scholarly journals Perpectives on Gender: An Investigative Study of Gender Equity in Children [Espejuelos para el género: Apuestas investigativas por la equidad en la infancia]

2021 ◽  
Vol 8 (2) ◽  
pp. 5
Author(s):  
Niurka González Escalona ◽  
Maricela Torres Esperón ◽  
Noralydis Rodríguez Washigton ◽  
Jennifer Villafaña Cruz ◽  
Rosalie Carasa Alvarez
Keyword(s):  
Gender Equity ◽  
Gender Stereotypes ◽  
Informal Education ◽  
Early Age ◽  
The Family ◽  
School Research ◽  
The Media ◽  
Two Phases ◽  
The University ◽  
Collective Goals

The construction of gender identities begins at a very early age. These identities are consolidated through the influence of various socialization actors, among which the family, the school, and the media stand out. Therefore, addressing gender issues is necessary from childhood to ensure that girls and boys reach adulthood as women and men capable of establishing more equitable, horizontal, collaborative, and healthy gender relations. For this reason, since 2012, Perspectives on Gender [Espejuelos para el Género] has conducted a school research project, focusing on the second cycle of primary education in Cuba. The collective goals of the two phases of the project were to analyze gender constructs in girls and boys as well as those associated with actors involved in the children’s formal and informal education, such as family, teachers and the media. The basic methodological design was conceived from arts-based action research.  Up until now, the persistence of sexist gender stereotypes has been identified in the scenarios and subjects under study although, at a discursive level, some gender equity is noticeable. This article describes the main results of the project. Editors' note: The English version of this article is a translation from the original Spanish, and this special feature is a result of a partnership between IJPS and the University of Havana, Cuba. The original Spanish article appears after the English translation.

PANCASILA SEBAGAI SISTEM ETIKA

2018 ◽  
Vol 8 (01) ◽  
pp. 760-768
Author(s):  
Sri Rahayu Amri
Keyword(s):  
Informal Education ◽  
Human Values ◽  
Formal Schooling ◽  
Moral Foundation ◽  
Value System ◽  
Organic Unity ◽  
A Value ◽  
Moral Force ◽  
The Family ◽  
The Media

Pancasila and ethics are two things that can not be separated because they both teach about good values. Ethics of Pancasila is an basic ethics about good and bad judgments on the values of Pancasila, namely the value of divinity, human values, the value of unity, the value of democracy and the value of justice. An action is said to be good not only if it is not vulnerable to the values of Pancasila, but how to assign existing values into something more beneficial to others. Referring to the values contained of Pancasila, Pancasila can be a very strong ethical system, the values that exist are not only fundamental, but also realistic and applicable. Values of Pancasila are ideal values that already exist in the ideals of the Indonesian nation that must be realized in the reality of life. Values of Pancasila when fully understood, lived and practiced, certainly able to reduce the level of crime and violations in the life of society, nation and state.Pancasila is a value system that is an organic unity that can not be separated from one another. Thus, it will be a great moral force when the overall value of Pancasila which includes the value of divinity, human values, the value of unity, the value of democracy, and the value of justice are used as moral foundation and applied in all national and state life. The cultivation of values as mentioned above is most effective through education and media. Informal education in the family should be the main foundation and then supported by formal and non-formal schooling in the community. The media must have a vision and mission to educate the nation and to build the character of an advanced society, but still the personality of Indonesia.Keywords : Pancasila, system, Ethics

scholarly journals Abram Samoilovitch Besicovitch, 1891-1970

1971 ◽  
Vol 17 ◽  
pp. 1-16 ◽  
Keyword(s):  
Higher Education ◽  
Large Family ◽  
Later Life ◽  
Early Age ◽  
Sea Of Azov ◽  
Private Lessons ◽  
Spare Time ◽  
The Family ◽  
Mathematical Problems ◽  
The University

Abram Samoilovitch Besicovitch was born at Berdjansk, on the Sea of Azov, on 24 January 1891, the fourth child of the family of four sons and two daughters of Samuel and Eva Besicovitch. By descent the family belonged to the Karaim people, whose ancestors were the Khazars. The once powerful kingdom of the Khazars (from the 7th to the 11th centuries) stretched between the Volga and the Dnieper. The conversion of sects of the Khazars by the Karaite Jews led to their taking the name Karaims. Their language was originally Turkish of the Qipchaq group but is now mostly Russian. Samuel Besicovitch was a jeweller by trade but, after losses by theft, he gave up his shop and took employment as a cashier. He married Eva when she was 15, and they had to live frugally to bring up their large family. All the children were talented. Moreover, they were united by strong bonds of affection. They all studied at the University at St Petersburg, the older ones in turn earning money in their spare time by giving private lessons and helping to support the younger. All the children gained high qualifications, one brother of A.S. being the author of a number of mathematical books, and another a doctor of medicine. The two daughters both kept up independent careers after marriage. In later life the sons and daughters bore witness to the intelligence of their mother and agreed that, if she had not been cut off from higher education by marrying so young and having children, she would have shown conspicuous ability, notably in mathematics. A.S. acknowledged that he owed to his father (twenty-five years older than his mother) a stern encouragement to persevere to the highest standards. From an early age the boy had shown extraordinary aptitude for solving mathematical problems. One day he brought a textbook to his father saying ‘I have been able to solve every problem except one in this book’. His father withheld praise for this achievement until A.S. had successfully solved the remaining problem.

