Thematische Bibliographien / Gender project

Inhaltsverzeichnis

Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Gender project“

Autor: Grafiati

Veröffentlicht am 25. Mai 2024

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Zeitschriftenartikel zum Thema "Gender project"

Niousha, Rose, Daisuke Saito, Hironori Washizaki und Yoshiaki Fukazawa. „Investigating the Effect of Binary Gender Preferences on Computational Thinking Skills“. Education Sciences 13, Nr. 5 (23.04.2023): 433. http://dx.doi.org/10.3390/educsci13050433.

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The Computer Science industry suffers from a vivid gender gap. To understand this gap, Computational Thinking skills in Computer Science education are analyzed by binary gender roles using block-based programming languages such as Scratch since they are intuitive for beginners. Platforms such as Dr. Scratch, aid learners in improving their coding skills by earning a Computational Thinking score while supporting effective assessments of students' projects and fostering basic computer programming. Although previous studies have examined gender differences using Scratch programs, few have analyzed the Scratch project type's impact on the evaluation process when comparing genders. Herein, the influence of project type is analyzed using instances of 124 (62 male, 62 female) projects on the Scratch website. Initially, projects were categorized based on the user's gender and project type. Hypothetical testing of each case shows that the scoring system has a bias based on the project type. As gender differences appear by project type, the project type may significantly affect the gender gap in Computational Thinking scores. This study demonstrates the importance of incorporating the project type's effect into the Scratch projects' evaluation process when assessing gender differences.

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Huang, Xin. „Performing Gender“. Ethnologies 28, Nr. 2 (23.04.2007): 81–111. http://dx.doi.org/10.7202/014984ar.

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By examining gender scripts and performances in Chinese nostalgic studio wedding photography, this article explores the historical and cultural resources available for a particular gender project in contemporary China. It suggests a resonance between the post-Mao gender project and China’s modernity project and Chinese cultural identity construction, and argues that the post-Mao gender project is carried out under the haunting shadow of the Maoist gender ideology, and through cross-cultural negotiations with the Western gaze.

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Khmil, V. V. „GENDER PROJECT OF THE FUTURE“. Anthropological Measurements of Philosophical Research, Nr. 15 (12.06.2019): 7–10. http://dx.doi.org/10.15802/ampr.v0i15.170199.

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Rmn, Brian Dolan. „Project 2000, the gender mender?“ Nursing Standard 4, Nr. 47 (15.08.1990): 52–53. http://dx.doi.org/10.7748/ns.4.47.52.s49.

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Hollins, Sheila. „Gender and Disability Project Group“. Psychiatric Bulletin 27, Nr. 11 (November 2003): 438. http://dx.doi.org/10.1192/pb.27.11.438.

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Wan Mohamad Nazarie, Wan Nur Fazni, und Russell Williams. „Linguistic style and gender match in funding intention towards crowdfunding project“. Review of International Business and Strategy 31, Nr. 3 (23.06.2021): 438–61. http://dx.doi.org/10.1108/ribs-09-2020-0111.

