Bibliografías temáticas / Girls

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  2. Tesis
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Literatura académica sobre el tema "Girls"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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Artículos de revistas sobre el tema "Girls"

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Lao, Mary Grace, Amina Ally, and Natalie Coulter. "Sparkles, Unicorns, Fair-skinned, Tanned." Girlhood Studies 17, no. 2 (2024): 68–85. http://dx.doi.org/10.3167/ghs.2024.170206.

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Abstract In this article, we explore how girls identify and resist the girly-girl, an imaginary white, middle- or upper-class, cis-gendered, able-bodied, and heterosexual abstraction ubiquitous in media representations. She reflects a globalized youth culture that encourages girls to become visibly successful. We ran a series of workshops that allowed girls to engage with girl-centered media and products geared towards them but necessarily created by them. The girls in this study expressed a dislike of the girly-girl and the girl-type leisure activities associated with her. Yet, at times they
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Oliver, Kimberly L., Manal Hamzeh, and Nate McCaughtry. "Girly Girls Can Play Games / Las Niñas Pueden Jugar Tambien: Co-Creating a Curriculum of Possibilities with Fifth-Grade Girls." Journal of Teaching in Physical Education 28, no. 1 (2009): 90–110. http://dx.doi.org/10.1123/jtpe.28.1.90.

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Drawing on feminist, poststructural, and critical theories, the purpose of this research was to understand 5th-grade girls’ self-identified barriers to physical activity and work with them to find ways of negotiating those barriers in order to increase their physical activity opportunities. We worked with 11 girls in two elementary schools in southwestern United States. Data were collected over the 2005–2006 school year. Data sources included (a) 23 transcribed audio recordings, (b) field notes, (c) planning notes, (d) task sheets, (e) artifacts created by the girls and the principal investiga
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Boschma, Marieke, and Serena Daalmans. "What a Girl Wants, What a Girl Needs: Analyzing Postfeminist Themes in Girls’ Magazines." Media and Communication 9, no. 2 (2021): 27–38. http://dx.doi.org/10.17645/mac.v9i2.3757.

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Girls’ magazines play an important role in the maintenance of gender perceptions and the creation of gender by young girls. Due to a recent resurgence within public discussion and mediated content of feminist, postfeminist, and antifeminist repertoires, centered on what femininity entails, young girls are growing up in an environment in which conflicting messages are communicated about their gender. To assess, which shared norms and values related to gender are articulated in girl culture and to what extent these post/anti/feminist repertoires are prevalent in the conceptualization of girlhood
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BATTISTELLA, E. "GIRLY MEN AND GIRLY GIRLS." American Speech 81, no. 1 (2006): 100–110. http://dx.doi.org/10.1215/00031283-2006-006.

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Kamau, Mary Wambui, and Simon Nyakwara. "The Influence of Family Leadership on Girl- Child School Dropout." East African Journal of Interdisciplinary Studies 4, no. 1 (2021): 15–20. http://dx.doi.org/10.37284/eajis.4.1.454.

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Family leadership is one of the vital aspects that influences and determines both the wellbeing and successful education of a girl-child. Unfortunately, the role of family leadership in ensuring girls' education is oversimplified into getting girls enrolled in school rather than warranting their perseverance in learning and successful completion. As a result, many communities in Tanzania, especially those in rural and marginalized areas are experiencing persistent girl–child school dropouts. It is against this standpoint that we sought to find out how family leadership may influence secondary
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Shoo, Angelina, and Chrispina Lekule. "The Influence of Family Leadership on Girl- Child School Dropout." East African Journal of Education Studies 4, no. 1 (2021): 61–73. http://dx.doi.org/10.37284/eajes.4.1.455.

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Family leadership is one of the vital aspects that influences and determines both the wellbeing and successful education of a girl-child. Unfortunately, the role of family leadership in ensuring girls' education is oversimplified into getting girls enrolled in school rather than warranting their perseverance in learning and successful completion. As a result, many communities in Tanzania, especially those in rural and marginalized areas are experiencing persistent girl–child school dropouts. It is against this standpoint that we sought to find out how family leadership may influence secondary
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Chakor, Ganesh, Rupali Deshpande, and Dharmraj Morane. "Overview of Menarche, Menstruation and Menstrual Hygiene." Innovational Journal of Nursing and Healthcare 08, no. 03 (2022): 18–21. http://dx.doi.org/10.31690/ijnh.2022.v08i03.001.

