05566nam 2200685 450 991046349930332120200520144314.01-4648-0360-9(CKB)2670000000570834(EBL)1812791(SSID)ssj0001348478(PQKBManifestationID)12586730(PQKBTitleCode)TC0001348478(PQKBWorkID)11363256(PQKB)11358034(MiAaPQ)EBC1812791(Au-PeEL)EBL1812791(CaPaEBR)ebr10950248(CaONFJC)MIL650728(OCoLC)893332842(EXLCZ)99267000000057083420141018h20142014 uy 0engur|n|---|||||txtccrVoice and agency empowering women and girls for shared prosperity /Jeni Klugman [and five others]Washington, District of Columbia :The World Bank,2014.©20141 online resource (239 p.)Description based upon print version of record.1-4648-0359-5 1-322-19448-3 Includes bibliographical references at the end of each chapters and index.Cover; Contents; Foreword; Acknowledgments; About the Authors; Abbreviations; OVERVIEW; Why voice and agency?; Context; Where do we stand?; Determinants and drivers; MAPS; 0.1 Share of ever-partnered women who have experienced physical or sexual violence or both by an intimate partner; Overlapping disadvantages and agency deprivations; Overarching policies and measuring progress; FIGURES; 0.1 Share of women experiencing overlapping agency deprivations in three domains; 0.2 Share of women experiencing overlapping agency deprivations in three domains in Niger0.3 Correlation between education levels and deprivations in control over resources, child marriage, and condoning of wife beatingPromising interventions targeting agency deprivations; Data gaps and the way ahead; References; CHAPTER 1 FRAMING THE CHALLENGE: NORMS, CONSTRAINTS, AND DEPRIVATIONS; Introduction; Why agency?; BOXES; 1.1 What is agency?; Why does agency matter for development?; 1.2 Women's mobility: Evidence on freedom of movement; Our conceptual framework; 1.1 Agency, endowments, economic opportunities, and drivers of change; Overlapping disadvantages and deprivationsOverlapping disadvantages1.2 Share of 15- to 19-year-olds completing school grades (current cohort), by wealth quintile and gender; 1.3 Multiple disadvantages among adolescent Hmong girls; Multiple deprivations; 1.3 Share of women experiencing overlapping agency deprivations in three domains; 1.4 Share of women experiencing overlapping agency deprivations in three domains in Niger; 1.5 Correlation between education levels and deprivations in control over resources, child marriage, and condoning of wife beating; 1.6 Correlation between women's work and lack of control over household resources1.7 Correlation between women's level of education and lack of sexual autonomyFocus on key drivers: Social norms and the law; Social norms; 1.4 Norms about masculinity shape men's behavior; Norms and the law; TABLES; 1.1 Legal restrictions on married women's agency; Notes; References; CHAPTER 2 ENHANCING WOMEN'S AGENCY: A CROSS-CUTTING AGENDA; The role of cross-cutting public actions; Changing social norms; Changing norms by working with men and boys, households, and communities; 2.1 Selected illustrations of programs to enhance agency; Using broadcast media; 2.1 In Tostan's footstepsA progressive legal frameworkEvolving constitutions and principles of equality; 2.2 New African constitutions reshaping gender norms: South Africa and Kenya; Supporting effective implementation and enforcement; Expanding access to justice through customary processes; Increasing women's agency through sectoral policies and programs; Expanding economic opportunities and training; 2.3 How the Adolescent Girls Initiative is helping to overcome agency constraints; B2.3.1 The Adolescent Girls Initiative: Lessons Learned; Designing gender-responsive social protectionIncreasing gender equality in educationDespite recent advances in important aspects of the lives of girls and women, pervasive challenges remain. These challenges reflect widespread deprivations and constraints and include epidemic levels of gender-based violence and discriminatory laws and norms that prevent women from owning property, being educated, and making meaningful decisions about their own lives--such as whether and when to marry or have children. These often violate their most basic rights and are magnified and multiplied by poverty and lack of education. This groundbreaking book distills vast data and hundreds of studieWomenDeveloping countriesEconomic conditionsWomenDeveloping countriesSocial conditionsEconomic developmentDeveloping countriesWomen's rightsDeveloping countriesElectronic books.WomenEconomic conditions.WomenSocial conditions.Economic developmentWomen's rights305.409172/4Klugman JeniMiAaPQMiAaPQMiAaPQBOOK9910463499303321Voice and agency1956714UNINA02260nam 2200445 450 991042461480332120230325075648.0(CKB)2560000000291780(oapen)https://directory.doabooks.org/handle/20.500.12854/55609(NjHacI)992560000000291780(EXLCZ)99256000000029178020230325d2013 uy 0itaurmn|---annantxtrdacontentcrdamediacrrdacarrierPapiri della Società Italiana. Volume XVI, Volume sedicesimo (PSI XVI) /Francesca Maltomini, Guido Bastianini, Gabriella MesseriFirenze :Firenze University Press,[2013]©20131 electronic resource (434 p.)Edizioni dell’Istituto Papirologico «G. Vitelli»88-6655-383-2 This volume is the 16th of the PSI series (started by Girolamo Vitelli in 1912) and contains the edition of 79 texts written in Greek