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Purpose The study aims to explore language style and gender match as a key part of initial trust among potential donors and how this leads to funding success based on the similarity attraction and homophily theories. Empirical analyses of 160 respondents revealed that people are more concerned about “how it is written” (language style) than “who has written it” (gender). Design/methodology/approach Crowdfunding (CF) is an internet-based method of funding employed by project founders, allowing individuals to raise funds from the crowd to support their projects. It is important for project founders to attract the crowd’s interest as potential funders commonly have limited information about projects. One of the early cues about a project that can be picked up by the crowd in CF projects is the text description of the proposal. This text description is crucial for giving the crowd an understanding of the project and for promoting the crowd’s trust in the founder, encouraging them to fund the CF project. Based on the similarity attraction and homophily theories, this study sets out to explore language style and gender match as key elements of initial trust among potential donors and how they lead to funding success. A 2 × 2 factorial experimental design (e.g. subject, male and female, × male language style and female language style) was used for the study. To determine the sample size of the experiment, this study applied power and sample size estimations to measure how many respondents were needed for the experiment. Based on the power table of effect size, 128 respondents were considered to be a sufficient number for this experiment to ensure sufficient statistical power of 0.8 and a significance level of 0.05. This study fulfilled the requirement by recruiting 160 respondents, which corresponded to 40 subjects per group based on a 2 × 2 factorial design (the respondents’ gender, male and female, and text language style, male and female). The empirical analysis of 160 respondents revealed that people are more concerned about “how it is written” (language style) than “who has written it” (gender). Findings This paper contributes to project founders’ understanding and knowledge of the importance of linguistic style, which can determine the success of a CF project. One of the important results of this study is that the crowd can identify the author’s gender based on their writing style. Through an experiment applying factorial analysis (2 × 2), it was found that people are more concerned about “how it is written” (language style) than with “who it is written by” (gender). This means that the project founder, if they know who their audience is, should know how to write the project proposal so that it fits the audience’s preferences. More specifically, the success rate of CF projects can be increased by integrating suitable word dimensions in promotions of projects on CF platforms. Therefore, it can be argued that linguistic style is a powerful agent for building a connection with a target audience. The findings of this study can be used as theoretical guidance, and eventually, the potential antecedents of funding intention can be further explored. Research limitations/implications This study is subject to several limitations. The result is limited to donation-based CF. As this study focuses on the language style of project founders when they describe their CF projects, donation-based CF was the most appropriate platform for this research. In donation-based CF, the style words are more emotion-based, compared to other CF platforms. The experiment, however, could also be replicated for other CF types such as reward-based CF. One important part of CF projects is persuading the crowd to fund them. It is worth mentioning that reward-based CF involves individuals pledging to a business in exchange for a reward. Yet, even though reward-based CF offers rewards, it is generally considered a subset of donation-based CF because there is no financial return to the backer. Therefore, it is suggested that future research should also consider case studies in reward-based CF. Second, from the persuading perspective, this study focusses on narrative language style only, as it facilitates the crowd’s understanding of a CF project. Future study can further focus on other information content such as videos in the project proposal. Prior research has found that providing a video in a CF project increases the crowd’s confidence in funding (Mitra, 2012). The study is also supported by previous studies that suggest producing a higher quality of video in the project proposal positively related to the success of CF projects (Mollick (2014)). Practical implications The result of this study empirically confirmed that the crowd’s willingness to fund a project proposal and their trust are dependent on the text description of the project proposal. The project founders need to know how to describe the content of a project so that it signals the quality of the project, especially in early start-ups. In other words, the way that a project is created and published through a CF platform will send a valuable signal to the potential donors about the project, and they will either find it acceptable or reject it. If the project appears to lack demand among potential donors, it is easier for project founders to quickly identify that the project will fail, without the need to invest additional capital. Social implications The findings of this study have important social implications that provide guidelines for project founders on establishing a strategy to help the crowd understand their projects. At the same time, the findings can help the crowd to make their funding decisions. First, the text language used in the CF project by the project founder plays an important role in presenting the campaign and all the ideas need to be presented in a clear way so that the crowd understands the project. In CF projects, pitch is everything (Varsamis, 2018). The pitch refers to the text or video that is provided by the project founder to show their project proposal to the crowd. Compared with traditional funding channels (such as venture capital, i.e. banks), CF is more convenient for raising funds. This is because the project founders need to show their ideas in a creative way to the crowd online, rather than preparing a complex plan and racking their brains on how they can persuade investors to participate (Wang and Yang (2019)). This research intends to help project founders understand how they can influence the crowd by improving the text language used in their CF projects. Originality/value This paper fulfils an identified need to study how the linguistic style of the project founder would lead to the success rate of crowdfunding projects.

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Su, Mandi. „The Impact of Portraits, Product Pricing, and Voice Emotion on Crowdfunding Success Rates Across Different Genders“. Advances in Economics, Management and Political Sciences 79, Nr. 1 (26.04.2024): 333–41. http://dx.doi.org/10.54254/2754-1169/79/20241751.

