The stereotype-laden message, delivered through clothes, music, books, and TV, is essentially a continuous plea for girls to put their energies into beauty products, shopping, fashion, and boys. This constant marketing, cheapening of relationships, absence of good women role models, and stereotyping and sexualization of girls is something that parents need to first understand before they can take action. Lamb and Brown teach parents how to understand these influences, give them guidance on how to talk to their daughters about these negative images, and provide the tools to help girls make positive choices about the way they are in the world. In the tradition of books like Reviving Ophelia, Odd Girl Out, Queen Bees and Wannabees that examine the world of girls, this book promises to not only spark debate but help parents to help their daughters.
Player. Jock. Slacker. Competitor. Superhero. Goofball. Boys are besieged by images in the media that encourage slacking over studying; competition over teamwork; power over empower - ment; and being cool over being yourself. From cartoons to video games, boys are bombarded with stereotypes about what it means to be a boy, including messages about violence, risktaking, and perfecting an image of just not caring. Straight from the mouths of over 600 boys surveyed from across the U.S., the authors offer parents a long, hard look at what boys are watch ing, reading, hearing, and doing. They give parents advice on how to talk with their sons about these troubling images and provide them with tools to help their sons resist these mes sages and be their unique selves.
Most violent conflicts since the turn of this century were in countries that had experienced an earlier violent conflict. How can we tell when a country is likely to remain stuck in a cycle of violence? What factors suggest it might be “ripe” for stabilizing and peace building? The authors studied four cases: Chad is stuck in a cycle of violence, while El Salvador, Laos, and Mozambique have had different results in their transitions from violence to stability to peace. Conflicts without internal cohesion of combatants or pressure from foreign patrons to stop fighting are probably not ripe for stabilizing. Where there are subnational or regional actors committed to violence, post-conflict peace building is not likely to succeed without enforcement capacity to contain violence or demonstrated commitments to increasing political inclusion and making material improvements in the lives of residents.
Grandparents raising their grandchildren are a new demographic emerging at a staggering rate because the parents are either unwilling or incapable of raising their own children. The rational for this work is derived from the challenges this author and his wife have because of parenting their grandchildren. The research for this project has the value to offer support, wisdom, hope, and perspective for those who are parenting again as grandparents. Opportunities abound to lead grandchildren in a direction where they never would have gone had grandparents resisted the selfless act of parenting again. This project will be approached using surveys with specific questions from other grandparents who are raising their grandchildren. The survey will assist in assembling the reasons behind this new and emerging trend of parenting. The resources gathered from this project will help grandparents embrace their new role in life.
Effective instruction begins with effective relationships, and this is particularly true in respect to educators who work with students coming from different cultural backgrounds. While there are a great number of programs that will instruct you on how to effectively teach, few share good ways to connect, motivate, and inspire students to succeed regardless of the various personal and societal challenges that they might face. This book will introduce a series of ways to open the doors of dialogue and connection, which is the basis from which students begin to believe in others and then in themselves. You will discover that many students, in order to be inspired by you, have to believe and trust in you first. Once they feel that you can be trusted as their leader, they will empower you to become an effective leader. In return, you can empower them to believe in themselves by creating an environment that trains the mind to be constructive and optimistic. For you, success must be a mindset, because the mind is the tool that each student will have to exercise to engineer and navigate his or her life. Your role must be that of an architect, in which you help each student design a blueprint of success. This process can be a considerably lengthy journey and a formidable task. This is, however, what leading educators will face if they are committed to positively affecting the lives of children and indirectly, the community and the world, one student at a time! Make no mistake about it, one person can make a difference, and as an educator you are in the unique position to become a great person of influence. Are you ready?
When I was getting my medical and psychiatric training in the late 1950s and early 1960s, the model of normal and deviant adolescent development was the white male. This was not surprising, since for every clinical or psychological study of adolescent girls done during the past 2 decades, there were seven studies on adolescent males. This tremendous discrepancy in actual clinical and research data between male and female adolescents led to the following myths: (1) Female adolescents are different only biologically from their male peers; they have similar psychosocial problems; (2) Adolescent girls have not been studied because their problems are not worth studying; (3) Studying adolescent girls might be dangerous to either the patient or therapist, or to both. In relation to the third myth, male psychotherapists were told that they should not treat female adolescent patients because erotic inter play could develop, which would be harmful to the patient and per haps impossible to resolve. Many clinics in the United States had a rule that young adolescent girls could not be treated by male therapists. It was thus difficult for girls to obtain treatment-for most therapists were males. It also intensified the feelings among parents, teachers, v vi Foreword community leaders, and the girls themselves that perhaps female adolescents were not worth treating.