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Each child undergoes many changes when the growth and development take place over a period of time. These development changes are common among both girls and boys; one of such physiological changes among girl is attaining menarche. It makes beginning of a multiple of physical, physiological, and psychological changes in the lives of the adolescent girls. In general, menarche indicates the girl’s maturity and the readiness for marriage and sexual activity. Puberty is a period of rapid physical and personality growth. A girl has entered puberty when she begins to menstruate (Menarche). Puberty f
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Busche, Mart. "A girl is no girl is a girl_: Girls-work after queer theory1." Pedagogy, Culture & Society 21, no. 1 (2013): 43–56. http://dx.doi.org/10.1080/14681366.2012.748677.

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Seff, Ilana, Anaise Williams, Farah Hussain, et al. "Forced Sex and Early Marriage: Understanding the Linkages and Norms in a Humanitarian Setting." Violence Against Women 26, no. 8 (2019): 787–802. http://dx.doi.org/10.1177/1077801219845523.

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This mixed-methods study uses baseline data from a program evaluation in the Democratic Republic of Congo to examine two outcomes of interest: self-reported exposure to forced sex and belief that a girl’s community would force her to marry her hypothetical rapist, for married and unmarried 13- to 14-year-old girls ( n = 377). Married girls are more likely to report both outcomes. Qualitative in-depth interviews with girl participants ( n = 30) and their caregivers ( n = 31) were analyzed for themes related to forced sex and marriage, revealing the normalcy of girls marrying perpetrators and su
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Ampofo, Justice Agyei, and Michael Tetteh Pac. "THE IMPACT OF GHANA SCHOOL FEEDING PROGRAMME ON GIRLS’ ENROLMENT AND ATTENDANCE IN ST. CECILIA PRIMARY ‘A’ SCHOOL, SOMBO IN WA MUNICIPALITY." International Journal of Applied Research in Social Sciences 2, no. 4 (2020): 79–96. http://dx.doi.org/10.51594/ijarss.v2i4.166.

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This study seeks to assess the impact of Ghana’sSchool Feeding Programme on girls’ enrolment and attendance in St. Cecilia Primary ‘A’, Sombo in the Wa Municipality. Using a mixed design strategy, primary data were obtained from the Chairperson of Ghana School Feeding Programme Implementation Committee, Head Teacher and Teachers in St. Cecilia Primary ‘A’, Sombo, Girl Students and Parents of school girls in St. Cecilia Primary ‘A’, Sombo in the Wa Municipality. The result indicated that the programme has influence girls’ enrolment and attendance in St. Cecilia Primary ‘A’, Sombo. The Ghana Sch
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Tesis sobre el tema "Girls"

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Lundgren, Hannah. "Girls' Future is Girls' Future? : Tracing the Girl Effect in Plan International Sweden." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-338774.

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This thesis sets out to answer if, and in that case how, the current development discourse, centring on instrumentalist arguments for gender equality and the “marketization” of aid, is reflected in Plan International Sweden’s campaign on the International Day of the Girl Child. The study draws upon critical feminist theories which stress that the instrumentalist approach, which scholars mean has become more common due to the marketization of aid, essentializes women and men in line with traditional ideas of femininity and masculinity. Through the use of discourse analysis, the study shows that
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Lubbe, Stephina Johanna. "'n Kwalitatiewe studie na die rol van massa-toename in die vroee̋-adolessente dogter se belewenis van die self." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11122009-170445.

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Harrison, Jeff. "When Girls Can Be Girls." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/622104.

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Riley, Rosemary McKeon. "The Tween Queens: Little girls and big girl relationships." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425765.

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McCord, Mary Larken. ""So Very," "So Fetch": Constructing Girls on Film in the Era of Girl Power and Girls in Crisis." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-11182008-162945/.

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Thesis (M.A.)--Georgia State University, 2008.<br>Title from file title page. Amira Jarmakani, committee chair; Mary Hocks, Marian Meyers, committee members. Description based on contents viewed Oct. 14, 2009. Includes bibliographical references (p. 97-103).
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Kubik, Elizabeth Knapp. "Social Information-Processing in Adolescent Girls: A Comparison of Sex Offending Girls, Delinquent Girls, and Girls From the Community." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/KubikEK2002.pdf.

