Explores the social and political developments that have energized movements of global feminism Increasingly feminists around the world have successfully campaigned for recognition of women's full personhood and empowerment. Global Feminism explores the social and political developments that have energized this movement. Drawn from an international group of scholars and activists, the authors of these original essays assess both the opportunities that transnationalism has created and the tensions it has inadvertently fostered. By focusing on both the local and global struggles of today's feminist activists this important volume reveals much about women's changing rights, treatment and impact in the global world. Contributors: Melinda Adams, Aida Bagic, Yakin Ertürk, Myra Marx Ferree, Amy G. Mazur, Dorothy E. McBride, Hilkka Pietilä, Tetyana Pudrovska, Margaret Snyder, Sarah Swider, Aili Mari Tripp, Nira Yuval-Davis.

The national directory addresses the dimensions and perspectives in the formation of deacons and the model standards for the formation, ministry, and life of deacons in the United States. It is intended as a guideline for formation, ministry, and life of permanent deacons and a directive to be utilized when preparing or updating a diaconate program in formulating policies for the ministry and life of deacons. This volume also includes Basic Standards for Readiness for the formation of permanent deacons in the United States, from the bishops' Committee on the Diaconate, and the committee document Visit of Consultation Teams to Diocesan Permanent Diaconate Formation Programs.

"Valuable report based on the Ecuador Living Standard Measurement Survey (1994). Uses total consumption expenditures. Provides a baseline reference for future work. Contrast with INEC's basic needs survey (item #bi 97002637#)"--Handbook of Latin AmericanStudies, v. 57.

Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach