are unethical as they impose caregiving practices and values from high-income countries (HICs) on low-income communities, failing to consider local culture, communities’ goals for their children and generalisability of scientific findings from HICs. We explore these criticisms within a public health framework, applying principles of beneficence, autonomy and justice to the arguments. To facilitate the change communities themselves desire for their children, we recommend that practitioners codevelop programmes and cooperate with communities in implementation to harness local beliefs and customs and promote evidence-based and locally adapted practices.

Debates on intellectual property rights and open source frequently stem from the business sector and higher education, where goals are typically oriented toward profit, academic status, credit, and/or reputation. What happens if we reconsider the ethics of intellectual property rights and open source when our driving motivation is advancing women's health and rights? How does this prioritization complicate our assumptions of copyright and open access? How can we embark on a journey that validates the complex realities of multiple stakeholders who have good intent, but do not always consider the unintended impacts and the broader power dynamics at play? This paper explores the tensions and nuances of sharing methodologies that aim to transform harmful gender norms in an ecosystem that does not always consider the complex challenges behind intellectual property and open-source material. As a thought-collective dedicated to using a feminist approach to unpack and promote the principles of ethical, effective, and sustainable scale, we hope to underscore how the current research and debates on intellectual property rights and open-source material have good aims but may also fall short in encompassing the realities of gendered social norms change in and with communities around the world. We conclude with key recommendations for donors, researchers, International Development Corporations, International Non-Governmental Organizations, and those interested in using or adapting dynamic, gender transformative materials created by others. [ABSTRACT FROM AUTHOR]

Virginia Woolf's The London Scene essays, published in 1931–1932 in Good Housekeeping , showcase her engagement with the contemporary life sciences, as expressed by Arthur George Tansley, Julian Huxley, and H.G. and G.P. Wells, among others. While Woolf embraces certain aspects of contemporary ecology, namely observing species in their habitats and material interconnectedness—elements that inform her essay writing—the series displays reservations about the field's imperial androcentric foundation. Through the trope of birds, Woolf unsettles this patriarchal framework, positing more polyvocal, cooperative networks of human and non-human exchange to her female middlebrow readers. Rethinking "nature," Woolf suggests, can destabilize social hierarchies and generate alternative political and economic futures. [ABSTRACT FROM AUTHOR]

This article reassesses May Sinclair's feminist writings, arguing that the subjectivity foregrounded within them is not evidence of ambivalence or conservatism, but rather a means for Sinclair to strengthen her unconventional yet deeply held feminist conviction. I examine the subtly wrought arguments in Sinclair's feminist non-fiction to demonstrate how she used these texts to articulate her own relationship to the increasing militancy of the women's suffrage movement and develop her own critique of the patriarchy. I argue that Sinclair arrives at a far-sighted conception of feminism which is informed by her status as a walking woman writer, as she marches in women's suffrage demonstrations under the banner of the Women Writers' Unit. Sinclair's self-conscious following in the footsteps of her nineteenth-century literary forebears has consequences for her feminist writings. Sinclair's feminist non-fiction writings thus elucidate her commitment to an egalitarian feminism which condemns the gendered conventions of nineteenth-century womanhood. [ABSTRACT FROM AUTHOR]

The article explores the connection between literary impressionism and the works of W. H. Hudson and Edward Thomas. It suggests that although Thomas may not be straightforwardly affiliated with literary impressionism, there are close kinship in ideas between their writings, influenced by Hudson's impressionist style. It mentions that the connection reveals a clash between ego and detail, flamboyance and austerity, and temperament and scrutiny within literary impressionism.

