Feminine or feminist? Women’s media leadership

This paper presents a small-scale qualitative case study of five women’s experiences of leadership roles in Irish media industries. Relational Leadership Theory is used to examine whether there is a gendered dimension to women’s leadership and to explore why women’s participation in leadership has not resulted in significant feminist gains or changes to media organisations. The article finds that: the women saw their leadership as relational and simultaneously as socially constructed in a gendered manner. Moreover, the women led organisational change towards greater gender equality in the norms of media work. However, while the women’s leadership was relational and feminine, it was not necessarily feminist; it did not aim to generate systemic changes within the gendering of the media as an institution. The changes that the women wrought incorporated women into a system of production that remained nonetheless masculinist.     

Assessing the contribution of fallen autumn leaves to airborne fungi in an urban environment

Urban Ecosystems - Many street trees in urban areas are deciduous and drop leaves during autumn. These leaves are a potential growing substrate for fungi, which when aerosolized and inhaled, can...     

Loss of Control as a Discriminating Factor Between Different Latent Classes of Disordered Gambling Severity

Analyses of disordered gambling assessment data have indicated that commonly used screens appear to measure latent categories. This stands in contrast to the oft-held assumption that problem gambling is at the extreme of a continuum. To explore this further, we report a series of latent class analyses of a number of prevalent problem gambling assessments (PGSI, SOGS, DSM-IV Pathological Gambling based assessments) in nationally representative British surveys between 1999 and 2012, analysing data from nearly fifty thousand individuals. The analyses converged on a three class model in which the classes differed by problem gambling severity. This identified an initial class of gamblers showing minimal problems, a additional class predominantly endorsing indicators of preoccupation and loss chasing, and a third endorsing a range of disordered gambling criteria. However, there was considerable evidence to suggest that classes of intermediate and high severity disordered gamblers differed systematically in their responses to items related to loss of control, and not simply on the most ‘difficult’ items. It appeared that these differences were similar between assessments. An important exception to this was one set of DSM-IV criteria based analyses using a specific cutoff, which was also used in an analysis that identified an increase in UK problem gambling prevalence between 2007 and 2010. The results suggest that disordered gambling has a mixed latent structure, and that present assessments of problem gambling appear to converge on a broadly similar construct.     

U.S. CREDIT UNIONS: SURVIVAL,CONSOLIDATION, AND GROWTH

This study uses hazard function estimations and time‐series and cross‐sectional growth regressions to examine the impact of exit through merger and acquisition (M&A) or failure, and internally generated growth, on the firm‐size distribution within the U.S. credit union sector. Consolidation through M&A was the principal cause of a reduction in the number of credit unions, but impact on concentration was small. Divergence between the average internally generated growth of smaller and larger credit unions was the principal driver of the rise in concentration. (JEL G21)     

Lessons learned about collaborative evaluation using the Capacity for Applying Project Evaluation (CAPE) framework with school and district leaders

Schools, districts, and state-level educational organizations are experiencing a great shift in the way they do the business of education. This shift focuses on accountability, specifically through the expectation of the effective utilization of evaluative-focused efforts to guide and support decisions about educational program implementation. In as much, education leaders need specific guidance and training on how to plan, implement, and use evaluation to critically examine district and school-level initiatives. One specific effort intended to address this need is through the Capacity for Applying Project Evaluation (CAPE) framework. The CAPE framework is composed of three crucial components: a collection of evaluation resources; a professional development model; and a conceptual framework that guides the work to support evaluation planning and implementation in schools and districts. School and district teams serve as active participants in the professional development and ultimately as formative evaluators of their own school or district-level programs by working collaboratively with evaluation experts. The CAPE framework involves the school and district staff in planning and implementing their evaluation. They are the ones deciding what evaluation questions to ask, which instruments to use, what data to collect, and how and to whom results should be reported. Initially this work is done through careful scaffolding by evaluation experts, where supports are slowly pulled away as the educators gain experience and confidence in their knowledge and skills as evaluators. Since CAPE engages all stakeholders in all stages of the evaluation, the philosophical intentions of these efforts to build capacity for formative evaluation strictly aligns with the collaborative evaluation approach.     

Evaluation of a school-based sexual abuse prevention curriculum in Malaysia

This article examines a personal safety curriculum (Keeping Me Safe) offered to Standard Three students (mostly nine-year-olds) in five primary schools in Kuala Lumpur, Malaysia. Staff of the Malaysian NGO, Protect and Save the Children, Association of Selangor and Kuala Lumpur (P.S. The Children), facilitated six weekly one-hour sessions featuring games and role play to teach children about potentially unsafe situations and touches, and to develop appropriate safety strategies and skills to ask for help. The students (n = 261) and a control group (n = 184) completed a 25 item questionnaire before and after the program, and for the experimental group only, again two months later. The assessment was supplemented by observations of each session, student interviews, and parent and teacher focus groups. The experimental group students showed substantial gains on about two-thirds of the questionnaire items. However, a minority of the students failed to absorb key messages of the curriculum. Challenges to implementing prevention programs in Malaysia are discussed.