Analysis Of Urban Planning Instruments in Comala,Colima,Mexico(1997-2009)from a Gender Perspective-A Secondary Publication

This work is carried out based on the analysis of urban planning instruments,taking the gender perspective as a foundation.It arises from the inclusion of women in the participation of urban development,through an analysis of the gender gaps that have marked the history of women,the inequalities serve as a basis for carrying out this study.It highlights the challenges we face today as a society in the process of building citizen participation,where we must all be recognized and have equal opportunities within the territory in which we live.This article analyzes the extent to which the Municipal Urban Development Programs of the Mexican municipality of Comala,Colima,Mexico,consider the recommendations on gender and urbanism,established since the 1990s by international entities and applied transversally to urban planning policies.Considerable differences are found between women and men in terms of empowerment and participation in urban territorial planning instruments,mainly in the oldest instrument(1997).Significant progress is observed in the most recent document and is currently in force in the municipality of Comala(2009).

Gender Mainstreaming and Human Rights

Gender mainstreaming is a strategy for achieving gender equality that emerged in the United Nations in the 1970s and consists of integrating gender equality issues into all public policies. In the 1990s, the same strategy began to be applied to human rights to draw attention to the fact that the enjoyment of human rights is different for men and women, and that some human rights violations specifically affect women. This is a reflection and a result of the patriarchal organization of society and men＇s position of dominance over women. The European and Inter-American Courts of Human Rights have begun to incorporate gender mainstreaming or a gender perspective in some judgments, especially in cases of violence against women.

Ronald Egan's Research on the History of the Northern Song Ci Poetry from a GenderPerspective

Ronald C.Egan,a renowned American sinologist,is best known for his accurate English translations,exquisite readings,and innovative perspectives on the aesthetic ideas and pursuits of ci poets such as Ouyang Xiu,Su Shi,and Li Qingzhao,as well as the scholarofficial group of the Northern Song dynasty.However,through his longitudinal study of specific ci poets,he also shows a unique understanding of the development and evolution of ci lyric poetry in the Northern Song.An integrated analysis of Egan's scattered articles on Northern Song ci poetry indicates that gender is key to his understanding of the evolution of ci in the Northern Song.On this basis,Egan has conducted in-depth research on three aspects:the gender perspective of the lyrical protagonists described by ci poets;changes in the form,content,and patterns of writing ci poetry;and new phenomena in ci criticism.His research further enriches the details of the evolution of Northern Song ci poetry and expands its historical research horizon.

Pakistani Teachers’ Perceptions of Kindergarten Children’s Learning: An Exploration of Understanding and Practice

This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context.In Pakistan,there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity.Over the course of one academic year,data were collected from kindergarten teachers in a Pakistani urban school through interviews and classroom observations as part of a larger study.Findings presented in this paper are based on the interview data of two teachers in the sample,a novice and an experienced teacher.Data analysis examined their perceptions of kindergarten children’s learning and of their practice to support kindergarten children’s learning,taking into consideration the gender perspective.The results showed tensions in the teachers’perceptions which contrasted between a constructivist approach and a teacher-directed skills approach.Perceptions of their practice reflected a formal,teacher-directed approach rather than a constructivist approach and a teacher-directed skills approach to teaching.Several factors,including deep-rooted perceptions as well as curriculum structure,time,number of staff and resources,contributed to this.