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Tough at the Top?
Tough at the Top? Is research into the role of resilience in career success carried out by Sarah Bond, for business sake consulting ltd. and Dr. Gillian Shapiro, Shapiro Consulting Ltd.
Findings include:

90 per cent of employees regard being resilient as a major factor in their career success.
However barely 6 per cent of respondents regard their employers as a source of resilience.
Difficult relationships and office politics were considered the biggest drain on workplace resilience by three quarters of those surveyed.
71 per cent of women want to be even more resilient than they are, compared to 64 per cent of men.

We examined the prospective associations between family socio-economic background, childhood intelligence (g) at age 11, educational and occupational attainment, and social attitudes at age 33 in a large (N = 8804), representative sample of the British population born in 1958. Structural equation Modeling identified a latent trait of ‘liberal social attitudes’ underlying attitude factors that are antiracist, socially liberal, and in support of gender equality. Another attitude factor—‘political trust’—was relatively independent from the latent attitude trait and has somewhat different pathways in relation to the other variables included in the analysis. There was a direct association between higher g at age 11 and more liberal social attitudes and political trust at age 33. For both men and women the association between g and liberal social attitudes was partly mediated via educational qualifications, and to a much lesser extent via adult occupational attainment. For women the association between g and political trust was partly mediated through both educational qualification and occupational attainment, and for men it was mediated mainly via occupational attainment. Men and women who had higher educational qualifications and higher occupational status tend to be more socially liberal and more trusting of the democratic political system. In terms of socio-economic background, people from less privileged families showed less political trust, but did not differ much in liberal social attitudes from those born into relatively more privileged circumstances. This study shows that social background, cognitive ability, education, and own social status influence perceptions of society.

In this presentation, we will first of all try to explain the key concepts in the title, namely, girl-child and education. Then we will present and discuss the issues/factors in the girl- child education, citing examples from some African countries. Such issues include: access, equity, enrollment, retention/drop-out, and achievement in school subjects. Solutions of the constraints raised will be proffered.

The present study examined cross-national gender differences in domain-general complex problem solving (CPS) and their determinants. A CPS test relying on the MicroDYN approach was applied to a sample of 890 Hungarian and German high school students attending 8th to 11th grade. Results based on multi-group confirmatory factor analyses showed that measurement invariance of CPS was found across gender and nationality. Analyses of latent mean differences revealed that males outperformed females and German students outperformed Hungarian students. However, these results were caused by Hungarian females performing worse than all other groups. Further analyses of logfiles capturing process data of the interaction of participants with the task showed that Hungarian females less often used vary- one-thing-at-a-time strategy, which lead to considerably worse knowledge acquisition. Results imply that analyzing process data such as use of strategies is highly advisable to identify determinants of overall performance differences in CPS across groups of interest.