Author: Marie France Labrecque Bien des projets de developpement international visent actuellement les femmes. Mais la multitude de ces petits projets soi-disant generateurs de revenues les aident-elles vraiment ? Pour evaluer la pertinence et limpact de ces politiques, Marie France Labrecque prend en exemple une region andine de la Colombie, La Cocha. A laide dune methodologie danthropologie socioculturelle, elle demontre que les changements sociaux les plus importants ne seffectuent pas seulement dans les rapports entre hommes et femmes mais aussi entre les generations. Lauteure procede a une analyse minutieuse de la division du travail dans les activites principales auxquelles se livrent les hommes, les femmes, les adultes et les enfants. Elle presente aussi les trajectoires individuelles de femmes appartenant a differentes generations et decrit leur niveau dinsertion dans le travail et dans le developpement. Enfin, elle se penche sur les organisations communautaires, leur implication dans la region pour tenter devaluer leur influence sur le changement des structures sociales, de la vie quotidienne tant pour les individus que pour la collectivite.

Author: Sandra Hanson Sandra Hanson demonstrates the progressive loss of women to scienceaand science to womenathrough discriminatory actions and policies of key institutions and unequal resources offered to young women and men. Her detailed analyses disclose the complex process by which gender, race and class determine who stays in scienceaand why. aMary Frank Fox, School of History, Technology, and Society, Georgia Institute of Technology In this pathbreaking book, Sandra Hanson asks what compels so many talented young women to leave the professions of science and mathematics? When do they leave and why? Why do equally qualified girls and boys have such different experiences with science education? What are the patterns for women who do stay in school and pursue a scientific career? What difference does family background make? Exactly how significant are differences of race and class? In this research project, Hanson examines several unusually large and subtle, nationally representative, longitudinal data sets. The data include information on a multitude of distinctions by race, class background, school experiences, school resources, to name a few. Hanson examines this information with a particular focus on the differences in achievement within and across the disciplines, varying access to physical resources, and differential activities in both math and science for young women in the education process. The challenge faced by the United States in the next two decades is developing a balanced, qualified, and well-trained workforce for jobs in science and other technical fields. For Hanson it includes equity for women and creating conditions such that young girls who start out doing well in science do not end up with little training and knowledge. The recovery of this lost talent is the central concern of this book. Lost Talent compels us to think about the experiences of women in science in an entirely new and comprehensive wayahow they differ from men in their activities, achievement, access, and attitudes about science. Particularly refreshing is Hanson's recognition that women scientists are not a monolithic group. I found her broadened focus on women of various race and ethnic groups more inclusive and informative that previous books on women in science. aShirley Vining Brown, Senior Research Scientist, Special Populations Group, Educational Testing Service Lost Talent is a pathbreaking work. It is concerned with the relatively low long term rate of female involvement and achievement in science. Much of the effort to understand the origins of these phenomena has focused on single factors, usually examined at a moment in time, and frequently based on unrepresentative samples and inconsistent measures. Sandra Hanson seeks to remedy many of these deficiencies in this book. Her dynamic, multidimensional approach deepens our insights into the complex patterns and produces new evidence about the trajectories of these women among the various states of science involvement within the education system and their major determinants. It will be required reading for all who seek to better our understanding of this important issue. aAlan Fechter,, President, Commission on Professionals in Science and Technology

Author: R. Bruce Stephenson John Nolen (18691937) was the first American to identify himself exclusively as a town and city planner. In 1903, at the age of thirty-four, he enrolled in the new Harvard University program in landscape architecture, studying under Frederick Law Olmsted Jr. and Arthur Shurcliff. Two years later, he opened his own office in Harvard Square. Over the course of his career, Nolen and his firm completed more than four hundred projects, including comprehensive plans for more than twenty-five cities, across the United States. Like other progressive reformers of his era, Nolen looked to Europe for models to structure the rapid urbanization defining modern life into more efficient and livable form. His books, including New Towns for Old: Achievements in Civic Improvement in Some American Small Towns and Neighborhoods, promoted the new practice of city planning and were widely influential. In this insightful biography, R. Bruce Stephenson analyzes the details of Nolens many experiments, illuminating the planning principles he used in laying out communities from Mariemont, Ohio, to Venice, Florida. Stephenson concludes by discussing the potential of Nolens work as a model of a sustainable vision relevant to American civic culture today.

Author: Anne Enke If feminist studies and transgender studies are so intimately connected, why are they not more deeply integrated? Offering multidisciplinary models for this assimilation, the vibrant essays in Transfeminist Perspectives in and beyond Transgender and Gender Studies suggest timely and necessary changes for institutions of higher learning.Responding to the more visible presence of transgender persons as well as gender theories, the contributing essayists focus on how gender is practiced in academia, health care, social services, and even national border patrols. Working from the premise that transgender is both material and cultural, the contributors address such aspects of the university as administration, sports, curriculum, pedagogy, and the appropriate location for transgender studies.Combining feminist theory, transgender studies, and activism centered on social diversity and justice, these essays examine how institutions as lived contexts shape everyday life.