The present report is submitted in response to General Assembly resolution 61/106, by which the Assembly adopted the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto. As requested by the Assembly, a brief overview of the status of the Convention as at 3 August 2007 is presented. The report also contains a brief description of technical arrangements on staff and facilities made necessary for the effective performance of the functions of the Conference of States Parties and the Committee under the Convention and the Optional Protocol, and a description on the progressive implementation of standards and guidelines for the accessibility of facilities and services of the United Nations system. Recent efforts of the United Nations and agencies to disseminate information on the Convention and the Optional Protocol are also described.

わかりやすい障害者の権利条約 : 知的障害のある人の権利のために = Convention on the rights of persons with disabilities

Evidence from different Latin American countries shows a gap in the academic achievement of girls and boys. Chilean children’s achievement is a case in point, with the gender gap being especially large for mathematics achievement. These differences can be explained partly from the viewpoint of beliefs and implicit theories. Research in this field has focused mainly on elementary and secondary students, and there is no relevant data on preschool children. This study examines Chilean kindergarten children’s beliefs about differences in the academicals skills of girls and boys. Eighty-one preschool children (34 girls, mean age 5 years and 11 months) were recruited from schools serving a middle SES population from downtown Santiago. An instrument to test children’s implicit beliefs about gender differences in academic ability was adapted from previous research. Results support the hypothesis that boys and girls at the age of 5 already hold stereotypical expectations about boys’ and girls’ academic achievement. When asked about which school subject a character liked more, was better at, and found easier, participants showed no preference between math and language when reasoning about a male character, but they indicated that a female character would find math harder, perform worse at it, and like it less than language. These responses did not differ according to the gender of the participating children. Implications of these findings are addressed and limitations and future research are discussed.

Preschool Children’s Beliefs about Gender Differences in Academic Skills

Studies on both transformational leadership and emotional intelligence have analyzed the relationship between emotions and leadership. Yet the relationships among these concepts and gender roles have not been documented. In this study, we investigated the relations among transformational leadership, emotional intelligence, and gender stereotypes. Four hundred thirty-one Spanish undergraduates (162 men and 269 women; mean age = 19.56 years) in three different disciplines completed a questionnaire including scales for measuring emotional intelligence, transformational leadership, and gender identity. Results showed important differences across the different disciplines and illustrated that emotional intelligence and gender roles predict transformational leadership. These results are interpreted in line with current research on the topic of leadership and emotional intelligence.

The relationship between transformational leadership and emotional intelligence from a gendered approach

D. Soyini Madison, Acts of Activism: Human Rights as Radical Performance (Cambridge: Cambridge University Press, 2010), xi + 322 pp. $99.00 (cloth), $79.00 (e-book). Several years ago, I had the op...

Acts of Activism: Human Rights as Radical Performance

The aim of this study was to examine the impact of the type of self-concept (academic and general) and extracurricular activities on academic performance among primary school students (N = 1708), and to determine the differences of this relationship in terms of gender. We used a cluster sampling stratified into two stages and gave standardized achievement tests and ad-hoc instrument designed for academic and general self-concept and extracurricular activities. The results showed that respondents who engaged in academic extracurricular activities such as language and computer performed better in all academic subjects. Those who took music and sports also scored better in some subjects. In conclusion, we should highlight the differences regarding the relationship between self-concept and school activity, and the different patterns in boys and girls that future research should tackle.