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In recent years, crowdfunding as an internet entrepreneurial method has gradually entered the public's attention. Crowdfunding platforms have witnessed significant development across various sectors, including charity, cultural creativity, and technological innovation. This study explores the impact of gender, visibility, product pricing, and voice emotion on crowdfunding success rates within the American platform Kickstarter. Emphasis is placed on understanding how gender factors influence crowdfunding in different contexts, aiming to assist project founders to enhance their project success rates. The study analyzes success rates of founders of different genders in various situations. The findings under face visibility conditions, the success rate of male funders is significantly lower than the mean success rate of female funders. Crowdfunding success rates are generally higher when product prices exceed the average, with female funders consistently achieving higher success rates than male funders in this scenario. In crowdfunding video voiceovers, for founders of different genders, the impact of energy levels in crowdfunding videos on success rates is not significant. However, higher upset values lead to a greater success rate, with a similar increase for founders of different genders. The study concludes that in crowdfunding videos where faces are shown, female fundraisers significantly enhance success rates. Higher crowdfunding project prices lead to higher success rates, and female fundraisers are more likely to succeed in these projects. While the degree of discouragement in voiceovers significantly influences projects, gender is not a crucial influencing factor.

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Winters, Janelle, Genevie Fernandes, Lauren McGivern und Devi Sridhar. „Mainstreaming as rhetoric or reality? Gender and global health at the World Bank“. Wellcome Open Research 3 (17.08.2018): 18. http://dx.doi.org/10.12688/wellcomeopenres.13904.2.

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Background:Over the past decade gender mainstreaming has gained visibility at global health organisations. The World Bank, one of the largest funders of global health activities, released twoWorld Development Reportsshowcasing its gender policies, and recently announced a $1 billion initiative for women’s entrepreneurship. We summarise the development of the Bank’s gender policies and analyse its financing of gender projects in the health sector. This article is intended to provide background for future research on the Bank’s gender and global health portfolio.Methods:First, we constructed a timeline of the Bank’s gender policy development, through a review of published articles, grey literature, and Bank documents and reports. Second, we performed a health-focused analysis of publicly available Bank gender project databases, to track its financing of health sector projects with a gender ‘theme’ from 1985-2017.Results:The Bank’s gender policy developed through four major phases from 1972-2017: ‘women in development’ (WID), institutionalisation of WID, gender mainstreaming, and gender equality through ‘smart economics’. In the more inclusive Bank project database, projects with a gender theme comprised between 1.3% (1985-1989) and 6.2% (2010-2016) of all Bank commitments. Most funding targeted middle-income countries and particular health themes, including communicable diseases and health systems. Major gender-related trust funds were absent from both databases. The Bank reports that 98% of its lending is ‘gender informed’, which indicates that the gender theme used in its publicly available project databases is poorly aligned with its criteria for gender informed projects.Conclusion:The Bank focused most of its health sector gender projects on women’s and girls’ issues. It is increasingly embracing private sector financing of its gender activities, which may impact its poverty alleviation agenda. Measuring the success of gender mainstreaming in global health will require the Bank to release more information about its gender indicators and projects.

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Nogueira, Patricia, und Inês Amaral. „Interacting With Gender Violence“. Interactive Film & Media Journal 2, Nr. 3 (23.06.2022): 96–113. http://dx.doi.org/10.32920/ifmj.v2i3.1516.

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Stemming from a process of non-linear narratives in a digital convergence landscape, interactive documentary proposes an innovative change in the documentary realm by allowing the user to choose how to consume the contents and produce a universe of narrative possibilities where the stories begin and end by linking to each other. This paper examines to what extent interactive documentary may constitute a voice of process (Couldry 2), assuming to be a resource that may contribute to social change by seeking awareness of gender violence and justice for the victims. The empirical study focuses on two interactive documentaries approaching violence against women: Mujeres en Venta and The Quipu Project. The methodological approach draws upon a three-fold dimension: discourse analysis, multimodal analysis, and the interaction structure. Results show that both projects explore user’s interaction and participation to favor engagement and immersion with the narrated reality, aiming to promote social change. The empirical study has identified that the two documentary projects use narrative resources from traditional documentaries and simultaneously introduce relevant novelties to the perspective of user interaction and participation, aimed at favoring the engagement and immersion with the narrated reality. Mujeres en Venta and The Quipu Project propose a multilevel communicative flow, which encompasses three combined dimensions: aesthetic, narrative, and emotional (Mora-Fernández 198–200).

