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...adult females in a country is associated with an increase in GDP per capita of around $700.” Today, 18 years after Summers’ speech, the question is no longer whether girls’ education in the developing world is an economically valuable cause, but rather how to best affect change within this sector...

Author: By Elizabeth C. Cowan | Title: The Importance of Educating Girls | 5/26/2010 | See Source »

Schools built by small, grass-roots NGOs operate on the inverse theory of change, striving to revolutionize the local status quo rather than affect national or global change. Usually rural instead of urban and almost always consistent with government standards, schools built by organizations like Achieve-in-Africa, BuildAfrica, Ripple Africa, and Schools-for-Africa are intensely local, both in terms of curriculum and culture. Such schools do not guarantee a college education; they simply equip girls to maximize their impact in their hometowns by holding jobs outside the home and ensuring the education of the next generation of girls...

Author: By Elizabeth C. Cowan | Title: The Importance of Educating Girls | 5/26/2010 | See Source »

...counterintuitive as it may seem, these two methods of educating girls in the developing world are complementary rather than contrary. Both the risky and the safe, the top-down and the bottom-up, the leadership academy and the village school are necessary to affect meaningful change in the developing world, be it economic or otherwise...

Author: By Elizabeth C. Cowan | Title: The Importance of Educating Girls | 5/26/2010 | See Source »

Kanev added that Wei has become an unofficial advisor for him. He said that in this capacity, Wei does not cultivate the “classical advisor-advisee relationship,” but rather tends to form closer, friendlier bonds with students...

Author: By Evan T. R. Rosenman, CRIMSON STAFF WRITER | Title: SEAS Professor Receives Tenure | 5/26/2010 | See Source »

Interdisciplinarity does not replace deep and detailed engagement with individual fields; rather, it provides freshmen with an engaging context that motivates the in-depth pursuit of a particular science. Thus, not only does science belong as an integral part of a liberal-arts curriculum, but the fundamental principles of the liberal-arts approach are fully convergent with the interdisciplinary teaching of science. It is time we stopped viewing science as simply one of several specialized plug-ins that go into a liberal-arts curriculum and focused instead on the benefits of integrative thinking both within the natural sciences and between...

Author: By Robert A. Lue | Title: Science and the Liberal Arts | 5/26/2010 | See Source »

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