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Ostermann, Ana Cristina. "Good girls go to heaven; bad girls... learn to be good : critical discourse analysis of quizzes in teenage girl's magazines." reponame:Repositório Institucional da UFSC, 1995. http://repositorio.ufsc.br/xmlui/handle/123456789/76202.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão<br>Made available in DSpace on 2012-10-16T08:13:31Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T19:31:26Z : No. of bitstreams: 1 102951.pdf: 4112281 bytes, checksum: 8fde7824254822a686acd923fe884dc7 (MD5)<br>Nesta dissertação investigo 15 quizzes ou testes de comportamento em revistas para adolescentes: Teen, Seventeen, Sassy, e Capricho, usando a metodologia de Análise Crítica do Discurso. O objetivo é demonstrar que o quiz não é um texto tão inocente como parece ser. Além de encora
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Akun, Selen. "Teenage Girls." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606860/index.pdf.

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In this thesis, ipek Ongun&rsquo<br>s three books on good manners and etiquette, which especially aim at teenage girls, are analyzed in detail. Born in 1943, Ongun is a popular Turkish writer in teenage literature who has sold over a million books since 1980s. It is necessary to investigate especially the cultural, social and aesthetic messages given in her books. The writer&rsquo<br>s non-fiction trilogy has been extremely influential on teenage girls in Turkey in the 1990s, and they still are. These are Bir Piriltidir YaSamak (Living Is a Glitter, 1991), Bu Hayat Sizin (This Life Is Yours,
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Blakeslee, Vanessa. "BISTRO GIRLS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2094.

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"Bistro Girls" is an interconnected collection of short stories focusing on characters whose lives intertwine in the affluent Floridian town of Bellamy Park. In "Bistro Girls of Bellamy Park," a senior at a privileged college struggles to confront an old friend who has slipped into addiction. In "Bobby Blues," two women's stifling situations with live-in boyfriends give way to a small hope as Valerie casts aside her illusions and leaves to find a new apartment, temporarily freeing herself from the pattern of relying on a man. In these stories people wrestle with flawed concepts of personal ide
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Lowy, Maya. "Lost Girls." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2169.

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Libros sobre el tema "Girls"

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ill, Straus Laura, ed. Girls, girls, girls. Andrews McMeel Publishing, 2001.

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Scholl, Charley. Girls! Girls! Girls! C. Scholl Productions, 1996.

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Black, Jonah. Girls, girls, girls. Avon Books, 2001.

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Sinclair, Jay. No girly-girls allowed! Disney Press, 2000.

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Sinclair, Jay. No girly-girls allowed! Disney Press, 2000.

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Sinclair, Jay. No girly-girls allowed! Disney Press, 2000.

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Peirone, Julia. Julia Peirone: Girls, girls, girls. Edited by Sjöström Johan, Påhlsson Camilla, Hellman Cyril 1971-, Östlind Niclas, Göteborgs konstmuseum, and Kalmar konstmuseum. Göteborgs Konstmuseum, 2018.

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Maryann, Cocca-Leffler. Girls Will Be Girls. Grosset & Dunlap, 2003.

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Sarah, Cooper, ed. Girls! Girls! Girls!: Essays on women and music. Cassell, 1995.

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Sarah, Cooper, ed. Girls! Girls! Girls!: Essays on women and music. New York University Press, 1996.

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Capítulos de libros sobre el tema "Girls"

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Bhana, Deevia. "“Girly Girls” and “Raw Girls”." In Routledge International Handbook of Feminisms and Gender Studies. Routledge, 2024. http://dx.doi.org/10.4324/9781003253068-23.

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Householder, April Kalogeropoulos. "Girls, Grrrls, Girls." In Feminist Theory and Pop Culture. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-061-1_2.

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Brinkman, Britney G., Kandie Brinkman, and Deanna Hamilton. "Good Girls, Smart Girls, and Super Girls." In Girls' Identities and Experiences of Oppression in Schools. Routledge, 2022. http://dx.doi.org/10.4324/9781003111535-3.

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Monaghan, Whitney. "“Are Queer Girls, Girls?”." In Queer Girls, Temporality and Screen Media. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55598-4_2.

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Anan, Nobuko. "Girls’ Time, Girls’ Space." In Contemporary Japanese Women’s Theatre and Visual Arts. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137372987_2.