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Buckle, Pamela, und Janice Thomas. „Deconstructing project management: a gender analysis of project management guidelines“. International Journal of Project Management 21, Nr. 6 (August 2003): 433–41. http://dx.doi.org/10.1016/s0263-7863(02)00114-x.

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Dissertationen zum Thema "Gender project"

Baker, Marzena. „Gender equality in project-based organisations“. Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205245/1/Marzena_Baker_Thesis.pdf.

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This thesis is a mixed methods research study that focuses on the evaluation of gender equality in the project-based organisations. It aimed to explore how gender equality initiatives affect representation of women at various levels of organisations and to understand the impact of women’s representation on organisational outcomes. It also aimed to explore the issues of selection and implementation of HR initiatives designed to address equality and diversity. This research extends our knowledge of the effectiveness of gender equality initiatives on women’s representation and the organisational practices in the selection and implementation of formal HR initiatives designed to address it.

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Holifield, Steven Lee. „Mathematics, technology, and gender: Closing gender differences with a high school web site“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1871.

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This project focuses on using technology to help motivate young females to make use of a high school web site to lesson anxieties and increase interest in mathematics and the use of technology. Additionally, it acts as a model to create an educational web site that brings about better communication within a community.

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Olivier, Glenda J. „Personality disorders as gender roles“. CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/541.

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Rubalcava, Raymond. „Gender equity and computer use“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2134.

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The literature review shows that gender inequality in computer use exists today. The inequality begins at birth with society giving boys and girl's roles that they have to play. One possible solution to gender inequality in computer use is to put a gender equity program in place at public schools. Such a program would have to be woven into teaching practices and school activities to strengthen girls' confidence and their ability to achieve in computers.

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Mohana, Malini. „Children's constructions of gender: A participatory project“. Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30910.

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Studies on the construction of gender have largely focussed on adolescents and young adults in South Africa. This leaves a significant gap in understanding the ways in which gender is constructed and negotiated by younger children. This study, therefore, investigated how younger children narrate and experience their gendered lives, and whether these stories resisted or maintained dominant narratives of gender. Twelve participants between the ages of eight and fourteen participated. The research used participatory action research (PAR) methods. Specifically, Photovoice, journaling, collages and drawing were used to represent the stories and narratives that the participants chose to share. The Photovoice component culminated in a community exhibition which showcased the participants’ photos. In addition, the participants took part in focus groups and individual interviews. The focus group transcripts, individual interview transcripts, collages, photographs, drawings and journal entries were analysed using thematic narrative analysis. The study showed that children construct gender based on contradictory messaging, and exercise defiance of normative gendered constructs within the limits of heteronormative gender identity. Four main narrative themes emerged: Negotiating gendered expression; Normalisation of gendered violence; Subjugating female bodies; Narratives of conformity and resistance. Based on the findings, the recommendation was made to use play as both a means of exploration and education in children’s understanding of gender.

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Emerson, Elizabeth A. „Gender, sex roles and the depressive experience“. CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/239.

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Magaz, Nazare. „Gender and homosexual sterotypes: A cross-cultural study“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/516.

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Godwin, Scott Douglas. „Gender issues, core curriculum, and statewide content standards“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2100.

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Altawail, Ghassan Mohammed. „Gender segmentation and its implementation in Saudi Arabia“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2281.

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The purpose of this project is to gain a better understanding of gender segmentation strategy possibilities in the Kingdom of Saudi Arabia. The findings from this survey graphically illustrate and statistically demonstrate some critically important information about the consumer demographics, needs, and behaviors of the targeted female Saudi shopper.

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Rank, Janice Lee. „Moral orientation and decision-making: Ethnic and gender differences“. CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/456.

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Bücher zum Thema "Gender project"

Gender Justice Through Musalihat Anjuman Project. Gender justice Through Musalihat Anjuman Project. Islamabad: Gender Justice Through Musalihat Anjuman Project, 2007.

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Gender discourse in the Nigeria project. [Nigeria]: House of Spectrum, 2016.

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Kaouris, A. Organization culture: Gender and management of project teams. Manchester: UMIST, 1997.