scholarly journals Messages about the family in the press and media

2021 ◽  
Vol 6 ◽  
Author(s):  
Nguyen Anh Nguyet
Keyword(s):  
Domestic Violence ◽  
Gender Equality ◽  
Gender Stereotypes ◽  
Marriage And Family ◽  
Male And Female ◽  
Media Messages ◽  
Gender Division Of Labor ◽  
The Press ◽  
The Family ◽  
The Media

Family is the most solid fulcrum and incomparable peace for every human being. It is always a place full of love to return to, so the message of marriage and family is mentioned often in the media in many different ways. This study explores which topics about marriage-family are mentioned the most, how male and female images appear in the family, specifically: the role in maintaining family happiness is assigned. Who are the perpetrators and causes of domestic violence, and how is the gender division of labor in the family reflected in the media? Through research to overcome and gradually eliminate gender stereotypes in media messages, contribute to promoting gender equality.

scholarly journals IS OUR CHILD TOO YOUNG TO LEARN ABOUT GENDER EQUALITY? AN INTERPRETATION OF GENDER EDUCATION IN ACEH FAMILIES

2020 ◽  
Vol 6 (2) ◽  
pp. 33
Author(s):  
Muhammad Zawil Kiram
Keyword(s):  
Gender Equality ◽  
Violence Against Women ◽  
Gender Stereotypes ◽  
Gender Issues ◽  
Early Age ◽  
Gender Education ◽  
The Family ◽  
Gender Based ◽  
And Gender ◽  
First Time

This study aims to reveal gender-based discrimination, forms of gender education, and the importance of gender education in Acehnese families. This study was conducted by using the method of descriptive qualitative with data collection techniques through observation and interview. The result showed that in Acehnese families, the forms of gender-based discrimination that often faced by women are inequality in housework distribution and childcare. In Aceh, most men still play fewer roles in taking care of children because domestic jobs are seen to be women’s’ responsibilities. Another form of gender-based discrimination in Aceh is domestic violence against women. The result also demonstrated that in Acehnese families there is no gender education because many people do not understand the term of gender equality and gender issues are considered as western culture and still taboo to discuss. Gender education in the family is important because children acquire gender stereotypes at an early age, and they learn about gender equality from their family for the first time. Teaching gender equality to children is never too early, and they never too young to learn about it, they would come out and bring the gender equality in the family and society in general as they will be the pioneer or gender equality when they reach adulthood.

scholarly journals Konsep Pendidikan Informal Perspektif Ibnu Sahnun (Telaah Kitab Adab Al-Muallimin)

2020 ◽  
Vol 3 (1) ◽  
pp. 31-47
Author(s):  
Anisatun Nur Laili
Keyword(s):  
Emotional Development ◽  
Informal Education ◽  
Formal Education ◽  
Early Age ◽  
Successful Implementation ◽  
General Knowledge ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Library Research ◽  
The Family

The family is the holder of control in informal education, especially in shaping the religious character of children from an early age. The intellectual, social, and emotional development of children is very fast in the golden age so that parents as holders of an important role in children's development must have the readiness and knowledge that is qualified for the successful implementation of informal education. This research is a library research that focuses on examining the thoughts of Ibn Sahnun, a scholar in the field of education in the 2nd century H. Related to the concept of informal education which he wrote in the book of Adab al-Mu'allimin. According to Ibnu Sahnun the main curriculum in informal education is the education of the Qur'an so that it is integrated with the general knowledge acquired by children in formal education. The obligation to educate is absolutely the property of parents, in addition to preparing knowledge, parents must also form noble qualities in themselves as educators, including patience, sincerity, fairness, responsibility, and gentle in educating. However, if parents really are not able to educate their children, then they are obliged to find a teacher for their children and give a salary to the teacher, but still supervise and accompany their children

The Death of Jesse Gelsinger: New Evidence of the Influence of Money and Prestige in Human Research

2010 ◽  
Vol 36 (2-3) ◽  
pp. 295-325 ◽  
Author(s):  
Robin Fretwell Wilson
Keyword(s):  
Human Subjects ◽  
University Of Pennsylvania ◽  
Wall Street ◽  
False Claims Act ◽  
The Family ◽  
Financial Interests ◽  
The Media ◽  
The Wall Street Journal ◽  
The University ◽  
New Evidence

Ten years ago, Jesse Gelsinger died while participating in a human genetherapy trial at the University of Pennsylvania (“Penn”). His death came to signify the corrosive influence of financial interests in human subjects research. After Jesse's death, the media reported that one researcher, Dr. James Wilson, held shares in a biotech company, Genovo, which stood to gain from the research's outcome—shares that The Wall Street Journal later valued at $13.5 million, although Wilson maintains he did not make nearly this much. At the time Penn authorized Wilson's deal, internal Penn documents implicitly valued Wilson's stake in Genovo at approximately $28.5 to $33 million.Jesse's death sparked two separate lawsuits: one by the family, who sued in tort, and one by the federal government, which framed alleged errors in the research trial as a civil False Claims Act violation.