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Duffus, Rebecca. "Girls." In Autism, Identity and Me: A Professional and Parent Guide to Support a Positive Understanding of Autistic Identity. Routledge, 2022. http://dx.doi.org/10.4324/9781003350743-6.

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Houssier, Florian. "Girls." In Freud's Adolescence. Routledge, 2022. http://dx.doi.org/10.4324/9781003340898-4.

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Wilson, Cheryl A. "“A Girl Writing of Girls”." In Jane Austen and the Victorian Heroine. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62965-0_5.

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Thelandersson, Fredrika. "Social Media Sadness: Sad Girl Culture and Radical Ways of Feeling Bad." In 21st Century Media and Female Mental Health. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16756-0_5.

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AbstractThis chapter turns to social media platforms and looks at the figure of the sad girl as she emerged online as an indirect response to a popular culture overtly focused on happiness. It discusses how she appeared on primarily Tumblr and Instagram, exploring the general sad girl discourses on these platforms as well as some examples that received extra attention. These include the artist Audrey Wollen and her sad girl theory, the girl group Sad Girls Y Qué, the Instagram club Sad Girls Club, the social media brand My Therapist Says, and prominent Instagram accounts. Here I look at the cr
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Gordon, Terri J. "Girls, Girls, Girls." In Rhine Crossingss. SUNY Press, 2006. http://dx.doi.org/10.1515/9780791483336-005.

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Actas de conferencias sobre el tema "Girls"

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Elmore, Andrew Curtis, Cecilia Elmore, Erica Collins, John Conroy, Cristiane Q. Surbeck, and Jeff Cawlfield. "Girls Go Green, Girls Go Global!" In World Environmental And Water Resources Congress 2012. American Society of Civil Engineers, 2012. http://dx.doi.org/10.1061/9780784412312.065.

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Xavier de Melo do Nascimento, Bárbara, Eliza Sakazaki, Luana Matos, et al. "Fast Girls Project: Encouraging girls in STEM." In 24th ABCM International Congress of Mechanical Engineering. ABCM, 2017. http://dx.doi.org/10.26678/abcm.cobem2017.cob17-2445.

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Hassan, Hassan. "Girls’ Abuse in Tanzania Rural Secondary Schools." In Proceedings of the 1st International Conference of Education. Dar es Salaam University Press, 2023. http://dx.doi.org/10.37759/ice01.2023.04.

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Considerable research has been conducted on the abuse of girls and women; however, there is little qualitative and smaller scale studies that are specific to Tanzania to provide particularised nuanced accounts of localised situations. Within a theoretical framework of African feminisms, this study explores the abuse of girls in one secondary school in a rural community of Tanzania. The data is from interviews and document review. The findings indicate that the girls experience sexual, physical, verbal or psychological abuse at school at the hands of their male teachers, which impact largely ne
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Mutisya, Sammy. "Increasing Maasai Girls’ Primary School Completion Rate and Transition Rate to Secondary School through a Community Based Learning Support System." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8836.

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This is project is designed using Commonwealth of Learning small grant. The project is to be implemented among indigenous Maasai ethnic groups of Kenya. Girl’s participation in education is a major concern among the Maasai Community of Kenya. Kenya government has given adequate attention on school enrollment and 100% transition to secondary school. However, out of all the girls that enroll in primary schools annually only 15% proceeds to secondary school. The goal of the project is to develop an out-of-school community based learning support system that ensures out-of-school primary school gir
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Zulu, Charles William. "Educating Girls: A Critical Analysis of the Impact of Keeping Girls in School Initiative, Petauke, Zambia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5815.

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In 1997, the Minister of Education in Zambia then, Dr. S. Siyamujaye announced that schoolgirls who become pregnant would no longer be expelled. The girls who had been expelled in that year were allowed to return to school. The directive showed serious commitment towards the education of girls. Hence, the Re-Entry Policy mandates schools to allow girls who fall pregnant or left school due to early marriages back into school system (MOE,1997). // Further, in the pursuit to educate girls, the Government of the Republic of Zambia is working with cooperating partners to eradicate the vices and bor
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Akhter, Zobaida. "When Schools Shut: Child Marriage Start: Impact of Covid-19 on Education of Girl Child in Bangladesh." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3114.

