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Loyola University Chicago Center for Urban Research and Learning;
The project seeks to better understand challenges and obstacles faced by undocumented students at Jesuit universities and ways of eliminating those barriers. This project was done in collaboration with Fairfield University, Santa Clara University and Loyola University Chicago.
Loyola University Chicago Center for Urban Research and Learning;
The Domestic Violence Outcome Project had a two-fold purpose: first, to identify the long-term outcomes and needs of those who receive services from domestic violence agencies, and second, to establish procedures for on-going evaluation within agencies. Working closely with 15 agencies that are members of the Chicago Metropolitan Battered Women's Network, the researchers developed a survey to evaluate services and identify client needs. The services evaluated included court advocacy (e.g., assistance from an advocate in obtaining an order of protection), legal services (assistance from a licensed attorney with divorce or other court proceedings), emergency shelter, and counseling.
Development of the survey benefited greatly from extensive feedback from service providers and clients and from previous evaluation research. The Chicago Metropolitan Battered Women's Network and the participating agencies administered the survey, which had both an on-line and paper option. Agency staff recruited participants, maintained contact with them over about 6 months, and then had them complete the survey. Here we present findings from analysis of data provided by 450 participants. We also include a discussion of the challenges encountered in sustaining ongoing evaluation in agencies.
One of the key findings of this report is that emergency safety needs (i.e., emergency shelter and getting an order of protection) are no longer the most prominent issues of concern for participants. Fewer than 5% of the sample reported currently needing shelter and fewer than 10% reported needing help getting an order of protection. In contrast, counseling/therapy is now the primary need reported by about 46% of participants. In addition, about a quarter of participants reported a need for help with those things that enable one to sustain a stable and independent household, which is critical to maintaining safety: economic assistance, either in the form of emergency cash, help with credit history, financial planning/literacy, food/clothing, health care, or work. Also, a sizeable minority of participants reported needs (both new and continuing from when they initially sought services) regarding divorce, child support, and visitation. These legal issues are likely to be related to the one outstanding safety concern reported by a substantial minority of survivors, managing contact with the abuser. Few differences among reported needs existed by race/ethnicity, parenting status, or level of socioeconomic resources.
This report begins with a brief introduction to how the project came about and a description of our research methods. Next we present the current needs reported by participants and consider whether there are differences in needs among participants by race/ethnicity, education and income resources, and whether or not they have children. We then examine the relationship of past services to current needs and satisfaction with past services. After that, we consider outcomes of receiving services (e.g., "As a result of receiving services, I feel safe from violence in my home"). Finally, we describe difficulties encountered in sustaining ongoing evaluation in agencies, such as high staff 7 turnover rates and the need for a program coordinator to maintain staff motivation. We conclude with a summary of the findings.
IIE Center for Academic Mobility Research & Impact;
Despite the growing focus on gender parity in higher education and the fact that in many wealthy nations women outpace men in tertiary enrollments, statistics show that in parts of the developing world, women are still underrepresented. In South and West Asia, for example, only 74 women are enrolled in higher education for every 100 men, whereas in sub-Saharan Africa, there are only 62 women enrolled for every 100 men (UNESCO, 2010).
Even in countries where they have achieved parity, women face other issues of inequity and marginalization, from domestic violence to a lack of female leadership in government. While there are no simple solutions for these complex and wide-ranging problems, promoting advanced education for women—particularly those that are devoted to ameliorating such issues at the grassroots level—is a crucial step. Not only does it build the skills and capacities of those working to promote gender equity, it increases their chances of advancing to positions of power from which they can affect change.
As part of its mission to provide higher education access to marginalized communities, the Ford Foundation International Fellowships Program (IFP) sought to address gender inequality by providing graduate fellowships to nearly 2,150 women—50% of the IFP fellow population—from 22 countries in the developing world. This brief explores how international fellowship programs like IFP can advance educational, social, and economic equity for women. In addition to discussing the approach the program took in providing educational access and opportunity to women, the brief looks at two stories of alumnae who have not only benefitted from the fellowship themselves, but who are working to advance gender equity in their home communities and countries.Activists, advocates, and practitioners can draw upon the strategies and stories that follow to better understand the meaning of gender equity and advance their own efforts to achieve social justice for women and girls worldwide.
Women and Girls Collective Action Network;
CURL formed a partnership with Women and Girls' Collective Action Network and Chicago Girls' Coalition to conduct a secondary data analysis to determine how young women and girls are faring in Illinois. This project aims to provide statistical evidence that will inform on the issues, needs, and solutions required to ensure the healthy development of all young women and girls in Illinois.
One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers. The first part of this section makes a research-based case for why the complexity of what students read matters. In brief, while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K–12 texts have actually declined in sophistication, and relatively little attention has been paid to students' ability to read complex texts independently. These conditions have left a serious gap between many high school seniors' reading ability and the reading requirements they will face after graduation. The second part of this section addresses how text complexity can be measured and made a regular part of instruction. It introduces a three-part model that blends qualitative and quantitative measures of text complexity with reader and task considerations. The section concludes with three annotated examples showing how the model can be used to assess the complexity of various kinds of texts appropriate for different grade levels.
Action Change Transform (ACT);
Experiences of working with grassroots peace structures to address electoral conflicts and violence in Kenya.
