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Girls have achieved remarkable increases in primary schooling over the past decade, yet millions are still not in school. In their previous book, Inexcusable Absence, Maureen A. Lewis and Marlaine E. Lockheed reported the startling new finding that nearly threequarters of the girls who are not in school belong to ethnic, religious, linguistic, racial, or other minorities. In this companion volume, they further analyze the determinants of school enrollment, completion, and learning in seven countries: the highly heterogeneous populations of Laos, China, Pakistan, India, and Guatemala and the homogeneous populations of Bangladesh and Tunisia. The authors find that in ethnically and linguistically diverse populations, minority groups --minority girls in particular -- lag significantly behind the majority population in school attendance, while highly homogeneous populations like Bangladesh and Tunisia have successfully integrated girls into school on a par with boys. By increasing understanding about the major impediments to universal primary education, Exclusion, Gender and Education provides valuable new knowledge to those who are working to bring gender equity to the education systems of poor countries.

In harnessing the private sector to provide more family planning services to both middle and low income people, governments can use incentives to stimulate private sector investment and can ensure quality control through regulation.

Team X is an outstanding addition to the Oxford Literacy series and has been developed for the whole school - for the early years through to Year 6. Team X has been extensively researched and trialled in schools to make absolutely sure that it's what kids want! Team X builds fluency, vocabulary, and comprehension. Fluency and vocabulary are important skills and are both crucial stepping stones to comprehension, which for any reader may be considered the main goal of reading. Step 1: Listen to the audio bookAn adult mentor with a particular area of expertise (the eXpert) introduces themselves and relates the cluster theme to their own experience. The mentor reads all or some sections of the book. Step 2: Read the bookThe student then reads the book, either in a guided reading or independent reading situation. Step 3: Write your responses to the question on the activity card. For all levels, there are two writing activities related to the content or theme of the book, often scaffolded, with a graphic organiser. There are also two additional activities that link to other curriculum learning areas.

Guinea's Other Suns is a classic collection of essays on the forced and voluntary migration to Trinidad of West and West-Central Africans during the 1800s, extending through both the slavery and post-emancipation eras. This second edition is a thematic expansion buttressed by historical documentary sources and painstaking linguistic research.Maureen Warner-Lewis examines African cultural practices and artefacts as recalled by the biological descendants of these migrants during interviews with the author in the 1960s and 1970s. The wars caused by ethnic and religious contestations, economic advantage and imperial expansionism are significant themes in the literary repertoire, but so too are themes of love, the yearning for home, pride in ethnic and family identity, the pain of exile, and the separation of death. Warner-Lewis explores the poetic techniques, musical genres and instrumentation, language patterns, athletic and masquerade traditions, economic arrangements, and religious beliefs and rituals of the Yoruba, Kongo, Angolan, Hausa and Rada (Dahomeyan) communities which this peasantry and urban labour force introduced or reinforced on the island. While some of these artefacts have withered away, or are now moribund, others continue to inform the still-evolving twenty-first-century cultural life of the island.

The Oxford Literacy Web is an exciting new literacy programme designed to guide schools successfully through the primary years. Fitting the requirements of the National Literacy Strategy, National Curriculum in England and Wales, English Language 5-14 in Scotland, and Common Curriculum in Northern Ireland, the Oxford Literacy Web guides pupils through the core skills associated with learning to read and write with a diverse range of literary styles within the genres of fiction, non-fiction, rhymes, language, and poetry. Launch into Literacy is a course to inspire the highest reading and writing skills in today's children. A new language programme specially written for NLS and other curriculum requirements, Launch into Literacy is a structured five-book course (Foundation Book and Books 1-4) for 6-11 year olds, Y2/P3 to Y6/P7. It presents a wide range of texts for children to study as models for their own writing at text, sentence, and word level. The Teacher's Guides include photocopy masters and photocopiable assessment sheets.

'Since the early 2000s, women affiliated with comedy television have been widely discussed as exceptions within a masculine industrial context, celebrated as brave counterexamples to ideas women lack comedic voices, or derided for not being good enough as comics or feminists. Television has been included in this discussion as a space for representing women, in comparison to film, provided more dynamic options for actress. Comedy has been used in these conversations as journalists and bloggers increasingly focus on lack of representation within comedy formats in addition to already lack of diversity on and offscreen. The goal of this research is to analyze women's comedic work for television. The following is an examination of authorship in comedy television. There have been a handful of women who have acted as headwriters/ showrunners/ producers/ stars in comedy texts within the past ten years. Through analyses of four women in particular: Tina Fey, Amy Poehler, Diablo Cody, and Lena Dunham, this research highlights the ways in which the perspectives of women are incorporated within their texts. Through comedy they provide characters and points of identification that go beyond stereotyping and shed light on the nuanced nature of women's lived experiences. These texts both resist and conform to societal expectations of women. Television Studies exists within a state of fluctuation as industrial shifts uproot the ways in which television operates and even how we as an audience watch or experience programs. Expansion of channels, changes in ownership, challenges over content have affected the ways in which audiences view television as an object. This dissertation is an exploration of those cracks, which were made by female comedy writers to provide insight into women's daily lives and experiences within American contexts. While by no means all-inclusive, women working in contemporary television continue to try and negotiate wider openings for women's content on the screen and battle against the saturation of male-centric narratives.