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Gajewski, Gregory, und Gregory R. Gajewski. Socially inclusive and gender-responsive transport projects: A case study of the Timor-Leste road sector improvement project. Mandaluyong City, Metro Manila, Philippines: Asian Development Bank, 2007.

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James, Holton Gerald, Hrsg. Gender differences in science careers: The project access study. New Brunswick, N.J: Rutgers University Press, 1995.

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Striving for gender equality: Selected best practices on gender mainstreaming : Policy Leadership and Advocacy for Gender Equality (PLAGE II) Project. Dhaka: Ministry of Women and Children Affairs, Government of the People's Republic of Bangladesh, 2012.

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Ethiopia. YaʼIkonomi lemātenā tebeber ministér. Women's Affairs Office. Gender perspective guideline/checklist for program/project planning in Ethiopia. Addis Ababa, Ethiopia: MEDaC/WAO, 2001.

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Nina, Perez, und Kautu Anne, Hrsg. Final report: Gender and development project phase II--design study. Kiribati: s.n., 2003.

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Ethiopia. YaʼIkonomi lemātenā tebeber ministér. Women's Affairs Office. Gender perspective guideline/checklist for program/project planning in Ethiopia. Addis Ababa, Ethiopia: MEDaC/WAO, 2001.

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Integrated Consultancies and Resources Centre (Pty) Ltd. Report on the gender mainstreaming project with four pilot ministries. [Gaborone]: United Nations Development Programme, 2005.

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Buchteile zum Thema "Gender project"

Porter, Clara, und Cathy Plourde. „Campus Safety Project“. In Eliminating Gender-Based Violence, 83–97. Names: Taket, A. R. (Ann R.), author. | Crisp, Beth R., author. Title: Eliminating gender based violence / Ann Taket and Beth R. Crisp. Description: 1st Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315684437-6.

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Hogan, Susan. „The birth project“. In Arts Therapies and Gender Issues, 90–109. Abingdon, Oxon; New York, NY: Routledge, 2019. | Series: International research in the arts therapies: Routledge, 2019. http://dx.doi.org/10.4324/9781351121958-7.

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Tintiangco-Cubales, Allyson. „Final Project Runway“. In Gender Identity, Equity, and Violence, 25–44. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444985-4.

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Block, Brit-Maren. „Project-Mentoring“. In GIEE 2011: Gender and Interdisciplinary Education for Engineers, 131–46. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-982-4_10.

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Du, Xiang-Yun. „Understanding Gender“. In Gender and Diversity in a Problem and Project Based Learning Environment, 57–75. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003338260-4.

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Helbert, Maryse. „The Chad–Cameroon Pipeline: A Model Project?“ In Women, Gender and Oil Exploitation, 97–114. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81803-6_6.

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Belliappa, Jyothsna Latha. „Conclusion: The Collective Project of Self“. In Gender, Class and Reflexive Modernity in India, 160–66. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137319227_8.

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Du, Xiang-Yun. „Gender and Learning in Engineering Education“. In Gender and Diversity in a Problem and Project Based Learning Environment, 265–93. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003338260-9.

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Ingrey, Jennifer. „From Bathroom Problem to Bathroom Project“. In Rethinking School Spaces for Transgender, Non-binary, and Gender Diverse Youth, 96–129. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003004394-4.

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Cabrera García, Elisa. „Mónica Mayer’s ‘El Tendedero’ Project: Forty Years of Feminist Art Framing Gender-Based Violence in Mexico“. In Representing Gender-Based Violence, 255–81. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13451-7_12.

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Konferenzberichte zum Thema "Gender project"

„Gender in the workplace: The effects of social networks in cross-cutting project teams“. In Closing the Gender Gap. Purdue University, 2016. http://dx.doi.org/10.5703/1288284316094.

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Romei, Andrea, Salvatore Ruggieri und Franco Turini. „Discovering Gender Discrimination in Project Funding“. In 2012 IEEE 12th International Conference on Data Mining Workshops. IEEE, 2012. http://dx.doi.org/10.1109/icdmw.2012.39.

