<p> Alcoholism and alcohol use disorders are a major problem worldwide. Excessive alcohol consumption has been associated with cognitive impairment not only in drinkers but also in their offspring. Previous clinical reports have suggested that inherited drug use behavior in individuals, including the overall amount of alcohol consumed, originates from parents who engage in the consumption of alcohol both during and prior to conception. For example, mothers exposed to alcohol during pregnancy have been shown to produce offspring with neurodevelopmental, physiological, and behavioral deficits, in rodents. Additionally, several studies now support the idea that fathers exposed to alcohol prior to mating produce male offspring with developmental, physiological, and cognitive deficits as well. With this said, alcohol exposed fathers appear to pass different phenotypes to their sons than they do their daughters. To date, little research has been dedicated to examining cognitive deficits associated with paternal alcohol exposure or the volume of alcohol intake in daughters of male alcoholics. The purpose of this set of experiments is to explore possible changes in cognitive function and alcohol acceptance in both male and female offspring of alcohol-exposed fathers. Adult male rats were exposed to a repeated binge dose of alcohol and later mated with non-manipulated females. Offspring of exposed fathers were assessed for levels of alcohol consumption via Intraoral Cannulation, followed by a series of cognitive function tests via T-maze task performance. Accuracy percentage within the T- maze and volume of alcohol accepted were compared and analyzed using an ANOVA. Our findings suggest that paternal binge doses of ethanol exposure prior to breeding results in offspring that consume significantly more ethanol than controls, exhibit greater latency time to reach criterion in a T-maze, and having significantly fewer percent correct responses in T-maze task performance when including all trials. The results presented here add to the growing body of literature aimed at understanding the consequences of paternal pre-conception ethanol exposure and the effects on subsequent generations.</p><p>

<p> This study explores a feminine system of power conceived of as a tripartite system of relatedness, comprised of three power centers: sourced through a generative relationship with ourselves, Life, and others. This theoretical dissertation describes feminine power&rsquo;s roots as developed for and with women over the past decade. </p><p> I begin by situating the research within our present moment: the paradoxical situation of the rise of women, and decline in female happiness. I then examine various forms of power before describing the feminine power course. Next, I examine the feminine and relatedness (especially relational selves), followed by an exploration of disconnection, what holds us back culturally&mdash;individualism and the Western mind, cosmological lack, and shame (toxic anxiety) at the personal level. </p><p> I then describe the theoretical foundations of feminine power, by first focusing on the experiences and scholarship that directly informed my work including Self-Relations psychotherapy, Swimme and Spretnak&rsquo;s ecological postmodernism course, the GDOC process, and collective intelligence. And finally I focus on transformative learning theory to explore the parallels between feminine power principles and methodologies and ways in which feminine power is informed by transformative learning, and can inform transformative learning. </p><p> This study endeavours to explicate the importance of relatedness as power and the transformative benefits of envisioning power in this way, especially as it relates to women who are seeking to self-actualize and participate in social transformation. Results will benefit women who want to realize these higher possibilities and also higher human potential in general. As well it will be of interest to educators and participants in the field of transformative learning and change as well as others who seek to understand and embrace the power of relatedness.</p><p>

<p>Research has shown that there is a complex association between emotion regulation difficulties and increased substance use. This study investigated men?s gender role conflict (GRC) as a possible moderator of this relationship. A sample of 144 adult males from the United States completed measures of alcohol use (MAST), non-alcohol substance use (DAST-20), emotion regulation difficulties (DERS), and men?s GRC (GRCS). GRCS was found to significantly correlate with DERS, MAST, and DAST-20. DERS emerged as a significant predictor for alcohol use severity and GRCS as a significant predictor for the non-alcohol substance use severity. In the regression models that included covariates, the age of first use emerged as a significant predictor of substance use severity and only DERS continued to significantly predict alcohol use severity. Men?s GRC was not found to significantly moderate the relationship between emotion regulation difficulties and substance use severity in this sample. A trend was observed where the association between emotion regulation difficulties and alcohol use severity appeared to be stronger at higher levels of men?s GRC. These findings support previous research that has found an association between men?s gender role conflict and substance use severity; however, further research is needed to clarify the nature of this association.