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More than 15.5 percent of Bangladeshi girls had been forced into wedlock below the age of 15 whereas the marriage age in Bangladesh during a pandemic. With the recent reopening of Bangladeshi schools, authorities have been alarmed by the number of girls not attending classes. In Khulna district, North of Bangladesh recorded more than 3,000 child marriages in this district. The paper will assess and estimate the impact of the Covid-19 pandemic on the education of young girls. Some case studies will be conducted in the child marriage-prone district of Khulna. Technology is not the only solution
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Natarajan, Sowmya. "Girls teaching Girls: Mentoring Middle School students in Mathematics." In 2022 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2022. http://dx.doi.org/10.1109/isec54952.2022.10025217.

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Gwosdz, Ashely, Barba Patton, and Allie Adams. "Girls in STEM: Encouraging and Empowering Girls in STEM." In London International Conference on Education. Infonomics Society, 2023. http://dx.doi.org/10.20533/lice.2023.0019.

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Wilson, Ajya. "Black Girl–Led Research: Centering Black Girls in Transforming Schools." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2009143.

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Graham, Sandy, and Celine Latulipe. "CS girls rock." In the 34th SIGCSE technical symposium. ACM Press, 2003. http://dx.doi.org/10.1145/611892.611998.

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Informes sobre el tema "Girls"

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Lewin, Tessa, Mariah Cannon, Vicky Johnson, Raisa Philip, and Priya Raghavan. Participation For, With, and By Girls: Evidencing Impact. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/rejuvenate.2023.001.

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This paper presents the findings of a review of publicly available, published evidence on the efficacy of development projects that self-identify as ‘girl-led’, both within academic literature and from established organisations working with girls. What is meant by ‘girl-led’, of course, varies hugely. Terms such as girl-led, girl-centred, and girl-focused are often defined fluidly and used interchangeably by various implementation agencies. Because our review contained a wide and diverse range of programme interventions, we divided this range into three categories during our analysis – for, wi
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Higgins, Mary. Dirty Girls. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5556.

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Lloyd, Cynthia, and Juliet Young. New Lessons: The Power of Educating Adolescent Girls—A Girls Count Report on Adolescent Girls. Population Council, 2009. http://dx.doi.org/10.31899/pgy17.1011.

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Austrian, Karen, and Emily Cho. Girls Deliver: Building an Integrated Ecosystem for Adolescent Girls. Population Council, 2023. http://dx.doi.org/10.31899/pc2023.1003.

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Phillips, Lynn M. Phillips. Speak for Yourself: What Girls Say about What Girls Need. Public/Private Ventures, 2002. http://dx.doi.org/10.15868/socialsector.2.

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EdTech Hub, EdTech Hub. Girls’ Education and Technology: Evidence from the Girls' Education Challenge. EdTech Hub, 2021. http://dx.doi.org/10.53832/edtechhub.0060.

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Pritchett, Lant, and Marla Spivack. Understanding Learning Trajectories Is Key to Helping Adolescent Girls. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/032.

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There is a growing consensus among national governments and development partners about the importance of girls’ education. This is reflected in the UK government’s commitment to quality education for every girl for 12 years, and in targets for increasing girls’ schooling and learning adopted by the Group of 7 (G-7) countries at their meeting in mid-2021 (G7, 2021). The emergence of this consensus comes at a critical time. Education systems in low- and middle-income countries are facing a learning crisis, with many systems failing to equip children with the foundational skills they need to reac
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Obare Onyango, Francis, and Chi-Chi Undie. Girls and Boys Clubs Self-Administered Tool. Population Council, 2024. https://doi.org/10.31899/sbsr2024.1051.

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This questionnaire was designed by the FGM Data Hub to be administered to girls and boys participating in the clubs implemented under FCDO-funded The Girl Generation – Support to the Africa-led Movement (TGG-ALM) to End FGM. The purpose was to generate data for tracking changes in knowledge, attitudes, beliefs, practices, and agency in relation to FGM and gender norms among girls and boys participating in the clubs, as well as the extent of their involvement in the programme.
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Austrian, Karen. Girls' leadership and mentoring. Population Council, 2012. http://dx.doi.org/10.31899/pgy9.1035.

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Temin, Miriam, Mark Montgomery, Sarah Engebretsen, and Kathryn Barker. Girls on the Move: Adolescent Girls & Migration in the Developing World. Population Council, 2013. http://dx.doi.org/10.31899/pgy11.1007.

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