This essay reads Toni Morrison’s 1973 novel Sula as a critical response to Daniel Patrick Moynihan’s 1965 report “The Negro Family” as well as to the various lines of criticism the report received. Blaming black female-headed households and the absence of black fathers for causing poverty in African American communities, the Moynihan Report provoked great controversy during the 1960s and 1970s. Although many black activists and writers were galvanized in opposition to the report’s racism and sexism, some of their critiques turned out to be problematic. This essay shows how some responses to the report reinforced white regulations imposed on black women, denied the possibility of black women serving as heads of families, celebrated black women’s resistance without delving into the underlying reasons, and dismissed the political importance of bonds between black women. By portraying two starkly different kinds of female-headed households and a disruptive friendship between two black women, Morrison’s Sula criticizes the Moynihan Report and addresses its problematic reception by recognizing and complicating the figure of the black matriarch, exposing the structural discrimi)nation that makes black women suffer and black families disintegrate in the first place, and proposing the feminist political work that uneasy black female friendships can launch. [ABSTRACT FROM AUTHOR]

This study examines whether intersecting identities of race/ethnicity and sex are associated with attitudes toward gender equality policies, using online survey data from a representative sample in the United States carried out in August 2020. Participants (N = 2,443) were categorized as White Male, Black Male, Hispanic Male, White Female, Black Female, and Hispanic Female. Findings reveal that women across racial/ethnic groups and minority men, as compared to White men, have more egalitarian views on the importance of gender equality in policy and politics. While there is general support for women in political leadership, the race/ethnicity by sex differences in attitudes related to gender equality in employment are larger. These findings update and extend prior research on sex differences in gender equality attitudes, including highlighting the presence of a sex and race/ethnicity interaction. HIGHLIGHTS Attitudes are drivers of change when it comes to gender equality. In the US, there is majority support for gender equality, albeit with key gaps by race/ethnicity and sex. Women are more likely than men to hold egalitarian views. Men are more attached to traditional family roles for women, regardless of race. All men tend to relatively gain from patriarchal norms around paid and unpaid work. [ABSTRACT FROM AUTHOR]

Copyright of Ethos (00912131) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This essay focuses on the photographs of Patti Smith that were shown at the Dulwich Picture Gallery's exhibition titled 'Legacy: Photographs by Vanessa Bell and Patti Smith' (London, February 8 to June 4, 2017). It tracks the parallel resonances between Smith and Bloomsbury with respect to ideas concerning the inseparability of materiality, emotion, and the body. The essay argues that Smith's photographs of 'Bloomsbury objects' convey that the immaterial can only be expressed through the material, a paradox that is key to understanding how such objects function as spiritualized relics that both highlight and supersede the dominion of the everyday. [ABSTRACT FROM AUTHOR]

Copyright of Revista Chilena de Literatura is the property of Universidad de Chile, Facultad de Filosofia y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Interprets several stories to explore the potential of using narrative for faculty development in institutions of higher education in the U.S. Appreciation of the interactions between narrative and metaphor in reflective teaching practice; Use the term gestalt to emphasize the way in which experience gains coherence; Deduction that the metaphors instructors employ matter for their thinking and practice.

An introduction to the journal is presented in which the editor discusses articles including one by Cinnamon Hillyard, Diane Gillespie and Peter Littig on the benefits of group work to students, one by Helen Pokorny and Pamela Pickford on the importance of providing feedback to improve students' future performance, and one by Charles Alan Buckley, Bill Norton, Edd Pitt and Tessa Owens on the use of computers to support students' learning.

This paper revisits Sinclair's use of stream of consciousness techniques as a means to explore Mary Olivier's psycholinguistic development. Sinclair's pre‐, para‐ and metalinguistic versions of the stream of consciousness provide a complex, fictional response to one of her earlier philosophical discussions of "the limitations of language" (1917, p. 346), which stressed the lack of fit between the way other theorists defined the term "consciousness" and her personal understanding of the concept. Mary Olivier's complex acquisition, appropriation, exploration and deconstruction of language also shed light on Sinclair's idiosyncratic integration of psychology, philosophy and feminism into her fiction and thus appears as a distinctive and hybrid feature of this modernist Bildungsroman. [ABSTRACT FROM AUTHOR]

Qiyun shengdong气韵生动, the first of the six canons of painting (Lu Fa六法) laid down by Hsieh Ho in the late fifth century, had been made known to the Western art criticism in the early twentieth century and has aroused great enthusiasm ever since. By examining the 19 translations of Qiyun shengdong by different Western art critics, this paper endeavours to delineate the reception and dissemination of this classic Chinese aesthetic notion in the West and analyse how it had contributed to the development of the modernist critical theory, of both painting and literature, especially the discussion of artistic rhythm and vitality. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editors discusses various reports on topics including depressions in classroom, writing narratives, and story-telling.

