The focus of this research was to investigate the effects of gender and level of prior access to athletic programs sponsored by school, community, church, student or civic groups, and informal programs on level of first-time-in-college (FTIC) freshmen’s interest in participating in intercollegiate athletics. To this end, 1,196 respondents (682 females and 514 males) who were admitted to the University of Central Florida and attended freshman orientation sessions in May and June of 2007 at the UCF-Orlando campus completed the face-to-face survey. Participants ranged in age from 18 years of age to 25 years of age, representing varied racial/ethnic backgrounds, with a majority being registered as full-time students at time of the survey. The FTIC freshmen anonymously and voluntarily completed a modified version of The Student Interests in Athletics, Sports, and Fitness Survey (National Collegiate Athletic Association, 1995). Quantitative data gathered through analysis of closedresponse questions provided information on their demographics, general interest in athletics, prior access to school and non-school sponsored sports, and interest in participating in college athletics. Survey responses suggested that a gender difference exists in FTIC freshmen when taking into account prior access to school and non-school sponsored athletics in predicting level of interest in participating in intercollegiate sports. FTIC freshmen males reported having more access to athletics than did FTIC freshmen females prior to attending freshmen orientation sessions in May and June of 2007. In addition, more FTIC freshmen males than females reported being interested in participating in iv intercollegiate athletics. Lower interest and participation rates by females in intercollegiate sports may, therefore, be an artifact of less access to opportunities to participate in sports during high school. Although almost four decades have passed with the expectation of gender equity within school settings in effect, most educational institutions are not in compliance with Title IX legislation. Females have not been afforded the same opportunities to participate in sports as males, and this appears to have influenced their interest in participating in sports. The findings of this study demonstrate the need for increased enforcement of Title IX legislation at all levels of education for true gender equity and athletic interest to be realized.

Bakgrund: Distriktssköterskans yrkesroll har en lång historia och kompetensbeskrivningen är omfattande och ställer stora krav, samtidigt som den innefattar mycket av det som finns i kompetensbeskrivningen för sjuksköterskor. Hur arbetsuppgifterna skiljs åt mellan rollerna kan vara svårt att definiera och det varierar också beroende på arbetsplats. Att läsa en specialistutbildning och byta titel kan vara en mångfacetterad omställning för många sjuksköterskor. Syfte: Syftet med studien var att beskriva distriktssköterskans upplevelse av sin nya yrkesroll vid återgång till samma arbetsplats efter fullföljd distriktssköterskeutbildning. Metod: Studien genomfördes med en kvalitativ metod med en induktiv ansats. Semistrukturerade intervjuer genomfördes med elva distriktssköterskor som var anställda på vårdcentraler i sydöstra Sverige. Materialet analyserades med en kvalitativ innehållsanalys. Resultat: Analysen resulterade i tre kategorier med sju underkategorier. Kategorierna var: En ny titel, där den nya titeln medförde olika känslor samt beskrev upplevelsen av hur distriktssköterskorna värdesattes. Professionell utveckling, en tydlig känsla av självständighet och ett nytt förhållningssätt gentemot patienterna. En motsägelsefull specialistkompetens, det framkom motstridiga beskrivningar av hur distriktssköterskorna hade samma arbetsuppgifter som sjuksköterskorna, men ändå hade specifika ansvarsområden. Slutsats: Att återgå till samma arbetsplats efter slutförd distriktssköterskeutbildning kan upplevas på många olika vis. Hur arbetsplatsen är strukturerad och hur fördelningen kring arbetsuppgifter fungerar påverkar hur stor förändring distriktssköterskan upplever när hen kommer tillbaka. Kollegors reaktioner och förväntningar på den nya titeln gör dem både stolta och lite besvärade. Att ha fått utbildningen betald gör att upplevelsen är mer positiv och bidrar till att känna sig värdesatt. / Background: The professional role of the district nurse has a long history, and the competence description is extensive and sets great demands, at the same time it includes much of what is in the competence description for nurses. How the tasks are separated between the roles can be difficult to define and varies depending on the workplace. Studying and becoming a specialist nurse and changing titles can be a multifaceted adjustment for many nurses. Aim: The study examined the district nurse´s experience of her new professional role when returning to the same workplace after completing district nursing training.  Method: The study was conducted using a qualitative method with an inductive approach. Semi-structured interviews were conducted with eleven district nurses who were employed at health centers in south-eastern Sweden. The material was analyzed using a qualitative content analysis.  Results: The analysis resulted in three categories with seven subcategories. The categories were: A new title, where the new title entailed conflicting feelings and the experience of how the district nurses were valued. Professional development, a clear sense of independence, and a new approach towards patients emerged. A contradictory specialist competence, there were conflicting descriptions of how the district nurses had the same tasks as the nurses but still had specific areas of responsibility.  Conclusion: Returning to the same workplace after completing district nurse training can be experienced in many ways. How the workplace is structured, and the distribution of tasks affects how much change the district nurse experiences when she returns. Colleagues´ reactions and expectations of the new title make them both proud and troubled. Having the education paid for makes the experience more positive and contributes to feeling valued.