scholarly journals How Informal Education Fosters Economic Awareness in Children

2020 ◽  
Vol 15 (2) ◽  
pp. 202-214
Author(s):  
Rahmatullah Rahmatullah ◽  
Inanna Inanna ◽  
Andi Tenri Ampa
Keyword(s):  
Family Environment ◽  
Role Models ◽  
Informal Education ◽  
Economic Education ◽  
Early Age ◽  
Transfer Of Knowledge ◽  
Pocket Money ◽  
The Family ◽  
Qualitative Descriptive

The research aimed to find out how the education pattern in the family forms children's economic awareness. Qualitative descriptive was used as an approach in this study to reveal how the role of farmer families in the Maritengngae sub-district, Sidrap Regency in fostering economic awareness in their children. The number of informants in this study was 10 people. The data collection used observation, documentation, and interviews. The results showed that economic education was part of education that took place in the family environment to foster economic awareness in children from an early age through habituation, exemplary and transfer of knowledge. The characteristics of economic education in the family can be seen in various aspects, namely giving verbal advice, participating in shopping, and habituation in saving, limiting pocket money, and priority scale in fulfilling needs. The role of housewives is very important in fostering habits and role models in children from an early age with the hope that in the future they will become responsible economic actors.

Imaging of Al-Li-Cu alloys with a Scanning Ion Microprobe

1990 ◽  
Vol 48 (2) ◽  
pp. 314-315
Author(s):  
K.K. Soni ◽  
D.B. Williams ◽  
J.M. Chabala ◽  
R. Levi-Setti ◽  
D.E. Newbury
Keyword(s):  
Mass Spectrometry ◽  
Secondary Ion Mass Spectrometry ◽  
Equilibrium Phase ◽  
Icosahedral Symmetry ◽  
Ion Microprobe ◽  
X Ray ◽  
Cu Alloys ◽  
Two Phases ◽  
The University ◽  
Secondary Ion

In contrast to the inability of x-ray microanalysis to detect Li, secondary ion mass spectrometry (SIMS) generates a very strong Li+ signal. The latter’s potential was recently exploited by Williams et al. in the study of binary Al-Li alloys. The present study of Al-Li-Cu was done using the high resolution scanning ion microprobe (SIM) at the University of Chicago (UC). The UC SIM employs a 40 keV, ∼70 nm diameter Ga+ probe extracted from a liquid Ga source, which is scanned over areas smaller than 160×160 μm2 using a 512×512 raster. During this experiment, the sample was held at 2 × 10-8 torr.In the Al-Li-Cu system, two phases of major importance are T1 and T2, with nominal compositions of Al2LiCu and Al6Li3Cu respectively. In commercial alloys, T1 develops a plate-like structure with a thickness <∼2 nm and is therefore inaccessible to conventional microanalytical techniques. T2 is the equilibrium phase with apparent icosahedral symmetry and its presence is undesirable in industrial alloys.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Murder with Impunity: The Construction of Arab Masculinities and Honor Crimes

1970 ◽  
pp. 38-45
Author(s):  
May Abu Jaber
Keyword(s):  
Violence Against Women ◽  
Social Boundaries ◽  
Religious Institutions ◽  
The Social ◽  
The Family ◽  
The Media ◽  
The One ◽  
Male Authority ◽  
Cultural Networks ◽  
Gender Specific

Violence against women (VAW) continues to exist as a pervasive, structural,systematic, and institutionalized violation of women’s basic human rights (UNDivision of Advancement for Women, 2006). It cuts across the boundaries of age, race, class, education, and religion which affect women of all ages and all backgrounds in every corner of the world. Such violence is used to control and subjugate women by instilling a sense of insecurity that keeps them “bound to the home, economically exploited and socially suppressed” (Mathu, 2008, p. 65). It is estimated that one out of every five women worldwide will be abused during her lifetime with rates reaching up to 70 percent in some countries (WHO, 2005). Whether this abuse is perpetrated by the state and its agents, by family members, or even by strangers, VAW is closely related to the regulation of sexuality in a gender specific (patriarchal) manner. This regulation is, on the one hand, maintained through the implementation of strict cultural, communal, and religious norms, and on the other hand, through particular legal measures that sustain these norms. Therefore, religious institutions, the media, the family/tribe, cultural networks, and the legal system continually disciplinewomen’s sexuality and punish those women (and in some instances men) who have transgressed or allegedly contravened the social boundaries of ‘appropriateness’ as delineated by each society. Such women/men may include lesbians/gays, women who appear ‘too masculine’ or men who appear ‘too feminine,’ women who try to exercise their rights freely or men who do not assert their rights as ‘real men’ should, women/men who have been sexually assaulted or raped, and women/men who challenge male/older male authority.

Sign in / Sign up

Export Citation Format

Share Document