Learning About Women

Too Scared to Learn explores the impact of women's experiences of violence on their learning, and proposes radical changes to educational programs through connecting therapeutic and educational discourses. Little attention has previously been paid to the impact of violence on learning. A large percentage of women who come to adult literacy programs have experienced, or are currently experiencing, violence in their lives. This experience of violence negatively affects their ability to improve their literacy skills. Literacy programs and other educational programs have not integrated this reality into their work. This book builds on extensive research that revealed the wide range of impacts violence has on adult literacy learning. Interviews with counselors and therapists, literacy learners, and educators working in different situations, and a wide range of theoretical and experiential literature, form the basis of the analysis. Educators are offered information to support reconceptualizing programs and practices and making concrete changes that will enable women to learn more effectively. The book makes clear that without an acknowledgment of the impact of violence on learning, women, rather than getting a chance to succeed and improve their literacy skills, get only a chance to fail, confirming to themselves that they really cannot learn. Essential reading for literacy and adult education practitioners, teachers of English as a second language, and education theorists, Too Scared to Learn explores the intersection among trauma, psychological theory, and pedagogy. The book is filled with a wealth of practical ideas, possibilities, and thoughts about what practitioners might do differently in classrooms and educational institutions if we begin to think differently about violence.

This study of gender in society includes essays on women in politics, history, and the workplace. Examples are: "Context is All: Feminism and Theories of Citizenship" and "Prescriptions for Professional Survival." Includes bibliographical references.

Artificial Intelligence and Machine Learning for Women’s Health Issues: Challenges, Impact, and Solutions discusses the applications, challenges, and solutions that machine learning can bring to women’s health challenges. This book illustrates advanced, innovative techniques, frameworks, concepts, and methodologies of machine learning, which enhance the future healthcare system. This book's primary focus is on women’s health issues and machine learning's role in providing solutions to these challenges, providing novel ideas for feasible implementation. It also provides an early-stage analysis for early diagnosis of women’s health issues. Provides fundamental concepts and analysis of machine learning algorithms used to aid in the diagnosis of women’s health issues Guides researchers to specific ideas, tools, and practices most applicable to product/service development, innovation problems, and opportunities Provides hands-on chapters that describe frameworks, applications, best practices, and case studies of future directions of applied machine learning in women’s healthcare

For many Japanese women, the English language has never been just another school subject. For them, English is the tool of identity transformation and the means of obtaining what they passionately desire – mobility, the West and its masculinity. Language Learning, Gender and Desire explores Japanese women's passion for learning English and how they negotiate identity and desire in the terrain of racial, sexual and linguistic politics. Drawing on ethnographic data and popular media texts, the book offers new insights into the multidirectionality of desire and power in the context of second language learning.

Provides a concise road map of the latest collective wisdom on leadership and applies those principles to women lawyers. Synthesizes and distills the research and key concepts on leadership techniques and success that help working women in any field develop in their careers, (b) tailors these principles for women practicing law, and (c) puts the learning into practice through interviews with 11 women legal leaders and through total leadership makeovers.

Education was decisive in recasting women's subjectivity and the lived reality of their collective experience in post-Revolutionary and antebellum America. Asking how and why women shaped their lives anew through education, Mary Kelley measures the significant transformation in individual and social identities fostered by female academies and seminaries. Constituted in a curriculum that matched the course of study at male colleges, women's liberal learning, Kelley argues, played a key role in one of the most profound changes in gender relations in the nation's history: the movement of women into public life. By the 1850s, the large majority of women deeply engaged in public life as educators, writers, editors, and reformers had been schooled at female academies and seminaries. Although most women did not enter these professions, many participated in networks of readers, literary societies, or voluntary associations that became the basis for benevolent societies, reform movements, and activism in the antebellum period. Kelley's analysis demonstrates that female academies and seminaries taught women crucial writing, oration, and reasoning skills that prepared them to claim the rights and obligations of citizenship.

This book tells the story of a generation of American and Australian women who embodied - and challenged - the prescriptions of their times. In the 1950s and early 60s they went to colleges and universities, trained for professions and developed a life of the mind. They were also urged to embrace their femininity, to marry young, to devote themselves to husbands, children and communities. Could they do both? While they might be seen as a privileged group, they led the way for a multitude in the years ahead. They were quietly making the revolution that was to come. Did they have 'the best of all possible worlds'? Or were they caught in a double bind? Sylvia Plath's letters tell of her delighted sense of life opening before her as a 'college girl'. Her poetry, however, tells of anguish, of reaching for distant goals. Drawing on interviews, surveys, reunion books, letters, biographical and autobiographical writing from both American and Australian women, this cultural history argues that the choices that faced educated women in that time led to the revolution of the late 1960s and 70s. Something had to give. There are lessons here for today's young women, facing again conflicting expectations. Is it possible, they ask, to 'have it all'?

The stories of lived experience of five Emirati women highlight their expertise and contributions to the fields of education and leadership; and makes their leadership perspectives and experiences accessible and engaging for all types of audiences.