<p> The purpose of this study was to investigate the attitudes of Saudi teachers towards teaching PE for girls at public schools in Jeddah city and to explore the factors that may affect these attitudes. The researcher explored the reasons behind the PE ban for girls in these schools. The number of participants was Four hundred and sixty-two teachers who completed the survey (N = 462). T-Test and One-Way ANNOVA were the two methods to analyze the data collected. </p><p> The results indicated that about 95.1% of them agreed that regular practice of physical education can affect positively the appearance and the psychological condition of girls. Almost 89% of participants agreed that Islamic instructions imply that both males and females have the right to participate in physical activities and 66% of participants believed that the ban of women to practice sport is a part of discrimination against women. In addition, about 90% of participants agreed that PE classes should be performed for girls in public schools and throughout all educational levels (elementary, middle, and high). Participants believed that the reasons behind the PE ban for girls are the lack of knowledge about the importance of PE 75.1%, the government policy 70.4%, and the social traditions 75.1%. </p><p> Statistically, male educators scored a significant larger mean on the measure of attitudes towards teaching PE for girls than female educators. Teachers from middle schools and high schools had a statistically significant larger means for the attitude towards teaching PE for girls than teachers from elementary schools, while there was no statistically significant difference between teachers from middle and high school levels.</p><p>

<p> Researchers and theorists have generally included drag queens and transgender (trans*) populations together in their scholarship, and have paid little attention to how these populations may differ. Such sampling practices may lead to a variety of misleading assumptions about both drag and transgender populations. For one thing, researchers have pointed to higher rates of gender dysphoria and depression among trans* individuals, but the same may not be the case among drag queens. In order to add greater clarity to similarities and differences between these populations, a gender dysphoria questionnaire, depression inventory, and work involvement inventory were administered to a sample of gay and bisexual, cisgender male drag queens. Descriptive statistics from these measures represent the first step toward establishing rates of depression and gender dysphoria among drag queens. Mean comparisons of rates of depression and gender dysphoria between gay/bisexual male cisgender drag queens and male-to-female transgender persons indicate significant differences between these populations. When level of involvement in drag was considered, a small positive correlation was found with depression while a small negative correlation was found with gender dysphoria. Results indicate that drag queens are less depressed and experience considerably less gender dysphoria than transgender individuals. Furthermore, gender dysphoria may decrease as involvement in drag performance increases. This data may add clarity to research on gender diversity, support efforts to de-pathologize drag performance, and reduce stigma associated with drag in general. Implications for future research and for mental health treatment are discussed.</p><p>

<p> While education is typically considered a feminized field, educational administration has long been dominated by males. This dissertation examines the historical reasons for this gender paradox and explores the challenges and opportunities specifically for novice female charter school principals through the theoretical frameworks of organizational socialization and social role theory. The dissertation studied 7 novice female charter school principals within their first 3 years in the role and utilized a qualitative methodology with semistructured interviews, focus groups, and field notes as data sources. Findings indicate that it is still difficult to be considered a good leader and a good female. Additionally, while females experience significant challenges related to their gender, opportunities for dramatically improving results for students and paving the way for other females are key opportunities for novice female charter school principals. The findings support the need for considering different ways to support novice female charter school principals. </p><p>

<p> By re-positioning the works of Elaine Showalter, Phyllis Chesler, Sandra Gilbert, and Susan Gubar alongside Alice Dunbar-Nelson, Nella Larsen, and Zora Neale Hurston, reading the literary texts through the feminist theories in order to expand them, this dissertation aims to contribute to an intersectional feminist practice that challenges claims of universality and continues to decolonize the female body and mind. Through an intersectional analysis of narratives written by women of color, applying and re-visioning theories of madness and transgression, this dissertation will present a counter-narrative to the &ldquo;essential womanness&rdquo; developed within and sustained by white feminist practices throughout the 1970s. Each chapter pairs white feminist theorists with an author whose work complicates notions of universal female experience: Dunbar-Nelson/ Showalter, Larsen/ Chesler, Hurston/Gilbert and Gubar. These pairings create tension between theories of universality and the realities of difference. The addition of three different narratives, each representing a broader range of intersectional female experience, enriches the heteroglossia surrounding feminist conceptions of mental illness. The result is a poly-vocal conversation that employs a scaffold of intersectional identity politics in order to (re)consider the relationship between the diagnosis and treatment of mental illness and the performativity of gender.</p><p>