This study examines the effort to achieve equal federal education funding for California's children living in poverty. In 1998 California's children living in poverty received an average Title I per pupil expenditure of $603. The national average was $717. Some states received as much as $1,200 per child. Put another way, California had 14.8 percent of America's poor children and received only 11.3 percent of Title I funding. This study addresses a fundamental question. What are the causes of this inequity? It is reasoned that the examination of inequity will provide strategic direction in the achievement of a more equitable policy benefit for all children. This case study of the 2001–2002 effort to reauthorize Title I of the Elementary and Secondary Education Act, employs a qualitative and comparative theoretical approach. It begins with a historical examination of the origins, development and processes of the United States Congress. The examination continues with a thorough review of the legislative history of the Elementary and Secondary Education Act. These examinations reveal the utility of three theoretical perspectives: elitism, class conflict and pluralist bargaining theories. These theoretical approaches are used in a case study that utilizes a thorough review of the relevant documents, observation of the process and interviews of primary participants to reveal key components in achieving a more equitable educational benefit for California's students living in poverty.

<p dir="ltr">Title IX is a law for federally funded educational institutions created to prevent discrimination based on sex. While Title IX has been helpful in some respects, there are still astronomically high rates of sexual violence on college campuses - despite ongoing and/or required sexual violence education programs for first year students. Unfortunately, the current state of educational programming around Title IX or sexual violence issues on US college and university campuses is focused almost solely on prevention – with very little if any education about what the Title IX process is for reporting acts of violence. The educational program developed here aims to close the gap of knowledge and give college students a reasonable expectation of the standard procedures and processes; and provide resources through an in-person presentation.</p>

Title IX began the change of integrating women's sports into universities, but it was up to each university's athletic administration, external media sources, and public relations practitioners to determine how female athletes and sports were supported and publicized. In 1976, Brigham Young University in Provo, Utah hired Ellen Larsen as its first female sports information director responsible for women's sports. Through her 19 years as a sports information director at BYU, Larsen was an advocate for her athletes and helped pave the way for future female athletic administration roles. While there is plenty of literature on male sports information directors, literature on female sports information directors is thin. Even less has been published on pioneer women in this role. This paper will tell the story of Ellen Larsen, BYU's first female sports information director, and describe her pioneering impact in the publicizing of women's athletics at BYU from 1976 to 1995.

The main objective in this research was to examine the extent to which gender and gender biases influence monetary benefits received, including jury award amounts, in workplace sexual harassment claims. Two methods were utilized to explore the discrepancies in monetary benefits received based on gender differences. The first method used was a survey to test various gender attitudes, attitudes on sexual harassment, and how influential a victim's gender was on determinations of damage award amounts in sexual harassment cases. 6 two-way factorial univariate between-subject analyses of variance (ANOVAs) were used to analyze the survey data. The second method in this project consisted of an examination of claims filed by victims of sexual harassment. Equal Employment Opportunity Commission statistics were broken down by gender with respect to resolution type. This provided a means to assess the actual monetary benefits received by both men and women across all possible forms of claim resolutions. In conjunction, these two methods provide a more balanced approach to the assessment of gender discrepancies in sexual harassment claims. Using a combination of actual claims of sexual harassment and survey data, rather than just one or the other, allows for direct comparison between perception and reality. The comparison of perception and reality allows for a more complete assessment of the state of sexual harassment claims as they relate to victim's gender. With a more complete assessment of sexual harassment claims and perceptions of sexual harassment it may be possible to bring to light potential injustices caused by gender or gender stereotyping, and correct any imbalances that may be present.

On college campuses, Title IX is used to prevent sexual assault. As sexual assault is experienced predominately by women, this research seeks to examine a relationship between gender and opinions on the Title IX changes of 2017, which rescinded protections for victims of sexual assault. To answer this, a thematic content analysis was conducted on online news article comment forums. The results indicated that men were more likely to support changes to Title IX guidelines, and women were more likely to oppose these changes. Drawing on these differences, administrators on college campuses can be prepared for new programming and new policies can be informed from the public opinion.

No description available.

No description available.

No description available.