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Biologically Childless in Cameroon : "Infertile" Cameroonian Women Speak Out
Susan Weinger Research Institute of Asian Women Sookmyung Women' 2005 Asian Women Vol.21 No.-
This qualitative study explores 'infertile' Cameroonian women's viewpoints about the influence of biological childlessness on their lives. They explain its impact on their perceptions of their self-worth, marriage prospects, ageing and legacy. Even though they perceive social isolation in this highly pronatalist society, these 'infertile' women do not have consistently uniform attitudes and social support. More research is needed to expose their individuality, personalize this marginalized group, and convey that infertility is a social not a personal problem.
USAID Efforts to Empower Girls Globally
Susan Markham 한국여성정책연구원(구 한국여성개발원) 2016 한국여성정책연구원 연구보고서 Vol.2016 No.9
Susan Markham s presentation will focus on USAID s work to empower adolescent girls globally. Through the implementation of USAID s 2012 Gender Equality and Women s Empowerment Policy, and the 2015 U.S. Strategy to Empower Adolescent Girls, USAID and partners are working to ensure women and girls have a chance to get an education and participate fully in their societies. Susan will highlight Let Girls Learn as an example of how the U.S. government is addressing the unique needs of adolescent girls.
Embodied Learning through the Arts
Susan Wright 한국국제미술교육학회 2017 미술과 교육 Vol.18 No.3
The creation and communication of meaning through the arts has always provided a powerful medium for shaping our understanding of ourselves and our worlds. The arts and education are cultural processes, where meaning is negotiated and co-constructed through patterns of interaction and situated learning in specific contexts. An interlocutor plays a significant role in surfacing a child’s artistic meaning making by focussing on what the child is doing, saying, thinking and learning. Importantly, the child should be encouraged to take the lead in such interactions, with the interlocutor responding sensitivity by focusing on the purpose and function of the child’s meaning as it unfolds. This focus brings together three components of children’s semiosis: Graphic assembling of actions, enactment of meaning and expressive narrative. Several examples of children’s meaning making through graphic-narrative-embodied play are presented to illustrate this theoretical position.
Susan Arentz,Jennifer Hunter,Baljit Khamba,Michelle Mravunac,Zemirah Lee,Kristen Alexander,Romy Lauche,Joshua Goldenberg,Stephen P Myers 한국한의학연구원 2021 Integrative Medicine Research Vol.10 No.-
Background This rapid review systematically evaluated the effects of honeybee products compared to controls for the prevention, duration, severity, and recovery of acute viral respiratory tract infections (RTIs), including SARS-CoV-2, in adults and children. Methods Cochrane rapid review methods were applied. Four English databases plus preprint servers and trial registries were searched for randomized controlled trials (RCTs). The evidence was appraised and synthesized using RoB 2.0 and GRADE. Results 27 results were derived from 9 RCTs that included 674 adults and 781 children. In hospitalized adults with SARS-CoV-2, propolis plus usual-care compared to usual-care alone reduced the risk of shock, respiratory failure and kidney injury and duration of hospital admission. Honey was less effective than Guaifenesin for reducing cough severity at 60-minutes in adults with non-specific acute viral RTIs. Compared to coffee, honey plus coffee, and honey alone reduced the severity of post-infectious cough in adults. Honey reduced the duration of cough in children compared to placebo and salbutamol; and the global impact of nocturnal cough after one night compared to usual-care alone and pharmaceutical cough medicines. Conclusion More studies are needed to robustly assess honeybee's role in SARS-CoV-2 and non-specific viral respiratory infections. Protocol registration PROSPERO: CRD42020193847.
What's in a Word? Findings from Experiential Group Intercultural Communication Projects
Susan L. Luck,Stephanie Swartz 한국경영커뮤니케이션학회 2018 Business Communication Research and Practice Vol.1 No.2
Objectives: To compete and be successful in the world businesses, no matter at what level of employment, employees need intercultural communication competency skills. As many universities teach theories about intercultural communication, the researchers created an experiential exercise designed to make students apply this theoretical knowledge. Methods: We paired students from a Business Communication course in the United States with a similar course in Germany for group projects. For each course with between 25 and 30 students, teams of two or three members were formed. Students experienced intercultural communication in their teams by working to create policies for a new company formed by the merger of a German and an American company. The project taught the students that the theories alone were not enough to make a global team effective. Students were tasked to keep track of all communications, which were then discussed in class. Results: One of the most interesting results lay in how the exact use of specific words could change the communication. Specific and direct knowledge of how each culture used specific phrases and terms is vital for the group to communicate well and go beyond differences to achieve results. Conclusions: Teaching intercultural communication competency skills with experiential projects allows students to be prepared for the reality of today’s workplace. It does help educators understand that incorporating experiential intercultural projects within coursework is not optional; it is vital to the students’ post-graduation success.
Susan Ledger,Colleen Kawalilak 서울대학교 교육연구소 2020 Asia Pacific Education Review Vol.21 No.4
In this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de Wit’s (Strategies for the internationalisation of higher education. A comparative study of Australia, Canada, Europe and the USA. European Association for International Education, Amsterdam, 1995) comparison of internationalisation in four higher education contexts. Guided by humanitarian factors that impact internationalisation in higher education contexts, authors find convergence and divergence with de Wits earlier study. A critical policy lens is employed to further analyse, probe and pose critical questions related to people, philosophy, place, processes, and power (5Ps). Authors argue that the intent (philosophy) of institutions (place) to internationalise (process) are impacted by the interests (power) of individuals and institutions (people) and these often conflict with descriptions and ideals of internationalisation. The authors offer conscientious internationalisation (CI) to recalibrate discourse and practices embedded in the internationalisation of higher education. CI prioritises ethics over markets. It is characterized as practices and processes informed by constitutive principles and ethical practices that amplify equity, reciprocity, and integrity.