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Actividades extraescolares y rendimiento académico: diferencias en autoconcepto y género

El objetivo de este trabajo consiste en identificar si existen diferencias de genero en el autoconcepto de una muestra de sujetos que estan en 4o curso de ESO, y determinar si estas diferencias se dan a nivel del autoconcepto general y/o de las facetas fisica, emocional, social y familiar de las que, entre otras, se compone, asi como en el autoconcepto academico. Se utilizo una metodologia descriptivo-correlacional. Los sujetos (N=415; 285 alumnas y 130 alumnos) fueron seleccionados mediante el procedimiento de seleccion muestral por cuotas, a fin de que estuvieran representadas las distintas zonas de actividad socio-economica existentes en la provincia de Huelva. Para la recogida de datos se utilizo un instrumento disenado ad-hoc en el que se operativizan todas las variables del estudio (autoconcepto academico, fisico, emocional, familiar, social y global). Los resultados muestran que los/as sujetos poseen un autoconcepto positivo no solo en general sino tambien en las facetas consideradas. Se aprecian diferencias de genero, si bien no todas son significativas. Asi, los chicos destacan en el autoconcepto emocional, fisico, social y global, mientras que las chicas lo hacen en los planos familiar y academico. En cuanto a las relaciones entre las variables implicadas, se destaca que el autoconcepto fisico es la faceta que tiene una correlacion mas alta con el autoconcepto global y el academico, lo que indica la relevancia que la imagen fisica tiene en la construccion de la identidad. De cara a futuras investigaciones, se sugiere la necesidad de profundizar en la evolucion de las diferencias de genero en relacion con el autoconcepto desde la preadolescencia hasta la adultez.

Diferencias de género en el autoconcepto general y académico de estudiantes de 4ª de ESO

Introduction: this article analyzes three key variables identified as relevant in the professional development of Spanish students: gender values and stereotypes, preconceived ideas about work, and career development skills. The final objective is to explore and obtain a global vision of the scope and characteristics of these dimensions from a comparative perspective, based on gender, in order to identify the elements that contribute to or inhibit gender discrimination in education and future professional life. Methodology: a descriptive and inferential type of design is adopted in the study of variables, combining quantitative and qualitative exploratory techniques applied to a sample of Spanish students who were completing their compulsory secondary education, vocational training and social guarantee programmes or higher education studies. The main sample is made up of 1190 students (56.3% women and 43.7% men, between the ages of 16 and 32 years) from six autonomous regions. Professionals from the education system also participate in this research. Results: the results indicate a relationship between age, educational level and the presence of gender stereotypes and bias in ideas relating to work and the professions, Specifically, significant gender differences were found in the following factors: the elements considered relevant in order to be successful in life, the allocation of roles, work-related values, the difficulties encountered in career development and the skills needed to find a job. Discussion and conclusions: from these results, practical implications can be found for the improvement of educational programmes and the activity of student guidance departments and services in primary, secondary and. university education

Estereotipos de género y valores sobre el trabajo entre los estudiantes españoles

Resumen es: A lo largo de dos cursos academicos consecutivos (en el marco de Convocatoria de Redes de Investigacion para la Innovacion Docente para la adaptacion de ...

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El rol del mentor en un proceso de mentoría universitaria

This research aims to identify the factors and skills associated with success in the development of an entrepeneurial project based on the opinions of entrepreneurs with experience in carrying out a business project. Delphi method has been implemented throught four phases with 15 participants from different labor sectors. For data collection, in line with Delphi method, a questionnaire has been designed taking into account participants’ answers along the reiterative process. Information has been collected on three basic aspects: factors that promote success in the initial project, skills related to it and strategies to be followed bypotential entrepeneurs. The results show that the factors, competences and recommendations related to personal characteristics are more linked to the success of the project than those related to knowledge about the topic or professional skills. The motivation to start a project, dedication, enthusiasm, time and effort are perceived as the most relevant factors to the success of the entrepreneur project.

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Aplicación de la metodología Delphi a la identificación de factores de éxito en el emprendimiento

https://dialnet.unirioja.es/descarga/articulo/3756407.pdf

Magdalena Suárez Ortega

Papers

Diferencias de género en el autoconcepto general y académico de estudiantes de 4ª de ESO

Estereotipos de género y valores sobre el trabajo entre los estudiantes españoles

El rol del mentor en un proceso de mentoría universitaria

Aplicación de la metodología Delphi a la identificación de factores de éxito en el emprendimiento

Análisis de la participación del alumnado universitario en la evaluación de su aprendizaje