Copyright of Gender & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching and learning research typically focuses on learning outcomes relating to the acquisition of knowledge. In this article, we shift focus to a different outcome: student commitment to, and thus successful completion of, a course. By examining the relationship between instructor pedagogical choices and rates of student retention—as measured primarily by withdrawal rates—we hope to help instructors think about ways to limit the incidence of their students "going AWOL." How strong is the evidence that an instructor's teaching behavior influences student retention or attrition? If an instructor's decisions do seem to matter, exactly which patterns are evident? To begin answering these questions, we report results from a major data collection effort, which involved undergraduate research assistants attending a wide variety of courses and recording details related to the instructor's pedagogical approach—such as the extent to which the instruction was student-centered or instructor-centered, the extent to which the classroom environment was regulated, elements of entertainment incorporated into class sessions, and efforts to facilitate rapport with students. Comparing this information to end-of-semester grade and enrollment statistics, we identify the relationship between how a course is taught and the retention of its students. We find a pattern of lower retention in courses where class sessions are heavily structured, in the sense that students are "cold-called" to participate or discouraged from such behaviors as phone use. We also find a relationship, weaker but still significant, between higher retention rates and both the showing of videos and the use of active learning. [ABSTRACT FROM AUTHOR]

The article focuses on the concept of coupling that complicates the conceptualization of being, the philosophical deliberation. It mentions that the philosophical thinking excludes the specificity of black femaleness. It offers information on Patricia Bell Scott’s 1982 anthology,"All the Women Are White, All the Blacks Are Men, But Some of Us Are Brave?,".

A literary criticism of the book "The Divine Fire" by May Sinclair is presented. It outlines the characters and explores their symbolic significance. It examines the modernist metaphysics and the psychological realism that's evident in this Edwardian novel. An overview of the portrayal of genius and the commodification of literary values is also given.

This article critically examines neo-republican democratic theory, as articulated by Philip Pettit, with respect to its capacity to address some of the pressing challenges of our times. While the neo-republican focus on domination has great promise, it mistakenly commits to the position that democracy-the primary tool with which we fight domination-is limited to state activity. Examining this error helps us make sense of two additional problems with his theory: an overestimation of the capacity of legislative bodies to identify sufficient responses to practices of domination, and the potential conflict between avoiding state domination of the general citizenry and avoiding state domination of a part of it. Minimizing domination is simply too demanding and complex a task for us to rely on one institutional structure, no matter how well designed, to accomplish. [ABSTRACT FROM AUTHOR]

A literary criticism of the book "Vanessa and Virginia" by Susan Sellers is presented. It outlines the characters of the novel and finds that it is situated at the intersection of Bloomsbury art theory, fiction and biography. It discusses the important contribution of the novel to an active field of criticism. An overview of the story is also presented.

The article presents literary criticism of the novel "Pilgrimage" by Dorothy M. Richardson and the novel "Villette" by Charlotte Brontë. Particular focus is given to the influence of canonical literary traditions, such as the Bildungsroman and the roman fleuve, and feminine literary traditions, such as those used by Brontë, on Richardson's novel. According to the author, "Pilgrimage" can be seen as a link between 19th-century feminine and 20th-century modernist literary styles.

Experiential learning is a useful teaching tool in the undergraduate community psychology classroom. In addition to improving student outcomes, experiential learning is particularly relevant for community psychology, as it aligns with several core values of the field and can prompt not only student learning, but also civic engagement, social justice, and community betterment. In this article, we provide an overview of the themed issue on “Experiential Teaching Practices in Undergraduate Community Psychology.” The issue contains a variety of experiential teaching examples that fall into three clusters: (a) individual and group service-learning exercises; (b) using community experiences to augment in-class learning outside of a service-learning context; and (c) ways of having students draw on prior out-of-class or in-class community experiences to increase student understanding. [ABSTRACT FROM PUBLISHER]