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Hansson, Lena. „Gender Bending Through Design: An Account of a Student Project on Gender“. In Nordes 2009: Engaging Artifacts. Nordes, 2009. http://dx.doi.org/10.21606/nordes.2009.017.

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Monetti, Giulia, Immacolata D'Acunto und Roberto De Luca. „STEM AND GENDER EQUALITY IN SCIENTIFIC DEGREE PROJECT“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1034.

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Gledhill, Irvy. „An introduction to the “gender gap in science” project“. In WOMEN IN PHYSICS: 7th IUPAP International Conference on Women in Physics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0176093.

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Čotić-Poturić, Vanja, Angela Bašić-Šiško und Ivan Dražić. „GENDER PERSPECTIVES IN TEACHING: ERASMUS+ PROJECT "GIRLS GO STEM"“. In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1415.

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Barahona Fuentes, Claudia, Marcel·la Castells Sanabra, Ángela Ruiz Robles, Mercè Codina Costa, Rosa M. Fernández Canti, Maria Montserrat Vela del Olmo, Santiago Ordás Jiménez, Antonio Isalgué Buxeda und Álvar Martin Llopis. „A UPC innovation teaching project for the incorporation of the gender perspective in nautical, marine and naval engineering“. In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1372.

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There has been a rising awareness in recent years of the gender inequalities within STEM-related programmes and the need to overcome them and so bridge the gender gap in these academic disciplines. Different initiatives have arisen, among which there are gender equality policies, regulations and programmes. In line with this, the Catalan University Quality Assurance Agency (AQU) promoted a regulation for the incorporation of the gender perspective in all the bachelor’s and master’s degrees in tertiary education in Catalonia by 2021. To comply with this regulation and also to promote a culture of equity and equality of opportunities for women, the Universitat Politècnica de Catalunya (UPC) fostered different projects within its community. One of these projects has been developed by the Gender Equality Commission at Barcelona School of Nautical Studies and consists in the development of a web platform with resources for lecturers to incorporate this new transversal competence of gender perspective in the nautical, marine and naval engineering study plans. The main objective of this teaching innovation project is to aid teachers with the incorporation of this competence not only by providing online tools and resources but also gender-focused teacher training to allow them to design tailor-made activities and strategies. Some tests were also administered to assess the effectiveness of the implementation of these newly-designed gender equality teaching practices and some sample study plans and activities were developed to serve as a model and example of good practices for the incorporation of gender mainstreaming in the disciplines of nautical, marine and naval engineering.

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Bringula, Rex P., John Benedic R. Enriquez, Rodany A. Merida, Gil Francis S. Abinal und Jose Mari S. Ramos. „Attitude towards Capstone Project: Looking from gender and stage perspectives“. In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044315.

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Niousha, Rose, Daisuke Saito, Hironori Washizaki und Yoshiaki Fukazawa. „Scratch Project Analysis: Relationship Between Gender and Computational Thinking Skill“. In 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2022. http://dx.doi.org/10.1109/tale54877.2022.00099.

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Westh, Bjøm Hjorth, Nanna Inie, Louise Barkhuus und Claus Brabrand. „Gender Differences in the Group Dynamics of Smaller CS1 Project Groups“. In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343369.

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Berichte der Organisationen zum Thema "Gender project"

Johnson, Nancy. Evaluation of the Gender, Agriculture, and Assets Project, Phase 2 gender and empowerment frameworks and tools. Washington, DC: International Food Policy Research Institute, 2021. http://dx.doi.org/10.2499/p15738coll2.134453.

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Likoko, E. Gender report fair planet project : Adopting gender approaches to promote productivity and income generation in vegetable farming. Wageningen: Wageningen Centre for Development Innovation, 2022. http://dx.doi.org/10.18174/562692.

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Van den Berg, Sophie, Liliana Abarca und Victoria Rudin. Gender and Recycling: Tools for Project Design and Implementation: Regional Initiative for Inclusive Recycling. Inter-American Development Bank, Oktober 2013. http://dx.doi.org/10.18235/0006226.

