Auswahl der wissenschaftlichen Literatur zum Thema „Sex equity“
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Zeitschriftenartikel zum Thema "Sex equity"
N, Dr Jagadeesh. „Third Sex and Gender Equity“. JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 05, Nr. 4 (15.12.2015): 141–42. http://dx.doi.org/10.58739/jcbs/v05i4.7.
Der volle Inhalt der QuelleDobbins, Gregory H. „Equity vs equality: Sex differences in leadership“. Sex Roles 15, Nr. 9-10 (November 1986): 513–25. http://dx.doi.org/10.1007/bf00288228.
Der volle Inhalt der QuelleWoodruff, T. K. „Sex, equity, and science“. Proceedings of the National Academy of Sciences 111, Nr. 14 (08.04.2014): 5063–64. http://dx.doi.org/10.1073/pnas.1404203111.
Der volle Inhalt der QuelleKoshan, Jennifer. „Intersections and Roads Untravelled: Sex and Family Status in Fraser v Canada“. Constitutional Forum / Forum constitutionnel 30, Nr. 2 (12.05.2021): 29–42. http://dx.doi.org/10.21991/cf29420.
Der volle Inhalt der QuelleKlein, Susan S., und Karen Bogart. „Achieving Sex Equity in Education“. Equity & Excellence in Education 23, Nr. 1-2 (Januar 1987): 114–22. http://dx.doi.org/10.1080/1066568870230115.
Der volle Inhalt der QuelleKratovil, Jane, und Susan M. Bailey. „Sex equity and disabled students“. Theory Into Practice 25, Nr. 4 (September 1986): 250–56. http://dx.doi.org/10.1080/00405848609543234.
Der volle Inhalt der QuelleMARTIN, RUTH E., und ANN K. MULLIS. „Sex equity in early childhood environments“. Journal of Consumer Studies and Home Economics 14, Nr. 4 (Dezember 1990): 347–55. http://dx.doi.org/10.1111/j.1470-6431.1990.tb00060.x.
Der volle Inhalt der QuelleGayle, Barbara Mae. „Sex equity in workplace conflict management“. Journal of Applied Communication Research 19, Nr. 3 (August 1991): 152–69. http://dx.doi.org/10.1080/00909889109365300.
Der volle Inhalt der QuelleBecker, Joanne Rossi. „Sex Equity Intervention Programs Which Work“. School Science and Mathematics 87, Nr. 3 (März 1987): 223–32. http://dx.doi.org/10.1111/j.1949-8594.1987.tb11697.x.
Der volle Inhalt der QuelleKlein, Susan Shurberg. „This issue: Sex equity and education“. Theory Into Practice 25, Nr. 4 (September 1986): 218. http://dx.doi.org/10.1080/00405848609543229.
Der volle Inhalt der QuelleDissertationen zum Thema "Sex equity"
Bevan, Kimberly J. „Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms“. Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/547.
Der volle Inhalt der QuelleSimmons, Joseph Paull. „Gender issues and equity within Canadian high school sport“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ56203.pdf.
Der volle Inhalt der QuelleThorson, Anna. „Equity and equality : case detection of tuberculosis among women and men in Vietnam /“. Stockholm, 2003. http://diss.kib.ki.se/2003/91-628-5689-8/.
Der volle Inhalt der QuelleLam, Gigi. „How does gender equity affect fertility in Hong Kong? /“. View abstract or full-text, 2007. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202007%20LAM.
Der volle Inhalt der QuelleDancu, Toni Nicole. „Designing Exhibits For Gender Equity“. PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/339.
Der volle Inhalt der QuelleOlivier, Patricia Joan. „Gender equity in mathematics education : the Namibian situation“. Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51772.
