Gender, Leadership and Representative Democracy

That effective leadership is crucial during global emergencies is uncontested. However what that leadership looks like, and how it plays out in different contexts is less straightforward. In representative democracy, diversity is considered to be a key element for true representation of the society. In addition, previous research has unequivocally demonstrated the positive impacts of gender equality in leadership. The COVID-19 pandemic has laid bare some of the real world implications of gender inequalities in the leadership context. In this article, we examine the differential impacts of COVID-19 on women, and reflect on potential pathways for women’s active participation.

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Connecting Research to Teaching: Geometry Classroom Pictures: What's Developing?

Mathematics Teacher ◽

10.5951/mt.91.7.0606 ◽

1998 ◽

Vol 91 (7) ◽

pp. 606-609

Author(s):

Kay A. Wohlhuter ◽

Penelope H. Dunham

Keyword(s):

Learning Process ◽

Real World ◽

Inductive Reasoning ◽

Active Participation ◽

Curriculum Standards ◽

The Real ◽

Mathematics Classrooms ◽

Teaching Geometry ◽

Clear Vision

In the NCTM's curriculum standards, teachers find a clear vision of mathematics classrooms as rich environments where students can explore, conjecture, reason logically, and connect mathematics with the real world. The Standards’ vision assumes that teachers will use strategies that promote students’ active participation in the learning process. For geometry, especially, those strategies should include activities that foster the interplay of deductive and inductive reasoning (NCTM 1989).

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The Didactic Case in Teaching International Law

Meridiano 47 - Journal of Global Studies ◽

10.20889/m47e18009 ◽

1970 ◽

Vol 18 ◽

Author(s):

Michelle Ratton Sanchez Badin ◽

Douglas Castro ◽

Arthur Roberto Capella Giannattasio

Keyword(s):

International Relations ◽

International Law ◽

Learning Process ◽

Real World ◽

Active Participation ◽

The Real ◽

Empirical Framework

According to a theoretical and empirical framework, didactic cases are an important tool to teacho International Law. This instrument increase students’ active participation in the classroom, empowers them to exercise their autonomy in the learning process, helps professors to present the foundations of the discipline and its complexity in the real world and helps to build the interdisciplinary bridge between International Law and International Relations.

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“Welcome to the Real World” Inclusive Research with People with Learning Disabilities: A Doctoral Journey

The Qualitative Report ◽

10.46743/2160-3715/2016.2592 ◽

2016 ◽

Author(s):

Shirley Durell

Keyword(s):

Learning Disabilities ◽

Learning Disability ◽

Real World ◽

First Language ◽

Research Process ◽

Active Participation ◽

The Real ◽

Production Of Knowledge ◽

Active Involvement ◽

The Uk

Many people with learning disabilities have been and are still been excluded from an active involvement in research. In the UK, this position has been challenged by people with learning disabilities, their supporters and academic allies, through the advancement of inclusive research. But calls have been made for a clarification of the roles that can be played by these research supporters and researchers, to expose asymmetrical relations and to advance existing practices, as well as to develop a better understanding of quality in inclusive research. In response to these matters, this paper offers an account of the experiences of a nondisabled doctoral researcher of “doing” inclusive research with people with learning disabilities. It will present critical insights into inclusive ways of doing research from a learning disability perspective, while offering data that is of relevance to researchers working beyond the field of learning disabilities and seeking the active participation of different groups in the research process. Consequently, people whose first language is not research can have a say in the production of knowledge and they can be credited not only as members of research communities but also of their societies.

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Evaluating Mental Health Services; How Do Programs for Children “Work” in the Real World? Edited by Carol T. Nixon & Denine A. Northrup. Sage, Thousand Oaks CA, 1997. pp. 306. £16.60 (pb).

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963098222918 ◽

1998 ◽

Vol 39 (6) ◽

pp. 935-936

Author(s):

Anne Worrall-Davies

Keyword(s):

Mental Health ◽

Mental Health Services ◽

Health Services ◽

Real World ◽

The Real

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Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

Perspectives on Administration and Supervision ◽

10.1044/aas20.3.100 ◽

2010 ◽

Vol 20 (3) ◽

pp. 100-105 ◽

Cited By ~ 3

Author(s):

Anne K. Bothe

Keyword(s):

Clinical Education ◽

Real World ◽

Evidence Based Practice ◽

Communication Disorders ◽

University Faculty ◽

Evidence Based ◽

Speech Language Pathology ◽

Basic Principles ◽

The Real ◽

Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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