Can the United States prevent or end conflicts and protect its interests without using military force? Do U.S. civilian institutions have the right mix of support, funding, and capabilities to respond to major crises and political transitions? In July 2013, CSIS raised these questions before more than 200 policymakers and experts, with 22 speakers offering perspectives from donors, implementers, and recipients. The demand for civilian power is high. U.S. leaders are under constant pressure to respond to armed conflicts abroad. Better civilian tools could help avoid more risky (and costly) military engagements. The past decade has seen real improvement in civilian stabilization and reconstruction capabilities. Yet many lessons of the past eight decades remain unlearned, and public support to civilian agencies remains low.
In development, stabilization, and peace building, donors increasingly recognize the importance of being sensitive to the local contexts of their efforts. Yet the use of “blueprints” remains widespread. Even when standard approaches are modified for particular aid partners, there often remains a poor fit between donor efforts and local conditions. When recipients cannot absorb the aid and attention they are offered, the common response is “capacity building.” While it is true that many aid recipients do not have adequate capacity for implementation, this report presents the results of a case study demonstrating that some security and justice programs are designed and implemented without an adequate appreciation of local desires, resources, capabilities, and challenges. Absorptive capacity, in other words, is a byproduct of the donor-recipient relationship. An earlier study by the authors introduced a new framework for measuring absorptive capacity. This volume applies it to security and justice sector programs that did not meet all of their objectives in Lebanon, Cambodia, and Colombia.
This report introduces a new assessment framework for legitimacy and illegitimacy that governments, businesses, and other organizations can use to better understand the sources and dynamics of support or opposition for any entity, policy, or program. It includes an intellectual history of the concept of legitimacy, summarizes the literature, introduces a new conceptualization of illegitimacy, and outlines four types of legitimacy assessments, from a rapid to a comprehensive assessment.
One of the guiding thoughts throughout this work is that G. W. F. Hegel is the philosopher of the modern age, that subsequent phil osophers, whether or not they have read his works, must take their stand in relation to Hegel. My purpose is not only to present Hegel, but to show that his influence has been felt for some time, even though his presence has not been explicitly acknowledged. In spite of a recent revival in Heglian scholarship, the history of philosophy in the English-speaking world is generally obscured by a period of darkness between Kant and the early inquiries of Russell and Frege. A place is assigned to Mill and Bentham, but even today very few Anglo-Saxon philosophers would be prepared to recognise Marx as a philosopher, although it is widely held that Marx was in some way influenced by Hegel, which is probably a good reason for not paying too much attention to the latter. At best, an understand ing of Hegel is relevant to an understanding of Marx, but it is not considered that Hegel made a significant contribution to the main stream of Western philosophy from Descartes onwards, and it is assumed that he is of little relevance to the 'linguistic revolution' pioneered by Wittgenstein, Ryle, and Austin.
When recipients cannot absorb the aid and attention they are offered, the common response is “capacity building”—as if the source of the problem is the recipient’s implementation capacity. In this report, Robert D. Lamb and Kathryn Mixon present the results of their research on the sources of absorptive capacity. They find that this sort of “blaming the victim” mentality, while common, is not always justified. While it is true that many aid recipients do not have adequate capacity for implementation, it is equally true that many aid programs are designed and implemented without an adequate appreciation of local desires, resources, capabilities, and challenges. Absorptive capacity, in other words, is a byproduct of the donor-recipient relationship. The authors present a new framework for measuring absorptive capacity. This framework is intended to supplement existing planning, monitoring, and evaluation processes, offering a new way to test whether an existing approach is compatible with local conditions and a method for improving the fit.
The Saddest is a thought-provoking collection of poetry and prose by author Lamb Oklo. You will smile, you will weep, and you will be inspired by this collection. The author was introduced to storytelling by his older sister, who would normally gather them, the little ones, every night to tell them bedtime stories. His love for Africa knows no bounds.
An autobiographical tale about a "real life, mid-life crisis and its resolution." In 1985, Philip Lamb, his wife Joan, and his daughters moved from Atlanta, Georgia to Wapiti, Wyoming, where they bought the Elephant Head Lodge, located 11 miles outside the east gate of Yellowstone National Park, near Cody, Wyoming.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.