<p> The past 50 to 70 years has brought about considerable change in the way most Americans live and work. Women continue to gain equality with men while adapting to the needs of society. However, until recently heterosexual men have not been expected to substantially change their roles or behavior. Men may be unprepared for the roles that they feel have been relegated to them by the changing world. As a consequence, they may be experiencing depression and disillusionment, acting out in ways that can influence education, jobs, politics, and ultimately public safety. Psychology and social science has not effectively taken an accounting of the evolution of masculine identity and the adjustment to that evolution in a rapidly changing world by heterosexual men. Using a hermeneutic methodology, this thesis examines factors contributing to role shift and discusses what psychotherapists may need to consider when working with men today.</p><p>

<p> The purpose of this project was to write a grant for a youth development boxing program for adolescent males in Long Beach, California. An extensive literature review was conducted to investigate the best ways to incorporate combat sports into a youth development program with the goals of increasing self-esteem, enhancing social relationships with peers and adults, and supporting the development of healthy male identity. The program consists of two components: 1) boxing program and 2) group discussion. As many as 20 adolescent males would be served from three high schools in the city: Cabrillo High School, Jordan High School, and Polytechnic High School. </p><p> The program was developed to address the potential impact of growing up in economically disadvantaged and high-risk neighborhoods. Program goals will be achieved with a boxing program that includes post-training discussions. The integration of sports and group discussions will allow for an environment that can both support and empower adolescent males. Long Beach United Boxing Club, the program site, has a strong standing reputation of providing a safe and open environment in which youth can thrive. The Foundation for Global Sports Development was selected as the best potential funder because of its commitment to promoting the well-being of underserved youth. </p><p> If funded, this program would be a model upon which other programs could build. Combat sports involvement is an innovative and dynamic way to reach hard-to-engage youth and provide a supportive space in which they can thrive. The thesis project did not require the submission of the proposal.</p><p>

<p> Due to deeply held gender roles and cultural norms in organizations, women leaders struggle in their ability to lead authentically (Cook, 2012). Leading with authenticity encourages women to bring their whole self to work, providing them with the flexibility and freedom to exhibit their best qualities in the workplace. Authentic leadership serves to inspire women to believe in themselves and their abilities, enabling women to foster relationships and transparency that can transform work environments and corporate cultures to become more accepting of individual differences.</p><p> This study investigated the leadership experiences of professional women across multiple generations. Data collection consisted of semi-structured interviews with 15 women leaders. Leaders were asked 12 interview questions aligned to five research questions. The questions focused on the past and current leadership experiences. Key findings of the study revealed 64 themes. As a result of the study, authenticity was identified as a significant contributor toward the success of women in leadership roles. Being true to self and being genuine was the most important factor of authenticity in both a women&rsquo;s professional and personal life. The barriers and challenges that women face include bridging the gap between the male stereotype of leadership and the socially accepted female gender role. These challenges present obstacles for women leaders who attempt to embrace and emulate their true selves at work. Sometimes at the risk of losing their job. Women depend upon their faith, prayer, and practice of reflection and meditation to help them lead with authenticity. These strategies along with self-awareness help women to develop the courage needed to continue moving forward in their leadership practice.</p><p> Success for authentic women leaders is defined by their career and the ability to perform personally fulfilling work. Success is also defined by the leader&rsquo;s ability to develop and maintain strong relationships with family and friends while also helping others. Recommendations for aspiring women leaders include most significantly the ability to be a leader of self, possessing high self-awareness and building self-confidence. These recommendations are followed by a practice of facing fears and embracing authenticity early in life and career.</p><p>