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Khalida Tanvir Syed 《Interchange》2008,39(2):245-257
This paper aims to clarify three current misconceptions about the Islamic faith and issues of human rights and women’s rights
in the West. The first misconception is that Muslims are terrorists because they believe in Jihad. It is factually the case
that Islamic teachings stress the value of peace and prosperity for all human beings. The second misconception is that Muslims
prohibit scientific knowledge and only aim to seek religious knowledge. To the contrary, Qur’an emphasizes that the opportunity
to seek all forms of knowledge is a human right and responsibility of all Muslims. The third misconception and perhaps, the
most controversial, is that Islam oppresses women. In reality, Islam offers women the right to make their own choices in the
areas of education, business, and property, to name a few. By sharing my own experiential narrative as a Muslim born woman
and that of a Canadian women who converted to Islam, I can actually see the similarities between human rights in Islam and
the United Nation’s Universal Declaration of Human Rights (1948). 相似文献
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Communication network is a personal or professional set of relationships between individuals or organizations. In other words, it is a pattern of contacts which are created due to the flow of information among the participating actors. The flow of information establishes various types of relationships among the participating entities. These relationships eventually form an overall pattern that could form a gestalt of the total structure within organizational context. In this paper, we analyze the changing communications structure in order to investigate the patterns associated with the final stages of organizational crisis. Organizational crisis has been defined as organizational mortality, organizational death, organizational exit, bankruptcy, decline, retrenchment and failure to characterize various forms of organizational crisis. We draw on theoretical perspectives on organizational crisis proposed by social network analysts and other sociologists to test 5 key propositions on the changes in the network communication structure associated with organizational crisis: (1) a few actors, who are prominent or more active, will become central during the organizational crisis period; (2) reciprocity within the organizational communication network will increase during crisis period; (3) organizational communication network becomes less transitive as organizations experience crisis; (4) number of cliques increases in a communication network as organizations are going through crisis; and (5) communication network becomes increasingly centralized as organizations go through crisis. 相似文献
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Peters RD Bradshaw AJ Petrunka K Nelson G Herry Y Craig WM Arnold R Parker KC Khan SR Hoch JS Pancer SM Loomis C Bélanger JM Evers S Maltais C Thompson K Rossiter MD 《Monographs of the Society for Research in Child Development》2010,75(3):vii-viii, 1-174
Although comprehensive and ecological approaches to early childhood prevention are commonly advocated, there are few examples of long-term follow-up of such programs. In this monograph, we investigate the medium- and long-term effects of an ecological, community-based prevention project for primary school children and families living in three economically disadvantaged neighborhoods in Ontario, Canada. The Better Beginnings, Better Futures (BBBF) project is one of the most ambitious Canadian research projects on the long-term impacts of early childhood prevention programming to date. Bronfenbrenner's ecological model of human development informed program planning, implementation, and evaluation. Using a quasi-experimental design, the BBBF longitudinal research study involved 601 children and their families who participated in BBBF programs when children were between 4 and 8 years old and 358 children and their families from sociodemographically matched comparison communities. We collected extensive child, parent, family, and community outcome data when children were in Grade 3 (age 8–9), Grade 6 (age 11–12), and Grade 9 (age 14–15). The BBBF mandate was to develop programs that would positively impact all areas of child's development; our findings reflect this ecological approach. We found marked positive effects in social and school functioning domains in Grades 6 and 9 and evidence of fewer emotional and behavioral problems in school across the three grades. Parents from BBBF sites reported greater feelings of social support and more positive ratings of marital satisfaction and general family functioning, especially at the Grade 9 follow-up. Positive neighborhood-level effects were also evident. Economic analyses at Grade 9 showed BBBF participation was associated with government savings of $912 per child. These findings provide evidence that an affordable, ecological, community-based prevention program can promote long-term development of children living in disadvantaged neighborhoods and produce monetary benefits to government as soon as 7 years after program completion. 相似文献
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Stefan Hrastinski Anneli Edman Fredrik Andersson Tanvir Kawnine Carol-Ann Soames 《Interactive Learning Environments》2013,21(1):84-96
The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can be organized, whether coaching should be anonymous or personal, which tools can be used and how informal math coaching supports learning. Research shows that generating and answering questions are important in the process of understanding and learning, which means that both the students and the coaches can learn math through this type of project. The coaches perceive informal math coaching as complementing online math forums. For students to learn effectively, the coaches need to be able to interpret the students' competence level in order to coach on a level that is within their development zone. It seems particularly challenging to coach at the right level when using IM and, therefore, it is important to establish a personal relationship with the students. 相似文献
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