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This Guide is intended to be used in the preparation of projects that contribute to the formalization of recyclers and their integration into the recycling value chain. Through the application of the tools included in the Guide, it is possible to identify and take into account the needs of recyclers in each stage of the project cycle, in order to promote the creation and strengthening of spaces for the equal participation of women and men in decision-making and in the assignment of responsibilities associated with the project.

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Hajikazemi, Sara, Giorgio Locatelli und Kate Lawrence. Developing Effective Interventions for Gender Equality in UK Construction Project Organisations. Association for Project Management, März 2024. http://dx.doi.org/10.61175/tncu4467.

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Mott, Joanna, Heather Brown, Di Kilsby, Emily Eller und Tshering Choden. Gender Equality and Social Inclusion Self-Assessment Tool. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/slh.2021.016.

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The facilitated self-assessment provides the opportunity to discuss and reflect on current strengths and how to improve processes that drive positive change in GESI through your projects and organisation. It also provides an opportunity for your project and organisation to measure progress towards transformative practice and outcomes. It enables participants to identify strategies to strengthen gender equality/diversity and social inclusion, consider strategies to make change, and highlight opportunities for improvement within their work.

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Howden, Sarah, und Caroline S. Fawcett. Gender Issues in Technical Training and Vocational Education. Inter-American Development Bank, Oktober 1998. http://dx.doi.org/10.18235/0008895.

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The overall goal of the Bank's Women in Development (WID) Policy is to improve the socioeconomic situation of women in Latin America and the Caribbean and to improve the performance of Bank projects by enhancing women's contributions. To assist project officers in this task, gender guidelines, or resource books, are being prepared in specific sectors and economic structures and markets of Bank Activity. The information in this resource book is focused primarily on training issues regarding skills acquisition in the urban manufacturing and service sectors.

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Budiharsana, Meiwita, und Mai Tung. Improving the health care response to gender-based violence: Project evaluation report. Population Council, 2010. http://dx.doi.org/10.31899/rh2.1024.

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Marcos Morezuelas, Paloma. Gender and Renewable Energy: Wind, Solar, Geothermal and Hydroelectric Energy. Inter-American Development Bank, November 2014. http://dx.doi.org/10.18235/0003068.

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This document focuses on how to incorporate a gender perspective in operations that support the construction, operation and maintenance of medium- and large-scale renewable wind, solar, geothermal and hydroelectric energy installations connected to the grid for purposes of power generation. Additionally, there is also a section on rural energy that is applicable to small installations and mini-grids, or to exceptional cases where medium- and large-scale facilities provide electricity to a community. The document (i) identifies the possible gender equality challenges and opportunities as part of the project assessment, (ii) highlights the risks and potentially negative impacts of the project on gender equality, (iii) offers recommendations for addressing, preventing and mitigating challenges and for maximizing opportunities; and (iv) presents examples of programs that have taken into account gender differences or risks. In addition, the document includes (v) key questions for analyzing gender issues in renewable energy projects, and (vi) examples of indicators for the monitoring and evaluation of operations in the renewable energy sector.

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Wong, Xaria, und Iulia Andreea Toma. Gender and Protection Analysis: Juba, Rumbek and Pibor, South Sudan. Oxfam, Mai 2022. http://dx.doi.org/10.21201/2022.8946.

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This research was conducted to analyse the distinct gender needs and protection concerns of women, girls, men and boys in order to inform the implementation by Oxfam and its partners of the Sida-funded project, ‘Building resilience through gender- and conflict-sensitive approaches to education, skills development, and sustainable livelihoods in South Sudan’. It explores the gendered power relations between women, girls, men and boys, with a focus on the differences in their roles and responsibilities, decision-making power and access to and control over resources. It draws attention to the limited decision-making power held by women and girls, their specific needs, and the rights denials they face pertaining to education and livelihoods in Juba, Rumbek and Pibor. It provides practical recommendations to meaningfully address gender inequalities during project implementation, but is also intended to be used by the broader humanitarian community working in South Sudan to better inform humanitarian design, programming and response.

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Lombardini, Simone, und Kanako Yoshikawa. Women’s Empowerment in Uganda: Impact evaluation of the project ‘Piloting gender sensitive livelihoods in Karamoja’. Oxfam GB, Dezember 2015. http://dx.doi.org/10.21201/2015.592575.

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