Der volle Inhalt der QuelleENGLISH ABSTRACT: Gender inequity in mathematics performance is a global phenomenon. In both the developed and the developing world, females perform more poorly in mathematics than males at senior secondary school level. In Namibia, the situation is no exception. Examination results for the past few years have shown that males outperform females in mathematics at senior secondary school level. This has resulted in more males taking mathematics as a major subject at tertiary level, with the consequence that they subsequently find better jobs than females. For the purpose of this study, a literature research was done to investigate the factors that might influence the mathematics performance of females and males. The search did not show any significant biological differences between males and females that could explain the differences in performance. Several other factors were, however, identified to playa role in how females perform in mathematics. The factors identified were: interest in mathematics, a person's self-concept, mathematics anxiety, attitude towards mathematics, gender stereotyping, and the roles of the family and teachers. These factors were tested in the Namibian situation by means of a questionnaire that was given to Grade 12 students who do mathematics and it was found that: 1. males and females' attitudes towards mathematics differ significantly. Males seem to have a much more positive attitude towards mathematics; 2. Females experience mathematics anxiety at a higher level than males; 3. Gender stereotyping influences the mathematics performance of females more negatively than males' performance; Family members' influence contributes significantly to the poorer performance of females; 5. Interest in mathematics seems to be higher in males than in females; 6. Teacher influence does not seem to play a significant role in the mathematics performance of males and females. (This is in contrast with the results of the literature review.); and 7. There is no difference in the self-concept of Namibian males and females. To help make mathematics more appealing to girls, the first step is to recognise the disparities. Each person in a girl's circle of family, teachers, community and friends can begin, even before she reaches primary school, to hold high expectations of her and praise her performance. Sophisticated technology is increasingly significant to our nation's economic, political and social health. Almost every element of society - in fields as diverse as music, sports and agriculture - is being touched by technology. To prepare them for.these jobs, we must present science, engineering and mathematics as non-intimidating subjects to every student, so that they will feel encouraged to gain the skills and knowledge necessary for technical careers. As we increasingly become part of the global economy, we must engage the intellectual potential of all our young people.
AFRIKAANSE OPSOMMING: Geslagsongelykheid in wiskunde prestasies is a globale verskynsel. Daar is bevind dat meisies swakker doen as seuns in wiskunde in die senior sekondere skoolfase in beide die ontwikkelende sowel as die ontwikkelde lande. Namibia is geen uitsondering nie. Eksamenuitslae van die afgelope paar jare het gewys dat seuns baie beter vaar as meisies in wiskunde, spesifiek in die senior sekondere skoolfase. Dit het tot gevolg gehad dat meer seuns wiskunde neem as hoofvak na skool en dat hulle gevolglik beter werksgeleenthede as meisies kry. Vir die doel van hierdie studie is 'n Literatuurstudie gedoen om uit te vind watter faktore beinvloed die wiskunde prestasies van studente. Die literatuurstudie het geen noemenswaardige biologiese verskille tussen seuns en meisies uitgewys wat moontlik die verskil in prestasies kan verklaar nie. Verskeie ander faktore is egter geidentifiseer wat beslis 'n rol speel in wiskunde prestasies van meisies. Die faktore wat geidentifiseer was, is: belangstelling in wiskunde, 'n persoon se selfbeeld, wiskunde angs, 'n persoon se houding teenoor wiskunde, geslags stereotipes, die rol van die familie en onderwysers. Bogenoemde faktore is getoets in die Namibiese situasie by wyse van 'n vraelys wat uitgegee is vir graad 12 leerlinge wat wiskunde doen. Die resultate wat verkry is, is as volg: 1. Daar is 'n groot verskil tussen seuns en meisies se houding teenoor wiskunde. Dit wil voorkom as seuns se houding meer positief is as die van meisies; 2. Meisies ondervind wiskunde angs in 'n groter mate as seuns; 3. Geslagstereotipes het 'n negatiewe invloed op die wiskunde prestasies van meisies; 4. Familielede se invloed speel 'n groot rol in die swakker prestasies van meisies; 5. Seuns stel meer belang in wiskunde as meisies; 6. Dit blyk asof die invloed van onderwysers nie 'n noemenswaardige rol speel in die wiskunde prestasies van studente nie; Dit is teenstrydig met die bevindinge in die literatuurstudie. 7. Daar is geen verskil in die selfbeeld van meisies en seuns nie. Die eerste stap om wiskunde meer aantreklik vir meisies te maak, is om die dispariteit tussen seuns en meisies te erken. Elke persoon wat op enige manier met meisies in aanraking kom, hetsy familie, onderwysers, gemeenskap of vriende kan, selfs voorskool al, begin om hoë verwagtinge van hulle te koester en hulle te prys vir goeie prestasies. Gesofistikeerde tegnologie raak al hoe meer belangrik vir ons nasie se ekonomiese, politiese en sosiale welslae. Bykans elke sektor in ons gemeenskap, so divers soos musiek, sport en landbou, word geraak deur tegnologie. Die wetenskappe, ingenieurswese en wiskunde moet dus, sonder intimidasie, aan elke student aangebied word, om hulle sodoende aan te moedig om die nodige vaardighede te ontwikkel vir tegnies beroepe. Ons moet al ons jongmense se intellektuele potensiaal ten volle benut om in lyn te kom met die wereld ekonomie.
Evensen, Elisabeth Banghart. „Equity v. equality: the role of gender and disclosure of allocation on individual reward allocation decisions“. Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54325.
Der volle Inhalt der QuellePh. D.
Armeni, Virginia. „Student perceptions of gender equity in high school coeducational and single-sex physical education classes“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0015/MQ54976.pdf.