Robina Institute of Criminal Law and Criminal Justice;
Alabama established a sentencing commission in 2000, and has utilized advisory sentencing standards in felonycases since 2006. In 2013, the Alabama Sentencing Standards grew to include presumptive standards for non-violent offenses. Alabama has a "truth in sentencing" statute that does not take effect until 2020 and will require the court to pronounce a minimum term and an extended term (120% of the minimum term) and mandates post-release supervision. Currently, however, offenders are sentenced to a definite term of imprisonment and may be released on parole, if eligible.
Swiss Water & Sanitation Consortium;
A Blue School offers a healthy learning environment and exposes students to environmentally-friendly technologies and practices that can be replicated in their communities. It inspires students to be change agents in their communities and builds the next generation of WASH and environment sector champions.The Catalogue of Practical Exercises aims to inspire teachers with hand-on and low cost exercises to complement the lessons from the national curriculum. The examples provided facilitate students' learning by doing and can be replicated in the students' home and in their communities.It provides examples of practical exercises for each topic of the Blue Schools Kit:1. My Surrounding Environment2. The Water Cycle3. The Watershed around My School4. My Drinking Water5. Sanitation and Hygiene6. Growth and Change7. From Soil to Food8. From Waste to Resources.For each topic, technical background sections are provided to facilitate understanding of basic key concepts. Each topic includes a selection of teaching, participatory or creative activities, discussions, demonstrations, games, and experiments, all requiring simple material at little to no cost. The practical exercises aim to help reaching the key learning objectives defined in each topic's first page. The level of difficulty for each exercise is indicated; depending on the class and age group, teachers can select the most appropriate activities and students can deepen their knowledge on these topics from year to year.This catalogue is a compilation of references from the WASH in School (WINS) community of practice as well as other sectors related to the Blue Schools' topics. It can evolve: Future editions of this Catalogue will benefit from inputs and feedback from users and experts from around the world. Feedback form available on the Swiss Water and Sanitation Consortium website: http://waterconsortium.ch/blueschool/Users of this document are also encouraged to refer to the other materials of the Blue Schools Kit i.e. the Concept Brief, the Facilitator's Guide and the Catalogue of Technologies. These can be downloaded on the Swiss Water and Sanitation website.
Swiss Water & Sanitation Consortium;
Une Ecole Bleue est une école qui offre un environnement d'apprentissage sain et expose les élèves à des technologies et des pratiques environnementales pouvant être répliquées dans leur communauté. Les Ecoles Bleuesencouragent les élèves à prendre conscience de leur environnement et à devenir des agents de changement dans leur communauté.Le Guide de l'Enseignant est un document développé pour fournir un support visuel à l'enseignant pour présenter aux élèves les thématiques Ecoles Bleues, et particulièrement pour renforcer des sujets parascolaires dont certains sont parfois négligés, par exemple la question du genre, la gestion de l'hygiène menstruelle et la transformation des déchets solides en de nouvelles ressources.Tout comme le Kit des Ecoles Bleues, il se divise en 8 thématiques:* 1. Mon Environnement* 2. Le Cycle de l'Eau* 3. Le Bassin Versant autour de Mon Ecole* 4. Mon Eau Potable* 5. Assainissement et Hygiène* 6. Croissance et Changements
* 7. Du Sol à l'Alimentation* 8. Transformer les Déchets en RessourcesPour chaque thématique, des objectifs d'apprentissage, questions pour discussions ainsi que des exemples d'exercices pratiques sont suggérés. Si nécessaires, il est recommandé d'adapter les images à la culture et au contexte local.La description complète des exercices, comment les réaliser, les informations sur les images d'origine, ainsi que des sections techniques pour chaque thème se trouvent dans le Catalogue d'Exercices Pratiques.Les utilisateurs du Guide de l'Enseignant sont invités à utiliser les autres support du Kit des Ecoles Bleues, à savoir le Catalogue d'Exercices Pratiques, le Catalogue de Technologies et la Note Conceptuelle.
Every year, disasters and humanitarian crises affect millions of people globally. This report analyzes disaster-related funding in 2016 from foundations, bilateral and multilateral donors, the U.S. federal government, corporations, and smaller donors who gave through donor-advised funds and online platforms.
Rockefeller Archive Center;
The early twentieth century saw a shift in the perspectives and policies related to medical care in India. In place of hospital care, preventive public health initiatives became more and more important. In this context, health education for individuals including enhancing consciousness for sanitation and hygiene, and protecting maternal and child health received greater attention than before. In the changing international scenario of the early twentieth century, improvements in maternal and infant health became matters of world-wide interest. Increasing imperial rivalries and anxieties about the future health condition of the children of army men, to some extent, prompted certain measures aimed at improving the health of mothers and children through adoption of public health measures. Child welfare movements developed in different parts of the world. In India, health policies of both colonial administrative personnel and administrators in native princely states, efforts of voluntary non-governmental agencies, as well as activities of international philanthropic organisations all played crucial roles in developing these new kinds of public health sensibilities and initiatives. The views expressed by the Rockefeller Foundation (RF) and the role it played in this respect remain significant.
University of Central Asia;
This report examines the current state of philanthropic activity in Kazakhstan, Kyrgyzstan, and Tajikistan. While there is a growing body of research on Central Asia's non-governmental organizations (NGOs) and the development of the so-called 'third sector', little formal research is available on the culture and practice of philanthropy and charity in the region. The existing literature demonstrates that charitable activities in these countries take a number of forms, ranging from smallscale volunteer initiatives to nationwide campaigns supported by the private sector.