on papyri or other materials (wood, parchment), coming from Egypt and kept at the Papyrological Institute «G. Vitelli». There are both fragments of famous Ancient Greek authors (Homer, Hesiod, Herodotus, Thucydides, Xenophon, Isocrates, Demosthenes, Plutarch; the Septuagint, Cyril of Alexandria, the Physiologist), as well as fragments of unknown works: among others, a grammar text on the Ionian dialect and a doxographic fragment on Aristotelian philosophy. Then, there are texts of documentary nature: petitions, tax receipts, registers, reports, private letters, testimony of the daily life in Egypt during Roman and Byzantine times.Papiri della Società Italiana. Vol. XVI Papiri della Società Italiana Manuscripts, Greek (Papyri)Manuscripts, Greek (Papyri)ItalyManuscripts, Greek (Papyri)Manuscripts, Greek (Papyri)481.7Maltomini Francesca629306Bastianini GuidoMesseri GabriellaNjHacINjHaclBOOK9910424614803321Papiri della Società Italiana3086225UNINA05285nam 2200709 450 991081711830332120230126212737.01-119-05773-61-119-05771-X(CKB)3710000000377849(EBL)1896019(SSID)ssj0001559253(PQKBManifestationID)16186031(PQKBTitleCode)TC0001559253(PQKBWorkID)14820126(PQKB)10133681(MiAaPQ)EBC1896019(Au-PeEL)EBL1896019(CaPaEBR)ebr11034358(CaONFJC)MIL770156(OCoLC)908041945(EXLCZ)99371000000037784920150406h20152015 uy| 0engur|n|---|||||txtccrAccreditation, certification, and credentialing relevant concerns for U.S. evaluators /James W. Altschuld, Molly Engle, editorsWashington, District of Columbia :American Evaluation Association,[2015]©20151 online resource (128 p.)New directions for evaluation,1097-6736 ;number 145, Spring 2015"Spring 2015"--Cover."A publication of Jossey-Bas and the American Evaluation Association"--Cover.1-119-05769-8 Includes bibliographical references and index.Accreditation, Certification, and Credentialing: Relevant Concerns for U.S. Evaluators; CONTENTS; EDITORS' NOTES; Reference; 1 The Inexorable Historical Press of the Developing Evaluation Profession; Relevant History; How the Past Informs Us-Emergent Themes; How the Past Informs Us-Discussion; Evolution in Ideas of Evaluation as a Field With More Sophisticated Practice; Expanded Body of Literature; Single Large Professional Society With Affiliated Local Associations; Growth in That Professional Society; Diversification in Members and Changed Preparation Options; Canada's Credentialing ProcessClosing NoteReferences; 2 Competencies for Program Evaluators in Light of Adaptive Action: What? So What? Now What?; Definitions, Distinctions, and Intersections Regarding Competencies; What? What Is the Current Status of Competencies for Program Evaluators?; Theory; Practice; So What? What Are the Implications of the Current Competencies Situation?; Theory; Practice; Now What? Where Might the Field of Program Evaluation Go From Here?; Practical Considerations; Theoretical Considerations; References; 3 The State of Preparing Evaluators; What Do We Need to Know to Be an Evaluator?Evaluation Education Over TimeAn Evolving Definition of "Program"; Where Might Would-Be Evaluators Receive Preparation?; University Programs; Professional Development Workshops; Webinar; On-Site Training Opportunities; Program Delivery: In-Person, Distance, and Blended; In-Person; Distance; Blended; Our Current Questions About Evaluation Education Programs; New Directions for Research on Evaluation Education Programs; References; 4 How Does Accreditation Fit Into the Picture?; Background: Concepts, Principles, and Intended Benefits of AccreditationProfessionalization at a Glance: Key Terms and ConceptsThe Basic Accreditation Process; Intended Benefits of Accreditation; Experiences in Initiating and Launching Accreditation: Examples From the Fields of Business, Accounting, and Human Resource Development; Business Management; Accounting; Human Resource Development; Critical Perspectives on Accreditation: Applying Institutionalist and Critical Theory Lenses; Institutionalist Forces: Professional Parameters and the Search for Legitimacy; Critical Theory: Who Makes the Rules and Enforces Them?; Concluding Thoughts; Notes; References5 Credentialed Evaluator Designation Program, the Canadian ExperiencePractice-Based Membership; Laying the Foundations to Become a Profession; Canadian Debate on Professionalizing Evaluation Practice; Competencies-Based Professional Designations Program; Administration of the Professional Designations Program; CES Credentialing Board; Professional Learning Requirements for Credentialed Evaluators; Challenges, Collaborations, Continuum-Learning as We Go; Some Lessons Learned; References6 Evaluator Certification and Credentialing Revisited: A Survey of American Evaluation Association Members in the United StatesThis is the 145th issue in the <b>New Directions for Evaluation</b> series from Jossey-Bass. It is an official publication of the American Evaluation Association.New directions for evaluation ;no. 145.Accreditation (Education)Evaluation research (Social action programs)CertificationAccreditation (Education)Evaluation research (Social action programs)Certification.362.1362.1068Altschuld James W.Engle MollyMiAaPQMiAaPQMiAaPQBOOK9910817118303321Accreditation, certification, and credentialing4010392UNINA