Der volle Inhalt der QuelleFleischman, Robert Paul. „Perceptions of Title IX and gender equity the influence of life histories, sports experiences, and campus initiatives /“. Diss., Online access via UMI:, 2006.
Den vollen Inhalt der Quelle findenCorrea, Elaine. „Get out of my space! :"illusionary practices of equity"“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36758.
Der volle Inhalt der QuelleBücher zum Thema "Sex equity"
Jayne, Edith. Sex equity. London: Thames Polytechnic, School of Primary Education, 1988.
Den vollen Inhalt der Quelle findenWashington (State). Higher Education Coordinating Board., Hrsg. Gender equity report. [Olympia, Wash.]: Washington State Higher Education Coordinating Board, 2000.
Den vollen Inhalt der Quelle findenWashington (State). Higher Education Coordinating Board., Hrsg. Gender equity report. [Olympia, Wash.]: The Board, 2002.
Den vollen Inhalt der Quelle findenS, Klein Susan, Hrsg. Sex equity and sexuality in education. Albany: State University of New York Press, 1992.
Den vollen Inhalt der Quelle findenLibrary of Congress. Major Issues System, Hrsg. Economic equity act. [Washington, D.C.]: Congressional Research Service, Library of Congress, Major Issues System, 1987.
Den vollen Inhalt der Quelle findenO'Brien, Carelli Anne, Hrsg. Sex equity in education: Readings and strategies. Springfield, Ill., USA: C.C. Thomas, 1988.
Den vollen Inhalt der Quelle findenS, Klein Susan, Hrsg. Handbook for achieving sex equity through education. Baltimore: Johns Hopkins University Press, 1989.
Den vollen Inhalt der Quelle findenS, Klein Susan, Hrsg. Handbook for achieving sex equity through education. Baltimore: Johns Hopkins University Press, 1985.
Den vollen Inhalt der Quelle findenKing, Jacqueline E. Gender equity in higher education: 2006. Washington, DC: American Council on Education, 2006.
Den vollen Inhalt der Quelle findenSaha, Chandana. Gender equity and equality: Study of girl child in Rajasthan. Jaipur: Rawat Publications, 2003.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Sex equity"
Hays-Thomas, Rosemary. „Gender/Sex and Work“. In Managing Workplace Diversity, Equity, and Inclusion, 210–54. 2. Aufl. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780367808884-12.
Der volle Inhalt der QuelleRahm, Laura. „Bioethics, Sex Selection, and Gender Equity“. In International Handbook of Population Policies, 719–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-02040-7_33.
Der volle Inhalt der QuelleAgathangelou, Anna M., Kalliopi Christoforou und Sofia Georgiou. „Sex and Nervousness in Cyprus and the EU“. In Global Equity in Administration, 103–32. New York, NY: Routledge, [2020]: Routledge, 2020. http://dx.doi.org/10.4324/9781003055945-6.
Der volle Inhalt der QuelleProchner, Isabel. „Design for Female and Intersectional Sexual Equity“. In Designing for Sex and Gender Equity, 67–79. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-5.
Der volle Inhalt der QuelleProchner, Isabel. „Sex, Gender, and Intersectionality in Toy Design“. In Designing for Sex and Gender Equity, 35–51. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-3.
Der volle Inhalt der QuelleProchner, Isabel. „Modest Sportswear for Women of Faith“. In Designing for Sex and Gender Equity, 80–94. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-6.
Der volle Inhalt der QuelleProchner, Isabel. „Sex, Gender, and Intersectional Equity in Virtual Assistants“. In Designing for Sex and Gender Equity, 95–108. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-7.
Der volle Inhalt der QuelleProchner, Isabel. „Introduction“. In Designing for Sex and Gender Equity, 1–20. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-1.
Der volle Inhalt der QuelleProchner, Isabel. „Design for Men's Mental Health“. In Designing for Sex and Gender Equity, 52–66. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-4.
Der volle Inhalt der QuelleProchner, Isabel. „Design for Beautiful Bodies“. In Designing for Sex and Gender Equity, 109–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-8.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Sex equity"
Petrović, Jelena. „From equality to equity: Gender perspective of sport in Serbia“. In Antropološki i teoantropološki pogled na fizičke aktivnosti (10). University of Priština – Faculty of Sport and Physical Education in Leposavić, 2024. http://dx.doi.org/10.5937/atavpa24002p.
Der volle Inhalt der QuellePhiri, Dines, Mwamba Mutale und Mwaba Kapompole. „Participation in Technical Education, Vocational and Entrepreneurship Training in Zambia: Are there Gender Differences?“ In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3061.
Der volle Inhalt der QuelleKing, Sabrina. „The EquityEd Framework: Cultivating an Equity Mind-Set and Culturally Sustaining Teaching Strategies Through Self-Assessment“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582691.
Der volle Inhalt der QuelleBernusky, Haley, Phil Tibbo, Fakir Yunus, Patricia Conrod, Matthew Keough, Kara Thompson, Marvin Krank und Sherry Stewart. „Does Anxiety Mediate the Relationship Between Cannabis Use and Psychotic-Like Experiences in Emerging Adults? Investigating a Conditional Process Model in a Multi-Site University Sample“. In 2022 Annual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.02.000.15.
Der volle Inhalt der QuelleKleine Buening, Thomas, Meirav Segal, Debabrota Basu, Anne-Marie George und Christos Dimitrakakis. „On Meritocracy in Optimal Set Selection“. In EAAMO '22: Equity and Access in Algorithms, Mechanisms, and Optimization. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3551624.3555305.
Der volle Inhalt der QuelleThi Ngan, Nguyen, und Bui Huy Khoi. „PLS-SEM algorithm in Brand Equity Component“. In IECC 2021: 2021 3rd International Electronics Communication Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3475971.3475979.
Der volle Inhalt der QuelleMisra, Pradeep Kuma. „An Analysis of Policy Documents in India Regarding Technologies for Promoting Equity, Inclusion, and Quality in Higher Education“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3098.
Der volle Inhalt der QuellePandhair, O., und S. S. Sanders. „Health Equity and Order Set Use in Sepsis Patients“. In American Thoracic Society 2024 International Conference, May 17-22, 2024 - San Diego, CA. American Thoracic Society, 2024. http://dx.doi.org/10.1164/ajrccm-conference.2024.209.1_meetingabstracts.a1525.
Der volle Inhalt der QuelleAlaiyemola, Anne Omotayo, Olushola Akanmode, Oluwakemi Iwelumor und Modupe Ake. „Re-Appraising Women to Women Discrimination Towards Attaining Gender Equality“. In 2023 International Conference on Science, Engineering and Business for Sustainable Development Goals (SEB-SDG). IEEE, 2023. http://dx.doi.org/10.1109/seb-sdg57117.2023.10124553.
Der volle Inhalt der QuelleEngel, Joachim, Achim Schiller, Daniel Frischemeier und Rolf Biehler. „Statistics education and monitoring progress towards civil rights“. In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16102.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Sex equity"
Hall, Brian. Six Challenges in Designing Equity-Based Pay. Cambridge, MA: National Bureau of Economic Research, August 2003. http://dx.doi.org/10.3386/w9887.
Der volle Inhalt der QuellePritchett, Lant, und Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.
Der volle Inhalt der QuelleMazin, Rafael, und Andrea Lynch. Health + Equality + School Engagement: Scenarios USA reinvents sex education. Population Council, 2014. http://dx.doi.org/10.31899/pgy4.1000.
Der volle Inhalt der QuelleSlaughter, Sabra C. Southeastern Virtual Institute for Health Equity and Wellness (SE VIEW). Fort Belvoir, VA: Defense Technical Information Center, Juli 2011. http://dx.doi.org/10.21236/ada625689.
Der volle Inhalt der QuelleLiberman, Babe, und Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, Juli 2020. http://dx.doi.org/10.51388/20.500.12265/100.
Der volle Inhalt der QuelleO'Shea, Sarah. Rethinking Student Belonging, Engagement, and Success: An Equity Perspective. Journal of the Australian and New Zealand Student Services Association, April 2024. http://dx.doi.org/10.30688/janzssa.2024-1-03.
Der volle Inhalt der QuelleAlexander, Serena, Luana Chen und Maxwell Belote-Broussard. Exploring Equity Frameworks for a Cross-Jurisdictional Vehicle Miles Traveled Mitigation Program in Santa Clara County. Mineta Transportation Institute, Mai 2024. http://dx.doi.org/10.31979/mti.2024.2346.
Der volle Inhalt der QuelleHood, Sula, Brittany Campbell und Katie Baker. Culturally Informed Community Engagement: Implications for Inclusive Science and Health Equity. RTI Press, Januar 2022. http://dx.doi.org/10.3768/rtipress.2023.op.0083.2301.
Der volle Inhalt der QuellePakhira, Deblina, und Judi Fusco. Designing for the future of research: Putting equity-relevant research into practice with scenarios and personas. Digital Promise, Oktober 2022. http://dx.doi.org/10.51388/20.500.12265/163.
Der volle Inhalt der QuelleCacicio, Sarah, Brian Tinsley, Antionette Miller und Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, April 2022. http://dx.doi.org/10.51388/20.500.12265/154.
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